Main Theme: Inventors and Inventions (Art and D&T, History and Science)
End of Theme Project: To create our own wacky inventions.
Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
Intent: What opportunities will there be to develop literacy and numeracy skills?
Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?
Impact: What opportunities will be provided to assess the development of knowledge and skills?
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?
|Subject Knowledge/Skill||Curriculum Areas covered|
|I can use thick and thin brushes.||Art|
|I can mix primary colours to make secondary.||Art|
|I can add white to colours to make tints and black to colours to make tones.||Art|
|I can create colour wheels.||Art|
|I can design products that have a clear purpose and an intended user.||Design and Technology|
|I can make products, refining the design as work progresses.||Design and Technology|
|I can use software to design.||Design and Technology|
|I can explore objects and designs to identify likes and dislikes of the designs.||Design and Technology|
|I can suggest improvements to existing designs.||Design and Technology|
|I can explore how products have been created.||Design and Technology|
|I can create products using levers, wheels and winding mechanisms.||Design and Technology|
|I can use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.||Geography|
|I can perform simple tests.||Science|
|I can use observations and ideas to suggest answers to questions.||Science|
|I can gather and record data to help in answering questions.||Science|
|I can distinguish between an object and the material from which it is made.||Science|
|I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.||Science|
|I can describe the simple physical properties of a variety of everyday materials.||Science|
|I can compare and group together a variety of everyday materials on the basis of their simple physical properties.||Science|
|I can find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.||Science|
|I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard for particular uses.||Science|
|I can describe significant people from the past.||History|
|I can place events and artefacts in order on a time line.||History|
|I can label time lines with words or phrases such as: past, present, older and newer.||History|
|I can recount changes that have occurred in their own lives.||History|
|I can use dates where appropriate.||History|
|I can use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.||History|
|I can show an understanding of the concept of nation and a nation’s history.||History|
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?
• I can learn from previous mistakes and not get upset about them.
• I can have a positive attitude.
• I can avoid getting distracted easily.
• I can generate questions linked to my learning challenge.
• I can use my imagination to generate ideas.
• I can explain what I have learnt from someone else.
• I understand what I need to do next to improve my learning.
• I can suggest where my learning could have been completed better.
• I am happy to share my learning with others.
• I am able to think of a range of instructions for others to follow.