MAYFIELD PRIMARY SCHOOL OVERVIEW TOPIC PLAN
TOPIC TITLE / BIG QUESTION: A Village in India - Chembakolli
SOCIAL STUDIES SKILLS (highlight)
Interacting with others and developing an Observing, describing and recording Comparing and contrasting to draw valid conclusions
awareness of self and others
Exploring different types of evidence Development of curiosity and problem-solving skills Developing the capacity for critical thinking
and capacity to take initiatives through accessing analysing and using information
from a wide variety of sources
Discussion and debate Developing reasoned and justified points of view Developing and using maps in a variety of contexts
Developing and applying skills in interpreting and Developing an awareness of sequence and Presentation skills – oral. written, multi-media
displaying graphical representation of information chronology
OUTCOMES AND EXPERIENCES
CURRICULUM AREAS CROSS CUTTING PRIORITES
SOCIAL SCIENCES EXPRESSIVE TECHNOLOG RELIGIOUS LANGUAGES ENGLISH MATHS LITERACY NUMERACY HEALTH
STUDIES ARTS IES AND MORAL AND WELL-
EDUCATION BEING
SOC212J SCN204A EXA212M TCH212G RME209L LIT227AE MNU211K HWB206E
SOC214L EXA209H TCH207D RME210M
SOC213K EXA211L RME211N LIT225AC
SOC220Q RME213R
SOC221R RME215U
LINKS TO CROSS CUTTING THEMES (highlight)
Enterprise Creativity Citizenship Sustainability Learning Outdoors
MAYFIELD PRIMARY SCHOOL TOPIC PLAN
LEVEL Second TOPIC TITLE / BIG QUESTION A Village in India - Chembakolli LENGTH OF TOPIC Nov- Dec
CAPACITIES
Successful Learners Confident Individuals
With: With:
Enthusiasm and motivation for learning Self-respect
Determination to reach high standards of achievement A sense of physical, mental and emotional well-being
Openness to new thinking and ideas Secure values and beliefs
And able to: Ambition
Use literacy, communication and numeracy skills And able to:
Use technology for learning Relate to others and manage themselves
Think creatively and independently Pursue a healthy and active lifestyle
Learn independently and as part of a group Be self-aware
Make reasoned evaluations Develop and communicate their own beliefs and view of the world
Link and apply different kinds of learning in new situations. Live as independently as they can
Assess risk and make informed decisions
Achieve success in different areas of activity
Effective Contributors
Responsible Citizens With:
With: An enterprising attitude
Respect for others Resilience
Commitment to participate responsibly in political, economic, social and cultural life Self-reliance
And able to: And able to:
Develop knowledge and understanding of the world and Scotland’s place in it Communicate in different ways and in different settings
Understand different beliefs and cultures Work in partnership and in teams
Make informed choices and decisions Take the initiative and lead
Evaluate environmental, scientific and technological issues Apply critical thinking in new contexts
Develop informed, ethical views of complex issues. Create and develop
Solve problems
OUTCOMES AND EXPERIENCES KEY QUESTIONS AND LEARNING ACTIVITIES RESOURCES ASSESSMENT STRATEGIES
SOC 214L Chembakolli Website: Chembakolli Website
To extend my mental map and sense of place, I User name: Mayfield_ps@midlothian.gov.uk
can interpret information from different types Password: red0goose5 India File Video
of maps and am beginning to locate key features
within Scotland, UK, Europe or the wider world.
Map work. Using a world map. Locate Scotland
SOC 212J and then name and locate the continents.
By comparing my local area with an area outwith
Britain, I can investigate the main features of Mindmap what we already know about India.
weather and climate, discussing the impact on Complete a KWL grid.
living things.
Use an atlas to find India using the index page.
SOC 213K Use this information to label India on our own
I can explain how the physical environment world map.
influences the ways in which people use land by
comparing my local area with a contrasting area. Label main features – cities, seas, rivers,
mountain ranges.
SOC 220Q
By comparing the lifestyle and culture of Use the India File video to look at Mumbai (Life
citizens in another country with those of in Bombay) and Life in the Village. Use a
Scotland, I can discuss similarities and notetaking sheet to find out specific
differences. information. Discuss findings.
SOC 221R Use Chembakolli website to locate the village
Through exploring ethical trading, I can within India. Discuss how we interpret
understand how people’s basic needs are the information on a map – key.
same around the world, discussing why societies
are more able to meet these needs than others. Using the pack. Discuss the questions about
village life. Use the website and photopacks to
check out answers and responses.
Complete a daily diary for ourselves thinking
about times and activities. Use Mari’s day to
produce daily diary. Use Mari’s diary and the
website to compare and contrast our diaries to
OUTCOMES AND EXPERIENCES KEY QUESTIONS AND LEARNING ACTIVITIES RESOURCES ASSESSMENT STRATEGIES
her daily life.
LIT227AE Write a letter to Mari to find out about
I can convey information, describe events, schooling in Chembakoli (asking questions) and
explain processes or combine ideas in different give information to explain about school in
ways. Scotland. (KWL)
Research school life in Chembakoli. Present
information to compare main features of
schooling, building, uniform, lessons and
resources, lunches, length of school day and
transport to school.
Pupils to re-read their own letter and respond
using knowledge gained.
RME209L
Through investigating stories of other world Tell Rama and Sita story. Discuss characters
religions, I can show my understanding of these and create character profiles. Hotseating?
stories.
Recap Mari’s day. As a class discuss what kind of
EXA212M person she is and how she may feel about her
Working on my own or with others I can create, daily life. What be might her favourite
adapt and sustain different roles, continuing to activities? Which parts of the day might she
experiment with movement, expression and voice dislike, relate to children’s own lives? Roleplay
and using theatre arts, technology such as make activity based around Mari’s day. Freezeframes
up and lighting. – focus on body language and facial expressions.
RME210M Photo Investigation – Use the list of vocabulary
Through investigating the lives and teachings of and pick the best words to describe the land
significant figures from other world religions, I and surrounding area of Chembakolli and of
am increasing my knowledge and understanding Mayfield.
of their key beliefs.
Highlight that the main use of land is for
RME211N farming. Ask the children to think about what
I can show understanding of the beliefs of weather the people of Chembakolli might
other world religions and explore the similarities experience and how this might impact on what
and differences between these and my crops they can grow. Use the website- Meet
developing beliefs. the people, Village Life, tea.
OUTCOMES AND EXPERIENCES KEY QUESTIONS AND LEARNING ACTIVITIES RESOURCES ASSESSMENT STRATEGIES
RME213 R Bring in different items of clothes and food
I can share my developing views about values packaging. Ask the children to look at where
such as the importance of fairness, equality, the items have been produced. Can the children
love, caring, sharing and human rights. think of why certain products are produced in
India/elsewhere? How can we support the
producers, looking at Fairtrade.
RME215U
Through investigating the ways in which RME link to Hinduism. Recap festival of Diwali.
followers of other worlds religions mark major Observe various Rangoli patterns. Design and
life events and times of year, I can explain key paint individually.
features of such festivals and celebrations.
Study Indian artist. Observe style and main
EXA209H features. Create own piece of art work based on
By working through a design process, I can the work observed.
develop and communicate my ideas,
demonstrating imagination and presenting at RME link- Create Lotus flower diva lights using
least one possible solution to a design problem, clay and discuss symbolism.
in response to a design brief.
Look at and discuss various Hindu gods and what
they represent. Choose from a range and
sketch with pencil. Use paint/oil pastels.
TCH207D
Through discovery, natural curiosity and Design and create a hand puppet using authentic
imagination, I can develop and use problem- Indian fabric.
solving strategies to meet design challenges or
construct models. Listen to traditional Indian and more modern
Indian music and discuss how it has changed.
Relate to how music within the UK has
developed.
Observe extracts from Bollywood film and
discuss similarities between these and
Hollywood films.
OUTCOMES AND EXPERIENCES KEY QUESTIONS AND LEARNING ACTIVITIES RESOURCES ASSESSMENT STRATEGIES
EXA211L Invite dance teacher into perform and teach a
I have experienced a sense of achievement by few basic moves and explain importance and
taking part in dance with increasing complexity, meaning of dance in Indian culture.
from a range of styles and cultures, showing
developing skills in movement and presentation. Discuss traditional playground games played
within the UK and why they are suitable for our
HWB206E environment. Link with all children enjoying
By participating in a variety of small and large social time with their peers within games such
group activities, I am experiencing enjoyment, as tig. Learn and play a few Indian games (see
challenge and degrees of success and with website)
support, I can implement ways to improve.
Recipe – create simple mango/fruit lassi
LIT227AE Write instructions for recipe
I can convey information, describe events,
explain processes or combine ideas in different Children to complete a power-point presentation
ways. to show all they have learnt about Chembakolli
to cover all main features of life in the village.
LIT225AC
By considering the type of text I am creating I Indian food tasting- pakora, chutney, naan, bhaji
can select ideas and relevant information,
organise these in an appropriate way for my
purpose and use suitable vocabulary for my In groups, discuss Mari’s needs and use a budget
audience. of £100 to purchase chosen items. Record,
present and justify choices to class.
TCH212G
I can create, capture and manipulate sounds,
texts and images to communicate experiences,
ideas and information in creative and engaging
ways.
MNU211K
I can manage money, compare costs from
different retailers, and determine what I can
afford to buy.
OUTCOMES AND EXPERIENCES KEY QUESTIONS AND LEARNING ACTIVITIES RESOURCES ASSESSMENT STRATEGIES
SCN 204A What does every living thing need to survive?
I can talk about the importance of water Explain that water is important to every living
supplies to people all over the world and can thing. Mindmap where we get water from,
demonstrate ways to clean and conserve water. where do we think the villagers get their water.
Diary of water use. (homework)
Explain about the importance of clean water.
Look at ways in which water is cleaned and
collected in the village.
Based on homework task think about ways we
can conserve water.
Produce posters for display around school about
the importance of conserving water.
Mayfield Primary School Teaching and Learning Evaluation
Topic / Big Class Teaching Block
Question
Assessment and Evaluation
Next Steps Strugglers – need help/consolidation Stars – need to be pushed further on