Children explore different ways living things can be grouped and make classification keys. They study ways that habitats may change over time and understand that humans can have both positive and negative effects on their surroundings.

In this unit, pupils build on their understanding of Brahman and look at lived reality through examining Puja at home, worship in the mandir and the festival of Diwali. Pupils will reflect on the idea of dharma through two stories which will sow the seeds for examining this concept in more depth in UKS2.

Watch the video below as an introduction to this unit.

Pupils are introduced to the concepts of sustainability and sustainable development through a number of examples that will be familiar to them in their everyday lives, such as recycling and ‘bags for life’ at supermarkets. From these familiar examples, the pupils progress gradually to reflect upon the concept of a resource and how these can be renewable and infinite or non-renewable and finite. From this foundation the pupils are encouraged to consider their own lives and what they currently do as individuals and at home as a family to be more sustainable.

The school community is the next focus of the investigation. The pupils are given the opportunity to survey the school’s level of sustainability against a number of categories and to identify priorities for development in an Action Plan. The scale and context of the enquiry then moves to a national level with the pupils considering why the UK Government is looking to massively increase the contribution of renewable energy, such as solar and wind, to the generation of electricity.

Compose and Create: composing a major 
melody on a stave

In this unit, pupils explore the tonality of a major melody through listening to a range of music. Pupils learn the major pentachord, the first five notes of the scale, on tuned percussion. They use this new scale to compose and notate short melodies.

Programming - Events and actions in programs

This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing. Children will begin by moving a sprite in four directions (up, down, left and right). They will then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of pen blocks. Children are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with designing and coding their own maze tracing program.