Years 1 & 2

Main Theme: Heroes and Heroines

End of Theme Project: Hero assembly

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 show leadership
  • Information gathering
  • Making links
  • Confidence

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

  • Superheroes- similarities/differences between them and us.
  • Senses
  • Body parts
  • Materials
  • Grouping living things
  • Feelings/emotions
  • Healthy body
  • Superhero costumes
  • Heroes in the community
  • Heroes at home
  • Heroes in history
  • Local environment

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

  • Log book for superheroes
  • Writing about Wolverine
  • Write about own superpower
  • Missing person poster based on superhero (Year 2)
  • Instructions how to catch a villain
  • Write an invitation for assembly
  • Statistics on superheroes (bar chart, tally etc) (Year 2)

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

  • History
  • Science
  • Geography
  • Art
  • ICT
  • DT
  • Literacy
  • Maths
  • PSHE

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

  • Comparing houses through history (Year 2)
  • Designing and building houses (Year 2)
  • Designing and explaining medications (Year 2)
  • Labelling and designing cape
  • Log Book
  • Fact file about Wolverine
  • Invitation for assembly
  • Piece of writing about a historical hero
  • To design a plane using specific materials. (Year 2)

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
Cut materials safely using tools provided. DT
Ask questions such as: What was it like for people? What happened? How long ago? History
Use artefacts, pictures, stories, online sources and databases to find out about the past. History
Identify some of the different ways the past has been represented. History
Describe historical events. History
Describe significant people from the past. History
Recognise that there are reasons why people in the past acted as they did. History
Place events and artefacts in order on a time line. History
Label time lines with words or phrases such as: past, present, older and newer. History
Recount changes that have occurred in their own lives. History
Use dates where appropriate. History
Distinguish between an object and the material from which it is made. Science
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock. Science
Describe the simple physical properties of a variety of everyday materials. Science
Compare and group together a variety of everyday materials on the basis of their simple physical properties. Science
Identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Science
Notice that animals, including humans, have offspring which grow into adults. Science
Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1). Geography
Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map. Geography
Identify land use around the school. Geography

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?

Work Hard
• I work hard with the help of others.
• With help, I think of my own ideas.
• I choose ways to make small improvements.
Not Give Up
• I am resilient and keep going.
Push Themselves
• I listen to people who try to help me.
Try New Things
• I will try new things with the help of others.
• I can show that I concentrate.
Understand Others
• I listen to other people’s point of view.

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Pilgrim Academy Principal

Andrew Clark BA.

Tollbar MAT Chief Executive

David J Hampson