Introduction to the project

The aim of this project was to address the challenges faced by children in our community. Inspired by the children of our local area, and guided by our school's motto, "We can do," we recognised the need to focus on the unique experiences of modern children, who are more stimulated than ever before. Health and a healthy lifestyle are crucial priorities for city centre children. Our school-wide project, "Heroes and Villains," utilised creative approaches to explore the heroes and villains of our bodies. This initiative aimed to help students make healthier choices and become better citizens. The project was specifically designed for PS3 pupils.

Our Aims

To teach a sequence of lessons that educate children on how to take care of their bodies.
To highlight the impact of their choices on themselves, their loved ones, and their local environment.
To encourage collaborative work by engaging students in answering a series of "Big Questions."
To help students understand that they always have choices and that making the right choice can be different from making the easy choice.
To document pupil progress effectively and easily identify the next steps in their learning journey.

Science & Technology AoLE

Appropriate descriptions of learning taken from Progression Step 3.

Being curious and searching for answers is essential to understanding and predicting phenomena.

I can identify questions that can be investigated scientifically and suggest suitable methods of inquiry.
I can understand how my actions and the actions of others impact on the environment and living things.
I can evaluate methods to suggest improvements.
I can engage with scientific and technological evidence to inform my own opinions.
I can understand how my actions and the actions of others impact on the environment and living things.

The world around us is full of living things which depend on each other for survival.

I can describe the features of organisms and recognise how they allow them to live, grow and reproduce for survival in their environment.
I can explain the role of different organs and systems that enable plants and animals to live and grow.
I can identify the threats to the development and health of organisms and recognise some natural defences, preventions and treatments.

Computation is the foundation for our digital world.

I can identify repeating patterns and use loops to make my algorithms more concise.
I can use sensors and actuators in systems that gather and process data about the systems’ environment.
I can effectively store and manipulate data to produce and give a visual form to useful information.

Cross-Curricular Skills

Literacy Framework Skills

Speaking: Purpose – I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.
Listening: I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.
Writing: Planning and Organising – I can present my work appropriately in digital contexts.
I can write a comprehensive account of a topic, theme or viewpoint.
Reading: Reading Strategies – I can read complex texts independently for sustained periods.
I can use a range of strategies for finding information

Numeracy Framework Skills

Logical Reasoning – I can explain results and procedures precisely using appropriate mathematical language.
Strategic Competency – I can prioritise and organise the relevant steps needed to complete the task or reach a solution.
Measurement – I can read and interpret scales or divisions on a range of measuring instruments.
Collecting Data – I can collect relevant data to answer posed questions.
Representing Data – I can select and construct appropriate charts, diagrams and graphs with suitable scales.
Interpreting Data – I can extract and interpret information from an increasing range of diagrams, timetables and graphs.
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Digital Competency Framework Skills

Producing: Creating digital content – I can use software tools to enhance the outcomes for specific audiences
Producing: Creating digital content – can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes
Data: Problem Solving - I can understand the importance of the order of statements within algorithms.
Data: I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
Sourcing: I can adjust keywords and search techniques to find relevant information.

Planning & Preparation

Heroes & VIllains Teaching Sequence.docx

Teaching Sequence

We always begin our projects with pupil voice and a baseline activity. These two non-negotiables help ensure that children have some control over their learning, which increases engagement. Additionally, conducting baseline activities allows the teacher to pitch the content at the appropriate level and makes it easier to track progress throughout the topic.

The initial tasks for this project involved simply labeling the major organs on a blank human body. Some students were challenged further to describe the functions and/or rank the importance of these organs. Additionally, we created a class KWL grid using Padlet, providing a platform for children to ask any questions they had about the upcoming topic.

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Heroes & Villains of our bodies