TOPIC OVERVIEW Tribal Tales - Mab's Cross Community Primary School

Imaginative Learning Journey
                                Tribal Tales

                            TOPIC OVERVIEW

Take a moment to step outside and stand quietly and still. Turn off all your
technology and try to forget the modern world. Imagine this place 5000 years
ago. What would you have seen?

Head back to prehistoric times (it is a long time ago) to gather berries and hunt
down dinner. Unearth ancient objects and visit astonishing mystical monuments
that reveal the secrets of an ancient time.

Learn how the people of Britain developed over thousands of years from the
Stone Age to the Roman invasion.

Work as a tribe to build a seasonal monument to celebrate the coming of spring.
Then sit quietly and reflect, waiting for the sunrise. What tribal tales will you
have to tell?

                         “Bringing Out The Best in Everyone”

SUBJECT OVERVIEWS
   ENGLISH:
   Class novels – The Iron Man
                 Stone Age Boy
                  Cliff Hanger
   Writing – Narrative (suspense stories) Figurative Poems (Use of senses) Explanation Texts (Tribal tales
   themed) Play Scripts (linked to Class Assembly)
   SPAG – Adverbs, Prepositions, Speech and Tenses

   MATHS:
   Multiplication and Division, Statistics, Measure (Length and Perimeter) and Fractions
   Cross curricular maths – Big Schools’ Bird Watch 2020 (Data Handling)

   SCIENCE:
   How do fossils form?
   Children learn about and model how mould fossils form.
   What is Sand?
   What is Soil?
   Why do magnets attract and repel?
   Children observe magnet’s magnetic fields to find out why they attract and repel each other.
   Can you block magnetism?
   Children investigate magnetic objects and materials and then plan their own investigation to test whether it is
   possible to block magnetism.
   How mighty are magnets?
   Children carry out a series of strength tests on different magnets and draw conclusions.

   STEM: Big Schools Birdwatch – Frog Belly Rat Bone book

   ART & DESIGN:
   Medium – Printing and Sculpture
   Artist- Focus - Neolithic Cave Work and Barbara Hepworth
   Final pieces - Design a raised printing tile and use it to create a repeating pattern and to create a still life ‘to
   scale’ pencil sketch of their own clay sculpture

   COMPUTING:
   We are communicators – Communicating safely on the internet. Children to learn about a number of online
   safety matters in a positive way. They will learn how to use e-mail safely.
   We are bug fixers – Finding and correcting bugs in programs. Children will work with six example scratch
   projects. They explain how the scripts work, finding and correcting errors in them, and explore creative ways
   of improving them.

   E-Safety – We are internet detectives – responsible internet use (Safer Internet Day February 2020)
              We are aware of our digital footprint – Understanding the digital trails we leave behind and keeping
   information safe.

   DESIGN TECHNOLOGY:
 Food and Nutrition: STEM (Feeding Stonehenge) Making homemade soup

                                         “Bringing Out The Best in Everyone”

GEOGRAPHY:
   Observe, measure and record the human and physical features in the local area responding to a range of
    geographical questions
   To investigate through observation and description
   Compare and contrast aerial photographs and plan perspectives explaining their similarities and differences
   Use a range of maps (including digital), atlases and globes to locate countries and features studied
   To recognise patterns on maps and begin to explain what they show
   To locate appropriate information needed for a task from a source material
   To express opinions and personal views about geographical issues.

    They will look at a range of aerial photographs to consider which places an archaeologist would consider
    worth investigating and why. The children will think about what kind of evidence an aerial photograph gives
    and they will look for boundaries, shape and patterns in the landscape. The children will then label an aerial
    photograph.
    Children will role-play being an archaeologist and select an area for an exploratory dig. They will visit the site
    to carry out a mini archaeological dig. What natural and man-made objects will they find?

    The children will use a range of source materials to find out how and why the Stone Age people evolved from
    hunter-gatherers to farmers. Did they improve or damage the environment? The children will look at a range
    of maps and aerial images to find and observe Iron Age hill forts. Make diagrams and plans of an Iron Age hill
    fort and describe its features. If they were a local chief where would they build a hill fort? Use Digimap to
    identify possible locations within our local area.

    HISTORY:
   Show developing understanding of chronology, by beginning to recognise that the past can be divided into
    different periods of time
   Recognise that our knowledge of the past is constructed from different sources of evidence
   Use sources, including written sources, to ask and answer questions about the past
   Describe the impact some changes or developments have had upon Britain and suggest possible reasons for
    this
   To use specialist terms linked to their historical work e.g. Settlement, artefact, archaeologist, civilisation
   To construct informed responses that involve thoughtful selection and organisation of historical information

    Arrange pictures and dates on a timeline of the Stone Age, Bronze Age and Iron Age, discussing why the
    periods are described in these terms. Make links and discuss the chronology in relation to other periods of
    world history. The children will identify the differences between the Palaeolithic, Mesolithic, Neolithic, Bronze
    and Iron Ages. The children will use a range of historical sources to find out about Stone Age families and
    their everyday lives. Collate the information under a range of headings e.g. Food, settlements, family, tools,
    weapons. The children will work in groups to research clothing, homes, diet, farming, work and weather of the
    Bronze Age and choose an appropriate way to present their findings.

    The children will find out about how the rise of wealth and trade created tension between neighbouring
    settlements. They will discover why this changed the way that people lived and farmed and led to the raiding
    of rival settlements by opposing warriors. The children will role play a dispute between opposing settlements.

    The children will use a selection of historical source materials to find out about the tribal life of Iron Age
    people. They will discover how tribes were led and ruled, where they built their homes and how they worked
    together to defend them. (N.B. Iron Age people are sometimes referred to as Celts). They will find out about
    the Lindlow Man. Why is the Lindlow man so well preserved?

                                         “Bringing Out The Best in Everyone”

PHYSICAL EDUCATION:
   Swimming
   Sports Hall Athletics: Take part in a range of track and field events
   Yoga: Learn to support their own body weight in a range of positions, poses and stretches. Use core strength
    to hold balances
   Real Gymnastics: Balance work and using a range of hand apparatus

    PSHE:
    Why do I need to brush my teeth?
    To learn about dental health and good oral hygiene including regular check-ups with dentist. To identify the
    purpose of teeth, different types of teeth and different parts of a tooth.

    How can I keep my body safe?
    Boundaries, acceptable and unacceptable touch, privacy, secrets, reporting concerns and asking for help and
    advice.

    R.E:
    What do different people believe God is Like?
    Faith, Daniel and the lions, God, Trinity, qualities of God and atheism

    What matter to Christians about Easter?
    Lent, Easter story, Holy Week, Badger’s Parting Gifts, Jesus washing the disciple’s feet, humility and service,
    Holy Communion and the road Emmaus

    MUSIC
    Glockenspiel (charanga)
    Arrangements and accompaniments

    SPANISH
    I’m learning Spanish - Children will learn to identify Spain on a map, highlight famous Spanish cities, talk
    about other countries where Spain is spoken, say their name and how they are feeling in Spanish, count to 10
    in Spanish and be able to read and write the number names. Use simple adjectives – colours.

    Animals – Revise language from ‘I’m learning Spanish’. Nouns – animal names including correct article (say,
    read and write)

                                        “Bringing Out The Best in Everyone”

“Bringing Out The Best in Everyone”