Years 1 & 2

Main Theme: A journey around the world

End project: A journey around the world 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?

  • Problem solving
  • Working as part of a team
  • Reasoning
  • Resilience
  • Information gathering
  • Confidence

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

We will focus on each country/continent for two weeks.

  • France (Europe) – French language, food menu, French artists, landmarks
  • Brazil (South America) - Habitats (rainforest), Rich/poor (PSHE- if the world were a village text), dancing (P.E.)
  • Egypt (Africa) – Mummification (Mummify a teddy bear), Pyramids for structure
  • Arctic/ Antarctica – Hunting and weapons, survival, climate change, materials-changing state
  • China (Asia) – Chinese festivals, food tasting, differences in culture
  • Australia (Australia) – Survival guide on dangerous animals, poster/instruction writing for animals.

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

  • Time differences for all the countries.
  • Landmarks- height.
  • Instructions for Australia- insects/reptiles survival guide.
  • Animal fact file
  • Every place- SBW about what they would need to pack.
  • 3d shapes for pyramids.
  • Comprehension
  • Climate change- persuasive text.

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

  • Geography
  • PSHCE
  • Languages
  • Art
  • DT
  • ICT
  • Science
  • English

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

  • France- answer questions about their menu (comprehension questions)
  • Brazil- compare rainforest and other habitats.
  • Egypt- explanation of mummification process.
  • Arctic/Antarctic- why would it be difficult to survive?
  • China- identify two differences between China and the UK.
  • Australia- write one command about how to survive an encounter with....

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
Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Science
Identify and name a variety of plants and animals in their habitats, including micro-habitats. Science
Find out about and describe the basic needs of animals, including humans, for survival (water, food and air). Science
I can name and locate all of the seven continents of the world. Geography
I can name and locate all of the oceans of the world. Geography
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 locate hot and cold areas of the world, in relations to the Equator and the North and South Poles. Geography
I am beginning to use maps, atlases and globes confidently to identify studied regions Geography
I can recognise landmarks. Geography
Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. Art
Know about the work of a range of artists. Art
Use range of tools & materials to complete practical tasks DT

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 work to my own targets
• I can learn from a mistake
Confidence
• I accept the fact that I can try and fail
• I can share my ideas and thoughts with the whole class
Working as a group
• I can take on a range of roles within a group
• I can motivate people to contribute more effectively.
Problem solving
• I can identify the problem
• I can select options
Reasoning
• I can explain my thoughts and opinions.
Information gathering
• I can gather information
• I can research relevant information

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Pilgrim Academy Principal

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David J Hampson
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