Texts for the term

Across the school we use texts links to our topic.

In Year 1, the children’s ‘Where the wild things are’ topic is booked up with… you’ve guessed it… ‘Where the wild things are’

The geography links here are great and so enjoyable for children. Map skills are made more interesting by looking for wild things.

Year 2 are doing talk for writing with ‘The Three Little Pigs.’ Perfect for the topic ‘Clever Construction.’ After learning about engineering and architecture, children can create their own story with different buildings that they’ve learnt about. A pig living in The Shard makes for an interesting read.


In Year 3, our doing ‘The Prehistoric World’ and linking it to ‘How to wash a woolly mammoth’ really engages children. It’s great for transition into KS2 and having thought about what the children enjoyed in Year 2 (dinosaurs) gives them the opportunity to link their learning experiences.

Blue Abyss in Year 4 has been supported by Flotsam, a wordless picture book with many opportunities for inference and imagination and It links to real life in history (the camera) and environmental issues.

Year 5 and their topic based around South America has been supported by The Explorer is a thrilling adventure that moves around a group of children. Fantastic for year 5s to put themselves in the Amazon.

Revolution – a topic themed around the Victorians is a favourite in Year 6. Some fantastic opportunities to look at how the victorians have influenced our lives now. Street child helps our children to imagine themselves in another child’s shoes. Some great writing coming from this!

Curriculum United!

In Term 6, the teachers at school all worked together to create a new curriculum overview. This united us as a team and got us creating a curriculum that united us as a school.

This was not easy because the National Curriculum had to be shared out to ensure that there was complete coverage.  There are pros and cons to starting a fresh.

Pros:

  • Creating a curriculum that matches our intent, our values and our vision
  • Teachers can plan for what they enjoy.
  • Plan for the children
  • Make cross curricular links
  • Organising hooks early
  • Place the learning into context
  • Resource early on
  • Take on the changes within the local area
  • Link to national and international events (Olympics)
  • Talking to each other to find out strengths and what/who we know
  • Thinking about it with fresh eyes in terms of SMSC and BV

Cons:

  • Coverage for those children who have already been through Year 1, 3, 4, and 5 may be repeated again.
  • It’s easier to do what we know
  • Reliance in topics or learning known due to own subject knowledge
  • Sharing out the National Curriculum (it was much easier in KS1 than it was in KS2)
  • Linking subjects
  • Time

We managed it though.  The next step though was to get teaching staff to think about each piece of learning as part of a learning journey.  There needed to be a context and a reason so it was real life.

We looked at giving children big questions within the term to give children an area to work towards.  Children can work towards building the skills to answer these and you’ll find that all children can get involved. In Year 1, a child finding out ‘Which flowers are fit for a queen?’ will use a range of learning areas with some children learning from research, some children learning from being read to, some children going to the park with their family.  All of these experiences can then come together to create a wide range of fun and interesting outcomes.

Then there are topics which engage children through taking on professions.  It’s good if you can get a parent in that can share more.  In Year 2, children are bakers, advertisers, dancers, musicians, critics, event planners, engineers and film directors. Think how fun children find the concept of Kidzania.  We are giving children a little bit of that!