Browse Sets

Block A - Introduction to Computational Thinking and Creativity

Understand the timeline of the main developments since the invention of the World Wide Web. Learn about the great creative minds and internet entrepreneurs who have contributed to the biggest innovations. Be inspired and solve your own challenges! Create webpages, develop a fantasy football database, use 3D modelling software, design a stop motion animation, create your own computer game and much more!

Understand computer networks, including the internet; how they provide multiple services such as the world-wide-web and the opportunities they offer for communication and collaboration. Research key people including Steve Jobs, Bill Gates and Jimmy Wales. Explore failure as an opportunity to learn; respond to creative challenges and finally plan and film a short TED talk for younger children that collates all the useful strategies used to overcome problems.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: The internet and the web

Use role-play to understand how the internet works and the difference between the internet and the world-wide-web; present your understanding through a video, presentation, poster or model.

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02: Creative minds and entrepreneurs

Create a time line of the main internet developments since the invention of the web; research key people including Steve Jobs, Bill Gates and Jimmy Wales; explore failure as an opportunity to learn and how internet entrepreneurs have understood and utilised this.

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03: Solving Steve Jobs' problem

Respond to a challenge from Steve Jobs and design a new Apple product; discuss the existing Apple models and think what might be needed in the future.

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04: Rising to Bill Gates' challenge

Understand the contribution that the Bill and Melinda Gates have made to the world; respond to their philanthropic challenge.

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05: Writing for Jimmy Wales

Receive a message from Jimmy Wales explaining the collective nature of Wikipedia and respond to his challenge to compile a class contribution; take part in planning, researching and group open editing of a class text.

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06: TED talks

Learn about TED talks and its slogan ‘Ideas Worth Spreading’; plan and film a short TED talk for younger children that collates all the useful strategies you have used to overcome any problems you have had during this block.

Block H - Design Challenge

Study the history of clothing in Britain from 1066 through to the present day. Learn about the key changes in fashion, materials and manufacturing processes and gain an understanding of this aspect of social history in Britain. Finish your topic by meeting a design challenge brief and putting on a catwalk show!

Utilise the knowledge and skills you have learnt! Start off by finding out about famous British designer Vivienne Westwood; role-play being a catwalk model and begin to think about up-cycling outfits to make new creations. Create a ‘mood board’ for your own design and work towards producing your outfits – showcase these, with a commentary, on a catwalk in front of an invited audience.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: British designers on the catwalk

Find out about famous British designer Vivienne Westwood; role-play being a catwalk model and begin to think about up-cycling outfits to make new creations.

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02: Mood board

Start to work on a design brief for a fashion item; create a ‘mood board’ to gather all your ideas for your design; begin to select materials.

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03: Final design

Work on the sketches for your outfit designs; consider the materials available including recycled materials; think about how you will join materials and choose your final outfit design.

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04: Outfit making

Follow your plan to make an outfit using some of the skill learnt during this topic; adapt and alter as you encounter unforeseen problems.

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05: Evaluation

Evaluate your design choices, your fashion influences and your technical expertise; write a catwalk commentary for your outfit.

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06: The show!

Showcase your design and craft skills on a catwalk in front of an invited audience; provide a commentary for your design.

Block D - Embroidery

Study the history of clothing in Britain from 1066 through to the present day. Learn about the key changes in fashion, materials and manufacturing processes and gain an understanding of this aspect of social history in Britain. Finish your topic by meeting a design challenge brief and putting on a catwalk show!

Discover the fashionable embroidery of the 18th Century and create your own designs as you learn backstitch embroidery, design a bag and embroider it. Discover how pockets, reticules and pouches were used in the 18th century and add detail to your own designs. Discover the significance of the pineapple in 18th century design!

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: What is embroidery?

Learn about crewelwork embroidery and how this was very fashionable in the 18th Century; learn backstitch embroidery; design a bag and embroider it in backstitch.

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02: Embroidered pockets, pouches and reticules

Discover how pockets, reticules and pouches were used in the 18th century; embroider your felt 18th century bag with star stitch; play an active game to reinforce your learning about 18th century pockets.

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03: Finishing our embroidered drawstring bags

Recap your knowledge of 18th century costumes and reticules; discover how the pineapple became a fashionable design motif in the 18th century; finish your drawstring bag with blanket stitch and a ribbon.

Block F - Trade

Study the fascinating Maya in this vigorously researched topic. Discover where and when the Maya built their magnificent civilisation as you develop a range of skills across the curriculum. Investigate how they lived, their culture and their legacy. Compare their lives to your own as you bring your learning together.

How did the Maya transport goods and what did they trade? Discover their impressive expertise, the logistics and the daunting geography that they had to overcome. Find out how they knew about the wheel, but didn't use it. Take part in role-play trading games, make models and maps.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Transport

Explore different forms of transport that the Maya had; design and make a transportation device with no wheels.

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02: Trade goods

Research the trade goods that Maya people exchanged, including cacao beans, feathers, jade, obsidian; design and make some game counters of these goods.

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03: Trade routes

Research the trade routes the Maya used and the terrain they had to cross; create a 3D model of the terrain.

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04: Design the game

Work out the rules for the game using your gaming counters, board and transportation devices.

Block C - Natural Dyes

Study the history of clothing in Britain from 1066 through to the present day. Learn about the key changes in fashion, materials and manufacturing processes and gain an understanding of this aspect of social history in Britain. Finish your topic by meeting a design challenge brief and putting on a catwalk show!

Learn how natural dyes can be created from plant materials and gain knowledge of the clothes and hats worn in the medieval period. Create natural dyes and use them to dye cotton, then create a period outfit for a peg doll. Make a zigzag booklet of information on medieval clothing and hats for men and women, rich and poor; play quiz games to consolidate your knowledge.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Colours from nature

Chn will explore how Medieval people used natural dyes to colour their clothing and how the different types of dyes reflected whether they were rich or poor.

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02: Medieval clothing in naturally dyed fabrics

Children will further explore Medieval clothing and create their own costumes for peg people.

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03: Medieval hats

Children will consolidate their knowledge of Medieval clothing. They will explore more about Medieval hats with a quiz and then create their own hats for their peg people.

Block J - Tennis Tournaments

Are you excited about a major sports tournament that is about to start? This topic takes the inspiration of a range of major sports including football, rugby, athletics, cycling, tennis and cricket to generate some fantastic learning opportunities. Learn about the origins and development of popular sports and their most important tournaments over time and stimulate some fantastic history learning. Find out about where sporting tournaments are taking place and which countries will be taking part and prompt some impressive geography learning. Research and discuss the values upheld by different sporting organisations; stage your own class tournaments and hone your PE skills. You will find a host of creative learning activities within these 12 blocks that capitalise on the energy and enthusiasm that great sports events stimulate.

Is there a tennis tournament on? Find out about Wimbledon and the other Grand Slam tournaments, the tension between amateur and professional players and the beginning of the 'open era' of tennis tournaments, as well as the advent of women's championships. Host your own tournament!

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Timeline

Using our template, make a timeline of when the major tournaments were started, and some of the other major events in the history of tennis tournaments; make a class calendar to keep track of when major tournaments are played and mark the tournament locations on maps.

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02: Debate

Host a class debate on one of the following topics: Should professional tennis players be excluded from tournaments? Should women be paid the same as men? Should all children play tennis at school?

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03: Play the game

Have a tennis tournament of your own. Decide whether to play singles or doubles, and give out roles like ball-boy and ball-girl, referee, commentator.

Block I - History of Tennis

Are you excited about a major sports tournament that is about to start? This topic takes the inspiration of a range of major sports including football, rugby, athletics, cycling, tennis and cricket to generate some fantastic learning opportunities. Learn about the origins and development of popular sports and their most important tournaments over time and stimulate some fantastic history learning. Find out about where sporting tournaments are taking place and which countries will be taking part and prompt some impressive geography learning. Research and discuss the values upheld by different sporting organisations; stage your own class tournaments and hone your PE skills. You will find a host of creative learning activities within these 12 blocks that capitalise on the energy and enthusiasm that great sports events stimulate.

Learn about the history of tennis. You'll discover the origins of tennis and other ball games played with the palm of the hand or a racquet and try out some of the related games from the past and present.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: History

Research the history of tennis from historical drawings of related games. Put the versions of tennis in the correct place on a family tree.

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02: Racquets

Investigate the design of racquets through the ages and then choose one to recreate, following given instructions.

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03: Play the game

Have a tennis tournament based on the rules of one of the historical games.

Block H - Technology

Study the fascinating Maya in this vigorously researched topic. Discover where and when the Maya built their magnificent civilisation as you develop a range of skills across the curriculum. Investigate how they lived, their culture and their legacy. Compare their lives to your own as you bring your learning together.

The tool technology of the Maya was based on the incredibly hard minerals jadeite and obsidian. Learn about how the Maya made beautiful and functional objects and their weaving and pottery skills. Weave a fabric in the Maya style and make pots.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Materials

Start by thinking about the types of materials the Maya might have had available to make objects out of. Make predictions about which materials would be used for certain types of objects. Think about which materials would rot and which would survive. Plan an experiment to test what rots and what doesn't.

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02: Pottery

Find the pottery objects in the collection of images. Use images of Maya pottery to design and make replicas from air-drying clay. Follow the same patterns and images, and try out some of the same techniques to make the replicas, like painting, incising and impressing.

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03: Stone

Find the stone objects in the collection of images. Think about how Maya people could have carved stone. Make a scientific enquiry to try to see how long it would take to carve a pendant. Carve a replica pendant out of Pears soap.

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04: Weaving

Plan what materials to use to make a backstrap loom. Try out weaving on a backstrap loom using the number sequence they devised.

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05: Firing pottery (optional)

Make a pit kiln and fire the dried pots in it, carrying out the experiment on which different fabrics the children used survive the firing.

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06: Maya museum

Make a living history museum showcasing their new skills and objects they have already made.

Block J - Farming

Study the fascinating Maya in this vigorously researched topic. Discover where and when the Maya built their magnificent civilisation as you develop a range of skills across the curriculum. Investigate how they lived, their culture and their legacy. Compare their lives to your own as you bring your learning together.

Explore the methods of farming practised by the Maya and some of the foods they farmed, hunted and gathered. Try making and tasting a traditional Maya hot chocolate recipe.  Finish off by creating a model illustrating how the Maya produced food and having a simple Maya meal.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

 

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01: Farming practices

Children are given example landscapes, each with their own advantages and disadvantages for farming, and are asked to come up with their own solutions. Learn how the Maya farmed the same lands.

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02: Food

Do some research to find out what types of food the Maya had access to, either by farming, hunting or gathering. Try cooking some recipes.

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03: Chocolate

Try out a traditional recipe to make Maya hot chocolate. Find out what chocolate was used for – not just drinking, but also in sauces for food and as a currency.

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04: Model making

Use their sketches to make models of how the different regions of the Maya lands handled farming. Label the model using their geographical knowledge.

Block B - France

Discover Modern Europe in this exciting and informative topic. Understand the amazing physical and human geography of Modern Europe. Travel around, learn key facts and explore the varied countries that make up our European continent. Develop skills in human and physical geography and further your historical and cultural knowledge of these countries as well!

This rich and imaginative block uses a range of artworks to inspire learning about the human and physical geography of France, including its climate zones; discover the art of Cézanne, Seurat and Morisot and where their works are located geographically; the outcomes of this block include creating a 21st Century soundscape, a pointillist style painting and an impasto painting.

This Topic is written for Lower Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Discovering France: A country in art

Study a range of artworks that depict a variety of French landscapes; match artworks to French climate zones; discover Cézanne, Seurat and Morisot and explore how their works are located geographically.

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02: Art on my doorstep - Paul Cézanne

Find out more about Cézanne, his paintings of the local area and what his region looks like today; create a soundscape of your local area.

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03: Dotty about rivers - Georges Seurat

Study Seurat’s paintings around the Seine and compare the depicted land use and human activity with modern Paris; create sketches of a local waterway in Seurat’s pointillist style.

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04: Coast to coast - Berthe Morisot

Look closely at Berthe Morisot’s depictions of the French coastline; analyse how the Nice harbour has changed over time; use impasto painting to recreate one of Morisot’s paintings.