Main Theme: Time Travellers
End of Theme Project: Persuasive exhibition – Would you like to visit Ancient Rome or Stone Age Britain?
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?
To know and understand changes in Britain from the Stone Age to the Iron Age in the following areas:
To know and understand the nature of the ancient civilisation of Rome and how life differs in the following areas:
A comparison between Stone Age life and life in Ancient Rome.
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 a variety of sources including documents, printed sources, the internet, databases, pictures, photos, music, artefacts, historic buildings and visits to collect information about the past.||Computing, history and reading|
|I can choose the most appropriate way to present information to an audience.||Writing, Speaking & listening|
|I can identify some social, cultural, religious and ethnic diversities of societies studied in Britain and wider world.||PSHE, R.E., History|
|I can use logical thinking, imagination and creativity||PSHE, Art, DT,|
|I can improve my mastery of art and design techniques (drawing and painting).||Art and DT|
|I can listen to detail and recall aurally||Speaking and Listening|
|Shape and stitch fabrics to join textiles.||Art, maths|
|Prepare ingredients hygienically using appropriate utensils.||DT, PSHE|
|Measure ingredients to the nearest gram accurately.||DT, maths|
|Measure and mark out to the nearest millimetre.||DT, maths|
|Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).||DT, maths|
|Use mosaic.||Art, maths|
|Use evidence to ask questions and find answers to questions about the past.||History|
|Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.||History|
|Give a broad overview of life in Britain from ancient until medieval times.||History|
|Compare some of the times studied with those of other areas of interest around the world.||History|
|Describe the social, ethnic, cultural or religious diversity of past society.||History, RE|
|Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.||History, Art, DT, R.E., English, Maths, S&L|
|Understand the concept of change over time, representing this, along with evidence, on a time line.||History, maths|
|Use appropriate historical vocabulary to communicate including dates, time period, era, change, chronology.||History, maths, English|
|Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.||History, maths,|
|Identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers.||Science|
|Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.||Science|
|Investigate the way in which water is transported within plants.||Science|
|Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.||Science|
|Identify that animals, including humans, need the right types and amounts of nutrition, that they cannot make their own food and they get nutrition from what they eat.||Science|
|Construct and interpret a variety of food chains, identifying producers, predators and prey.||Science|
|Identify that humans and some animals have skeletons and muscles for support, protection and movement.||Science|
|Describe the simple functions of the basic parts of the digestive system in humans.||Science|
|Identify the different types of teeth in humans and their simple functions.||Science|
|Recognise that living things can be grouped in a variety of ways.||Science|
|Explore and use classification keys.||Science|
|Recognise that environments can change and that this can sometimes pose dangers to specific habitats.||Science|
|Identify how plants and animals, including humans, resemble their parents in many features.||Science|
|Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.||Science|
|Identify how animals and plants are suited to and adapt to their environment indifferent ways.||Science|
• I can take on a role within a group.
• I can present my ideas to an audience with confidence.
|Try new things|
• I can enjoy new experiences.
• I can talk about my likes and dislikes with others.
• I can adapt my designs when something doesn’t work.
• I will keep trying even if it’s challenging.
• I can share my thoughts with others and listen to their ideas,
• I can try different perspectives and techniques to find an answer.
• I can generate my own unique ideas and recognise the best of these ideas to contribute to an activity.
• I can ask lots of questions and recognise that I can somethings be wrong.