Main Theme: Stone Age to Iron Age (Stones n' Bones)
End of Theme Project: Stone Age to Iron Age Museum Exhibition
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 some of the advanced features of applications and devices in order to communicate ideas, work or message professionally to obtain a variety of sources including documents, printed sources, the internet, databases, pictures, photos, artefacts to collect information about the past.||Computer Science|
|I can use dates and terms to describe events that happened during the Stone Age.||History|
|I can use appropriate historical vocabulary to communicate, including:dates, time period, era, change and chronology.||History|
|I can use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.||Writing, speaking & listening|
|I can explore ideas in a variety of ways including; drawing, painting and sculpture with a range of materials e.g. pencil, charcoal, paint and clay.||Art & design|
|I can ask and answer geographical questions about the physical and human characteristics of a location.||Geography|
|I can describe key aspects of human geography, including: settlements and land use. including trade links, and the distribution of natural resources including water, food, energy and minerals.||History, English|
|Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.||Geography|
|I can develop ideas from starting points throughout the curriculum.||Art & design|
|I can compare and group together different kinds of rocks by exploring their simple, physical properties.||Science|
|I can relate the simple physical properties of some rocks to their formation (igneous or sedimentary).||Science|
|I can describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock.||Science|
|I can recognise that soils are made from rocks and organic matter.||Science|
|I can use straightforward, scientific evidence to answer questions or to support my findings.||Science|
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 ask questions to help me find out about new things.
• I can complete challenges, especially open-ended tasks.
• I can understand what might have stopped me from learning effectively.
• I can prioritise the most important things that need doing first.
• I can listen to and follow instructions independently.
• I can take on a specific role in a group.
• I can have a go at something even if I am unsure it will work.
• I can share my thoughts and ideas with the class.