Theme based learning – where does it fit in with the curriculum?

Term 1 is over so what did we manage to cover in Year 2 through our theme based curriculum?

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Science- Uses of everyday materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Science – Working scientifically

  • asking simple questions and recognising that they can be answered in different ways
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions.

Computing

By using a programme that deals with characters from fairy tale  and castle settings, children completed learning on the following.

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs

 

Design and Technology

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
  • evaluate their ideas and products against design criteria

 

History

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • significant historical events, people and places in their own locality.

 

Music

  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

The New Framework- What’s occurring so far?

According to Amanda Spielman’s letter on 30th October, under the new framework, it is proposed that there will be a new ‘quality of education’ judgement.  This will look at curriculum intent, depth and breadth alongside the quality of teaching, the quality of pupils’ work and the resulting outcomes.

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Curriculum intent – What do we want for our children? How much substance is in the curriculum?

Quality of teaching (depth and breadth) – What are our children learning? Are they studying a curriculum that is rich, broad and deep?  How is our teaching showing that we are fulfilling the intent?  Are teachers empowered to feel like they are experts in their subjects?

Quality of pupils’ work- How are children showing that their work is fulfilling the intent?

Impact – The results and wider outcomes that children achieve and the destinations that they go on to.

Best get on with strengthening my curriculum intent then….

How to be website compliant

In terms of the curriculum, there are things that we must include our school website about the curriculum.

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As marked out on https://www.gov.uk/guidance/what-maintained-schools-must-publish-online, here is what we need to be website compliant.

 

 

 

You must publish:

  • your values and ethos
  • the content of your school curriculum in each academic year for every subject, including Religious Education even if it is taught as part of another subject or subjects, or is called something else
  • the names of any phonics or reading schemes you’re using in key stage 1
  • a list of the courses available to pupils at key stage 4, including GCSEs
  • how parents or other members of the public can find out more about the curriculum your school is following

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If your school receives PE (physical education) and sport premium funding, you must publish:

  • how much funding you received
  • a full breakdown of how you’ve spent the funding or will spend the funding
  • the effect of the premium on pupils’ PE and sport participation and attainment
  • how you’ll make sure these improvements are sustainable
  • how many pupils within their year 6 cohort can do each of the following:
    • swim competently, confidently and proficiently over a distance of at least 25 metres
    • use a range of strokes effectively
    • perform safe self-rescue in different water-based situations

Of course there are more things that have to be included but as Curriculum Leader, these are the areas that are need as part of the role.

 

10 ways to promote learning behaviours.

  1. Use the learning behaviour vocabulary with the children during learning time, assemblies, as marking and feedback
  2. Class dojos (https://www.classdojo.com)- children earn dojos for showing that they have been using the learning muscles.
  3. Weekly certificates linked to the learning muscles. An assembly to explain what children will be working on is great for getting the whole school on board.
  4. Display boards – Make them even better by including examples of children using their learning muscles.

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  1. Parent leaflet and parent workshops so that parents can support their children in developing learning behaviours.
  2. Make it your school values so all staff, pupils and stakeholders are supporting in the principles or standards which he school want their children to achieve.
  3. Plan with the learning behaviours in mind- this trains teachers in using the learning behaviours and focuses learning that is meaningful.
  4. Model the learning behaviours.
  5. Provide training for all staff. You could even have a leader in learning behaviours within your school.
  6. Review on a regular basis. Nothing ever stays the same and there is always ways to improve.

Theme based learning – where does it fit in with the curriculum?

Term 1 is over so what did we manage to cover in Year 1 through our theme based curriculum?

2.png

Science

Working scientifically

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions.

Computing

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

Art

  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

History

  • changes within living memory.

PE

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities