Year 2

This term, we have thoroughly enjoyed our unit of inquiry, centred around the theme: "Imagination can lead to innovation." This theme has sparked curiosity and creativity among the students, leading to an engaging and thought-provoking learning experience.

Our inquiry kicked off with an exhilarating provocation activity that set the tone for the entire unit. We transformed our space into a vibrant car showroom, featuring models from Toyota, Kia, and Volkswagen. However, the highlight was undoubtedly a Ford Sprinter van, which captivated the children's attention the most. The students were thrilled to climb in and out of the vehicles, using their imaginations to envision themselves as real drivers. This hands-on experience not only fueled their excitement but also allowed them to explore the innovative potential of imagination in a tangible way.

Following our initial provocation activity, we delved into the intriguing history of cars and their evolution over time. The children were captivated by the appearance of early vehicles and were astonished to learn that the first cars had only three wheels, two seats, and lacked doors or a roof! This historical exploration provided them with a fascinating perspective on technological advancements in the automotive industry.

In our science lessons, we focused on the contributions of scientist John Dunlop, who invented the first pneumatic tyre. The children were thrilled to discover that they recognized his name from a car garage on St Albans Road. This connection between historical innovation and their everyday experiences sparked even more interest and excitement among the students, deepening their appreciation for how imagination and innovation have shaped the world of transportation.

We also integrated our English lessons with our Design and Technology (DT) sessions, creating a rich, interdisciplinary learning experience. In DT, the students were tasked with designing cars of the future. They channelled their creativity and imagination into these futuristic designs, which then became the foundation for our narrative writing activities.

In English, the children wrote detailed stories about their futuristic cars, weaving in vivid descriptions and imaginative scenarios. These narratives served as a basis for creating persuasive adverts for their designs, allowing the students to hone their persuasive writing skills.

Towards the end of the term, we brought these designs to life using recycled materials. The children were thrilled to see their ideas take tangible form, working hands-on to construct models of their future cars. This project not only reinforced their learning in both subjects but also sparked immense excitement and pride in their creations.