Main Theme: Once Upon a Time (Stories based around the world and the weather)
End of Theme Project: Create a 3D model including features of Antarctica.
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?
Human and physical geography and place knowledge
Looking at the seasonal and daily weather patterns of the UK and Antarctica.
Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape and form.
Intent: What opportunities will there be to develop literacy and numeracy skills?
Writing fact files and holiday guide about Mablethorpe and Antarctica
Labelling and captions for pictures and art work.
Descriptive and factual writing about the locations.
Problem solving skills
Recording on and reading scales
Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?
English, Maths, Geography, Science, Art, Design and Technology.
Impact: What opportunities will be provided to assess the development of knowledge and skills?
Fact files/holiday guides about locations.
Report about the findings from the weather study.
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|
|I can name and locate all four countries in the United Kingdom.||Geography|
|I can identify differences and similarities in human geography between a small area of the UK and a non-European country.||Geography|
|I can identify differences and similarities in physical geography between a small area of the UK and a non-European country.||Geography|
|I can identify seasonal patterns and daily weather patterns.||Geography|
|I can locate hot and cold areas of the world, in relations to the Equator and the North and South Poles.||Geography, Computer Science|
|I am beginning to use a wide range of basic geographical vocabulary to refer to human features.||Geography|
|I am beginning to use a wide range of basic geographical vocabulary to refer to physical features.||Geography|
|I am beginning to use maps, atlases and globes confidently to identify studied regions.||Geography|
|I can recognise landmarks.||Geography|
|Use their observations and ideas to suggest answers to questions||Science, English|
|Gather and record data to help in answering questions.||Maths, Science|
|Use a range of materials creatively to design and make products.||Art|
|Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.||Art|
|Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space (covered through use of drawing, painting, colour theory, sculpture, collage, printing and textiles).||Art|
|Design purposeful, functional & appealing products||Art and DT|
|Generate, model & communicate ideas||Speaking and listening, DT|
|Use a range of tools & materials to complete practical tasks||Design and Technology|
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 keep going even when things get tough.
• I am happy to have a go at something that is new to me.
• I can use my imagination to generate ideas.
• I can explain what I have learnt from someone else.
• I can ask sensible questions about my learning.
• I am curious about new learning and I am prepared to ask questions to find out more.
• I can suggest more than one way to solve a problem.
• I can suggest where my learning could have been completed better.
• I am happy to make changes to my original ideas.
• I am happy to share my learning with others.