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
    3

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, 
    4
    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 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.