1. Wider learning experiences
City: Why is the Filton Avenue area important?
Year Group: 5 Date:
Please note: This planning document is designed to be printed/enlarged to A3
Speaker
Cognitive
Content
Choice of content to convey meaning & intention
Building on the views of others
Clarifying & summarising
Seeking information & clarification through questions/ing
Reasoning
Giving reasons to support views
Critically examining ideas & views expressed
Social and Emotional
Working with others
Guiding or managing interactions
Turn-taking
Listening & responding appropriately
Author
(Reader)
The Promise – Nicola Davies
Engineer
Scientist
Philosopher
Why is our local area important to us?
How can we keep our local area safe?
Geographer
Mapwork – local, national
What are the main areas of the UK?
Artist
Musician
 Geographer
Wider learning experiences
Interview family members about their view of the local area
Resources
Unicef – Human rights of the child 
Lead State of Being with NC objectives
Supporting States of Being with NC skills
Opportunities to enhance
Not key focus within this enquiry

2. My City: What makes our local area important? Year Group: 5 Date:
Immerse: skills
(Developing empathy of events, processes or people, exploring and enhancing language and social skills)
Create a survey to be used with local residents – these could be families or other people in the locality
What are the most important things that are in the Filton Avenue area – rank them in order of importance based on responses
Learners look at different types of maps and create their own key for what a local area needs.
Research across school the languages that are spoken – what signage is there locally to help these people
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Seeking information & clarification through questions/ing
Building on the views of others
Practice: skills
(Building on immersion, learners have opportunities to acquire and practice skills in numerous ways)
Mapping skills: use a variety of maps to consider how they would map their local area, recreate a map of what they would like to see and why. Learners need to justify their choices.
How do different buildings make you feel? What are the buildings that make you feel happy? Sad? Safe?
Milestone
Learners can recreate a map from different perspectives
Evidencing the process
Sketch books, and models
Celebrating the challenge
Learners present their findings and posters at celebration event on December 7th
Engage
(An engaging event to capture interest and energise. Guided by an adult initially; a supported experience)
In class – discussion about what is special about their local area – this may include parks, doctor’s surgery, religious buildings
Explore the local area – go on a local area walk and find out about what is in the locality.
On returning to school learners create their own local area maps
The Challenge
(Combining skills and knowledge from ‘Practice’, learners prove their understanding, answer the enquiry question and work independently of adults)
Learners create their vision of Filton for the future – what should stay and what should be added? Learners create their own maps – could be 3D with their own keys.
Add areas that are important for children/families and why?
Immerse: knowledge
(Developing knowledge of events, processes or people, exploring and enhancing language)
What do we mean by local? Is this Bristol – consider other areas of Bristol that any learners know. Show these on a map.
Use Look at the history of Filton Avenue school – how long has it been established?
What is special about the school – what is the history of it?
Are there any important local businesses – research this and find out about Filton including British Aerospace.
Look at the Human Rights of a child – Every child has the right to grow up in an environment they feel safe and secure.
What are the basic needs of your local area and does Filton have them? What support is there for people who do not speak English as their mother tongue
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Practice: knowledge
(Building on immersion, learners have opportunities to acquire and develop knowledge in numerous ways)
Look at cities that have been developed for children _ Child Friendly Cities initiative from Unicef
Learners create a manifesto for their local area – what needs to be included? Include environmental issues. Needs to consider the different needs of other families including languages used.
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Assessment
Learners that have excelled:
Learners that could revisit:
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