FS2 & Year 1

Main Theme: Once Upon a Time (Geography, Art and D&T)

End of Theme Project: To create our own world representation.

Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?

  • Problem solving
  • Working as part of a team
  • Reasoning
  • Ability to change things when it isn't going to plan
  • Information gathering
  • Making links
  • Confidence
  • Concentration
  • Resilience

Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?

  • Art and Design -
    To use a range of materials to design and make products.
    To use drawings to develop their ideas into experiences.
    To use different techniques - colouring, painting, drawing, texture.
  • Design and Technology -
    To design purposeful products based on a design criteria.
    To select different materials and use a range of tools to perform practical tasks.
    Evaluate their ideas and products against their design.
    How could we have made it stronger or more stable.
  • Geography -
    Name and locate the world's continents and oceans.
    Identify weather and seasons in hot and cold places.
    Locate the areas from our books (Kalahari Desert and South Pole) on the world map.
    Locate the UK and areas of significant meaning (Mablethorpe, London, Scotland, Wales)
    Use Geographical language – desert, hot, season, sea, coast, ocean, dry, city, town, village, south pole, snow, cold, country, continents)
  • Science -
    Using their observations and ideas to suggest answers to questions.
    Asking simple questions and recognising they can be answered in different ways.
    Identify everyday materials.
    Describe the properties of everyday materials.
    Compare and group the materials based on their physical properties.

Intent: What opportunities will there be to develop literacy and numeracy skills?

  • Children to write post cards to Sunny and the Penguin (character in our books) who are in other areas of the world.
  • Write an explanation text of what the weather is like in a certain area of the world.
  • Descriptive paragraph of a setting from the books.
  • Fact file of what they have learnt about the area we are covering.
  • Character description (of one of the animals from the story).
  • Persuasive text (why we should move to a hot/cold country)

Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?

  • Geography
  • Art
  • Design and Technology
  • Science

Impact: What opportunities will be provided to assess the development of knowledge and skills?

  • Explanation of where in the world the continents, oceans and areas from our book are.
  • The seasons and how they change.

Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Scroll right to view the table.
Subject Knowledge/Skill Curriculum Areas covered
Design -To use a range of materials to design and make products. Art
To use drawings to develop their ideas into experiences. Art
To use different techniques – colouring, painting, drawing, texture. Art
Design - To design purposeful products based on a design criterion. Design and Technology
Make - To select different materials and use a range of tools to perform practical tasks. Design and Technology
Evaluate - Evaluate their ideas and products against their design. Design and Technology, Writing
Technical Knowledge - How could we have made it stronger or more stable. Design and Technology
Location - Name and locate the world's continents and oceans. Geography, Speaking and Listening
Locate the UK and areas of significant meaning (Mablethorpe, London, Scotland, Wales) Geography
Place - Locate the areas from our books (Kalahari Desert and South Pole) on the world map. Geography, Reading
Human - Identify weather and seasons in hot and cold places. Geography
Use Geographical language – desert, hot, season, sea, coast, ocean, dry, city, town, village, south pole, snow, cold, country, continents) Geography
Working Scientifically – Using their observations and ideas to suggest answers to questions. Science, Reading
Asking simple questions and recognising they can be answered in different ways. Science, Speaking and Listening
Everyday Materials – Identify everyday materials. Science
Describe the properties of everyday materials. Science
Compare and group the materials based on their physical properties. Science, Reading

Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Resilience
• I can learn from previous mistakes and not get upset about them.
• I can have a positive attitude.
Resourcefulness
• I can organise myself and the things I need when working on my own or in a group.
• I can talk with my friends so we can work together sensibly.
Confidence
• I can talk to a group or the class about what I have done and why.
• I can share my opinions.
• I can help others when they need it.
Reflectiveness
• I can think about what I can achieve in a lesson.
• I can have a positive attitude and behaviour.

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Theddlethorpe Academy Principal

Mrs Susan Cook

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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