An Olympus Theme consists of:

An Intellectual Concept:

What do you want the learner to understand by the end of this theme? What wider concept or big idea do you hope that they will have understood, using the knowledge and skills taught over this period? The intellectual concept will be an understanding of an idea that has created change or continuity, has resulted in a consequence or significance, and is set in context and chronology. The concept cannot be understood without an essential grounding and understanding of specific knowledge, particular vocabulary and a foundation of understanding regarding context and relevance.

Through the eyes of the child.
‘Let me tell you about the big idea…This is all about…’

Knowledge Box:

What knowledge do the learners need to know in order to understand the intellectual concept? What parts of the National Curriculum will you cover in this theme? These are essential pieces of information that a learner must know in order to research a ‘Bigger idea’ or understand the Intellectual Concept in question. These are not just a list of facts that are ‘known’ but not ‘understood’.

Through the eyes of the child.
‘Let me tell you all the things I know that help me understand the big idea…’

 Box of Entitlements:

How will you ensure that your learners receive a broad and diverse range of stimuli and experience throughout this theme? How will the sustainable development goals be woven through your planning?
Novel – Linked to English
Connected Biography
English and Maths Integration
Study of an Artist or Artistic Movement
Visit out / Visitor in
Design and make an object
Debate Question
World of work
Outdoors environment
Environment / Book corner / Display
Provocation

 Through the eyes of the child.‘We have done lots of different things to understand this the big idea in this theme. All the experiences have taught me facts and made me wonder and made me realise…’

Enquiry Questions:

An enquiry question is one that will encourage the learner to wonder and notice. It will capture the interest and imagination of your learners and will be open to research. A good enquiry question may have multiple possible answers, but will have a clear focus. The question should be reasonable and there should be some credible research available to answer it. The questions will lead to further questions and will develop and explore the thinking, concepts and knowledge.

Through the eyes of a child.
‘The question I am trying to answer is complicated. All the things I know are making me realise that this is making me wonder…a lot.’

Polished Products:

What skills will the teacher do to support the learner to develop over this theme, in order that they may produce an extended detailed product to exhibit at the end of Term Exhibition/ Emporium/ Museum?

Through the eyes of the child.
‘I have realised the importance of being organised and practising skills so that the things I have produced are the best they can and people want to look at them, read them…and be amazed at how well I have done to make my learning really interesting to others.’

Local to Global:

“The Sustainable Development Goals are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate change, environmental degradation, peace and justice. The 17 Goals are all interconnected, and in order to leave no one behind, it is important that we achieve them all by 2030.”

United Nations

At Olympus we believe as educators we have a responsibility to teach our learners about the world around them. As part of our Local to Global element of our Curious Curriculum, we have signed up to help deliver on the United Nations 17 Sustainable Development Goals. Throughout the curriculum we have linked our enquiry themes with these big global issues in order to allow learners to explore the ideas, concepts, issues and reality regarding these goals.

 

Knowledge

At Olympus we believe in the importance of the development of substantive, disciplinary and interdisciplinary knowledge. We have designed our curriculum to incorporate all 3 types of knowledge;

Substantive Knowledge – this is the knowledge produced by the academic subject. In science, this involves concepts which form the underpinning structure of the subject, e.g. respiration, evolution and the idea of a force.

Disciplinary knowledge – this is the knowledge needed to collect, understand and evaluate scientific evidence for example the concept of being a scientist. It’s the scientific method, i.e. changing one variable whilst keeping everything else the same – and seeing what happens.

Interdisciplinary knowledge – this draws knowledge combining two or more academic disciplines into one activity (e.g., a research project). It is about creating something by thinking across boundaries.