Theme based learning UKS2 – Where does it fit in with the curriculum?

Key Stage 2 have had a fantastic term with lots of interesting learning going on. Despite the crazy Christmas term, a lot has happened.

Year 5

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The geography curriculum was covered by Year 5 during their Pharaohs topic.

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

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We have found that geography can be quite a difficult subject to teach across the school due to making sure there is progression. Finding countries on a map is something that a Year 3 or 4 child could do so it is important to be showing that we are moving children on…  Think about how this could link into another area of learning.

Year 6

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The topic all worked around TASC.  Children were given the task of creating a David Attenborough style video to show to parents.  All their science and geography learning built up to this super moment.

Geography

Human and physical geography

  • describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

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Even children are using their learning to complete something that they were interested in, away from school.

Science – Living things and their habitats

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics.

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Theme based learning in LKS2- where does it fit into the curriculum?

Key Stage 2 have had a fantastic term with lots of interesting learning going on. Despite the crazy Christmas term, a lot has happened.

Year 3

In Year 3, the theme was called Predator!

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The science matched nicely with the National Curriculum and there were opportunities for working scientifically.

Animals, including humans

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement

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Not only were the science and foundation subjects covered but also the English.  Through using Power of Reading, our topic based learning is even stronger.  Children gain more information, they are able to link more areas together and the standard of writing is improving because children have the information and interest to support them.

 

Year 4

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At the beginning of each topic, we have an engage activity to hook children in then the learning begins!

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In Year 4’s topic their focus was on History – the Roman Empire and its impact on Britain.  The National Curriculum is quite open on what to cover so to support newer teachers, we have our History progression of skills.

This term children worked on the timeline of the Romans and then  on a project to find out which part of Roman has affected our lives the most now. With independent research and presentations in which they had to argue their case, teachers got a really good idea of what their children were interested in and what they understood.

 

 

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

We’re now into the second term and therefore into a new theme.

Key Stage 1 have planned for the themes – Street Detectives and Rio De Vida after looking at how we can fit in the National Curriculum.

Street Detectives Year 1

Geography

  • Locational knowledge

    • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

    Human and physical geography

    • use basic geographical vocabulary to refer to:
    • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

    Geographical skills and fieldwork

    • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
    • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
    • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
    • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Design and Technology

Design

  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • 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

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Year 1 make homes and then place them in line to make a town.

Evaluate

  • evaluate their ideas and products against design criteria
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Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable

Rio De Vida Year 2

In Year 2, we have used this to really focus in on the geography skills.  It wasn’t easy!

Geography

Locational knowledge

  • name and locate the world’s seven continents and five oceans
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

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    Year 2 are given the challenge to order their prediction on which country is the hottest after learning about the Equator and Poles
  • use basic geographical vocabulary to refer to:
  • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

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, 
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    Year 2 use their observation skills to find out what might have influenced Adriana Barra, Brazilian textile artist

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

Term 1 is over so what did we manage to cover in Year 4 through our theme based curriculum?

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Science – Living things and their habitats

  • recognise that living things can be grouped in a variety of ways
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things.

Art

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

Computing

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Geography

  • describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Music

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter-related dimensions of music

 

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.

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?

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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