'We Journey With Jesus Beside Us'

Topic - Autumn Term 2 - Brazil

This term we will be learning about what a rainforest is and where in the world they can be located. We will learn about: the rainforest itself including climates, weather and the 4 different layers; about deforestation and its impacts on people and places; about different plant and animal life that can be found in the rainforest and about people that live in rainforests. Links will be made in the Literacy unit through our class novel “Running Wild” By Michael Morpurgo and during Guided Reading when will be looking at various ‘Stories from Other Cultures’ Work. This topic will also link with PSHE as we will look at Fair Trade. In art we will be creating a layered rainforest using a variety of different textiles and paint and as an extra science project we will be creating our very own rainforests in a bottle!


As part of this we will be learning all about the effects of deforestation therefore our end of topic writing outcome will be a discussion text based on the benefits and disadvantages this.

The key features of a discussion text are as follows:

Purpose: To present argument and information from differing viewpoints.


• Statement of the issue plus a preview of the main arguments

• Arguments for plus supporting evidence

• Arguments against plus supporting evidence

• Recommendation – summary and conclusion

Language Features: Simple present tense, generic participants (people, scientists, smokers), logical connectives (therefore, however) and emotive language.


As well as our discussion text we will also be recapping descriptive writing  and doing various short (but amazing) descriptive pieces.


Our Amazon topic  has many cross-curricular links. 


Key Objectives for Geography:

  • Ask geographical questions, for example, 'What is this landscape like?', 'What do I think about it?'
  • To use appropriate geographical vocabulary, for example, rainfall, climate, Tropic of Capricorn etc…
  • To use atlases and globes, and maps and plans at a range of scales, for example, using contents, keys, grids.
  • To use secondary sources of information, including aerial photographs, for example, stories, information texts, the internet, satellite images, photographs, videos and artefacts.
  • To identify and describe what places are like, for example, in terms of weather, jobs.
  • The location of places and environments they study and other significant places and environments, for example, places and environments in the news.
  • To describe where places are, for example, in which region/country the places are, whether they are near rivers or hills, what the nearest towns or cities are.
  • To explain why places are like they are, for example, in terms of weather conditions, local resources, historical development.
  • To identify how and why places change, for example, through deforestation, conservation projects, and how they may change in the future, for example, through an influx of tourists.
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St Dunstan's RC Primary School

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M40 9HF

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