Year 2

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?

  • 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
  • Planning and designing
  • Observational skills

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

  • Art and Design –
    Explore different methods and materials as ideas develop.
    Use a combination of materials that are cut, torn and glued.
    Use a wide range of tools to create different textures, lines, tones, colours and shapes.
  • Design and Technology –
    Cut materials safely using tools provided.
    Measure and mark out to the nearest centimetre.
    Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling). Explore how products have been created.
  • Geography
    Ask and answer geographical questions (such as: What is this place like? Where did the inventor live? What is the weather like in this place?).
  • Science
    Distinguish between an object and the material from which it is made.
    Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.
    Describe the simple physical properties of a variety of everyday materials.
  • History
    Observe or handle evidence to ask questions and find answers to questions about the past.
    Ask questions such as: What was it like for people? What happened? How long ago?
    Use artefacts, pictures, stories, online sources and databases to find out about the past.
    Identify some of the different ways the past has been represented.
    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.

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

  • The children will design, make and evaluate their own inventions.
  • They will write a list of resources required to make their invention.
  • They will find out about inventors and inventions.
  • They will prepare a script for a 'Dragon's Den' style persuasive text and orally perform it.

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

  • Geography
  • Art and Design
  • Design and Technology
  • Science
  • History

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

  • The children will explore a range of inventions and look at how and why they have changed over time.
  • They will evaluate inventions.
  • They will desin, make and evaluate their own invention.
  • They will persuade others that their invention is good in a 'Dragon's Den' style situation.

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?

Resilience
• I can learn from previous mistakes and not get upset about them.
• I can have a positive attitude.
• I can avoid getting distracted easily.
Resourcefulness
• 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.
Reflectiveness
• I understand what I need to do next to improve my learning.
• I can suggest where my learning could have been completed better.
Reciprocity
• I am happy to share my learning with others.
• I am able to think of a range of instructions for others to follow.

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Theddlethorpe Academy Principal

Mrs Susan Cook
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