My World: History, Geography and Science
Aims
My World brings together History, Geography and Science to be one of the driving forces of the thematic curriculum. Our curriculum focusses on the areas of History, Geography and Science that we feel are the most important for our pupil’s to learn and understand about their World, particularly their local World around them.
Curriculum Intent
The curriculum delivery will depend upon the curriculum pathway and level of learning that the pupil is working within.
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Explorers Oceans and Harbour |
In Explorers our pupils are learning to engage in activities. Following the Early Years Framework pupils will develop core and wider skills which will allow them to explore the world around them. Pupils will be developing their communication and interaction skills so that they can find out about and experience objects and artefacts. |
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Early Discoverers Starfish, Oysters and Octopus |
Pupils move from the Early Years Framework and are continuing to develop their ability to self-regulate. This allows them further opportunities to explore their immediate surroundings and to appreciate the beauty and wonder of the wider world around them. Learning is not subject specific and there is a broad range of learning opportunities to develop physical, social, communication, problem solving and creative skills. |
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Discoverers Shells, Jellyfish and Dolphin |
Pupils are learning functional life skills through opportunities to be in the community. In Discoverers pupils are using their interest in the wider world to learn life and social skills. They continue to develop communication skills, which become more personal to their individual needs and allows for further exploration of objects and items of wonder. |
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Early Enquirers Penguin, Sea Lions, Sea Turtles |
Pupils begin subject specific learning through lots of practical application. The chance to explore and investigate the concrete and abstract is a part of this process. Communication, social interactions and self-regulation skills continue to be an important part of the daily curriculum alongside a more targeted approach understanding science, history and geography, especially in a local context.
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Enquirers Puffin, Lobsters, Seahorses, Magna 1
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Subject specific learning taught through the thematic curriculum. Pupils explore their immediate and wider surrounding through enquiry and experimentation. The emphasis is on practical skills and the development of scientific, historical and geographical knowledge. There continues to be a strong focus on life relevant opportunities to embed learning. |
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Navigators Magna 2, Manta, Orca |
Subject specific learning has greater challenge. Learning is at greater depth to allow pupils to access higher-level academic and vocational examinations. Pupils build on previous foundational knowledge to push for further understanding of how our world works. Pupils are encouraged to question facts and ideas and to formulate their own opinions on a given topic through practical and research based enquiry.
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Term |
Cycle 1: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Heroes that Help Us: (History) Traditionally about individuals in history that have achieved great things…. We have expanded this to be about Us as a hero (Explorers/ Early Discoverers.) Understanding where and how to get that support. Use of Internet to help this, others groups that can support us? Who can help my financial affairs, work? Enquirers KS 4 Famous people that have made significant discoveries that help us to live better lives, Marie Curie – Navigators |
Self-assessment of own work and peer assessment of others work. Pupil work, both self-written and worksheets. Photographic evidence in file. Evidence of learning sheet per pupil for each half term. Pupils levelled against the relevant ladder statement in the subject areas: History, Geography and Science.
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2 |
Light Fantastic: (Science) Explore colour through the senses – Explorers, Early Discoverers Different sources of light / light and dark. Light for different purposes – what and where – Discoverers Where does light come from? Shadows, mirrors and reflections Early Enquirers/ Enquirers KS 3 Use of light at home/ Functional electricity use in the home/ UV – staying safe – KS 4 Enquirers What are shadows – how they form. Build and create circuits, electrical use in the home. Navigators |
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3 |
Feast for the Senses: (Science) Explore items using our 5 senses: Explorers, Early Discoverers Using our 5 senses when we are out n about: How does it help us understand out World? Discoverers Knowing our senses and how they keep us safe, when out n about. Understanding different functions of my body. How do I look after my teeth? Early Enquirers / Enquirers KS 3 The importance of maintaining good health and looking after myself. Where can I get help with looking after my body? How we change as we grow. How exercise helps us stay healthy, Enquirers KS 4 Could we explore more here about how our 5 senses work, (eye, ear,etc.) Functions of the major organs. How exercise improves our lives and helps our bodies. Navigators Could we explore more here about how our 5 senses work, (eye, ear,etc.)
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4 |
Food, glorious food: (Geography) Sensory food play, experience different items. Understand likes/dislikes – Explorers and Early Discoverers Where does my food come from? Farm visits, shops. Experience different food – texture, colour. Discoverers Where does the food journey start – finish. Healthy plate - Early enquirers Healthy plate, costings and shopping. Create a healthy and economical meal. The importance of variety in our diet. Enquirers What’s in my lunchbox? Food comes from around the Word – eco footprint. What is produced locally? What is fair trade? How can I make sure I eat a varied diet? Navigators |
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Bee Happy: (Science) Alive or Dead? Things that eat, grow. I’m living and I grow – Discoverers Living and Dead things. MRSGREN. Habitats - where do different things live, what different habitats are there in our area, explore them. Early Enquirers and Puffins. Enquirers: MRSGREN. Understanding different animals that live in our local habitats. Compare different habitats. How can we look after our local habitats? Are there organisations we can work with? How does being in nature help me? (MH and WB links) Navigators: Understanding the different types of animal and their habitats. |
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You’ve Got a Friend in ME: (History) Olympics Sharing; my space, my things – Explorers, Early Discoverers. Social Interactions, acceptance of others, winning/losing and achievements. Building resilience: Discoverers What are the Olympics and their Values. Striving for greatness. Early Enquirers. Olympics Values: Acceptance of others, working with different people, teamwork. Different nationalities and cultures. Respecting others. Enquirers Respecting difference, sportsmanship, trying something new, aiming to be the best. Coping with failure and success. Navigators |
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Cross-curricular links |
How does My World support this? |
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STEAM |
Science: Experimenting, questioning and experiencing practical activities that develop understanding of the World around them. Technology: The use and understanding of a variety of equipment to support experiments and practical Engineering: Developing an understanding of how man-made machines and structures, like cars, planes, robots and buildings, work. Arts: The development of Art and music where appropriate to support understanding of the My World content Maths: Linking Maths and Science together to help make sense of the World around them. |
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English Skills
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Reading instructions: Reading information and stories that are related to the My World theme, close links with English to support the learning to make stories meaningful to the theme. There are many opportunities for pupils to develop their reading skills. Writing: Completing written tasks within My World content. Developing writing skills, being able to write well-structured sentences and show awareness of spellings about my adventures in the local community. Speaking and Listening – Topic discussion, surveys. Talking to and listening to unfamiliar people whilst on trips in the local community. Learning to talk about what I see and hear whilst out and about. Understanding what things are so that I can tell people about my experiences. |
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Maths Skills
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Collating, sorting and counting relevant information about a topic. Understanding patterns, using number to collate information and statistics to compare information. |
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SMSC and British Values
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Moral: understanding how we look after our World and each other. Understanding that we treat nature and each other with kindness so that everyone is able to flourish and develop to their potential. Social: Understanding that there are certain expectations on behaviour towards each other, different social groups and when out and about on school visits to respond appropriately towards others. Cultural: Learning about different cultures and traditions, showing respect for different cultures. Understanding why people have different ways of living and respecting their beliefs. British Values: Understanding what it is to be British and through trips and visits how we can further understand the World around us to be able to cope and thrive in our local community. |
Extended Opportunities/ Celebration:
Exciting starters and fab finishes to share and celebrate the topic learning with the whole school and parents.
It is paramount to this area of the curriculum that there are opportunities to have visitors come in to school relevant to each theme and take trips and visits out into the local community to develop pupils understanding of the World around them.