Y1-2 Cycle B Spring 2 - Geography, D&T, Art Learning Plan

Sep 29, 2026

Upload by Kyle

Weekly learning plan for Year 1–2, Cycle B, Spring 2, covering Geography, Design & Technology (Textiles and Food & Nutrition), and Art. Geography focuses on locating Mexico and oceans/continents, using geographical vocabulary, and comparing similarities and differences between pupils’ locality and Mexico through questions and mapping tasks. Textiles address materials, templates, pins, safe cutting, and sewing. Food lessons develop knowledge of food origins, healthy proportions, safe food preparation, hygiene, and Mexican food culture. Art applies shape, color, and lines, including stencil pattern making and Mexican-inspired bunting design.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Geography

Mapping Mexico and locating continents and oceans

Describing physical and human features

D&T: Textiles

Textile basics and design planning

Joining and sewing

D&T: Food & Nutrition

Food origins and healthy proportions

Safe preparation and hygiene

Art

Henri Matisse, shape and color

Stencil patterns and Mexican-inspired bunting

| SUBJECT | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 | WEEK 5 | WEEK 6 | | --- | --- | --- | --- | --- | --- | --- | | Geography | Where do we want to visit in Mexico?
Session 1A | Where do we want to visit in Mexico? Session 1B | What can we see in Mexico? Session 2A | What can we see in Mexico? Session 2B | What can we see in Mexico? Session 2C | What is it like to visit
Mexico? | | | ✓ To know and locate the world’s seven continentsAfrica, Antarctica, Asia, Oceania, Europe, North America, and South America.
✓ To know and locate the world’s five oceans-the Pacific Ocean, the Indian Ocean, the Atlantic Ocean, the Arctic Ocean and the Southern Ocean.
✓ To identify Africa, Antarctica, Asia, Oceania, Europe, North America, and South America on globes and in atlases.
✓ To identify the Pacific Ocean, the Indian Ocean, the Atlantic Ocean, the Arctic Ocean and the Southern Ocean on globes and in atlases. | ✓ To use knowledge of a place to explain and justify their own views of Mexico.
✓ To know and use geographical vocabulary to refer to key physical features of Mexico.
✓ To know and use geographical vocabulary to refer to key human features of Mexico, including main landmarks. | ✓ To use knowledge of physical and human features to describe the similarities and differences between their locality and Mexico.
✓ To know and use geographical vocabulary to refer to key human features of Mexico, including mainlandmarks.
✓ To know how to record geographical features using sketches and diagrams. | ✓ To know and use geographical vocabulary to refer to key human features of Mexico, including mainlandmarks.
✓ To know how to devise a simple map of Mexico from a photograph.
✓ To know what basic symbols represent in a key. | ✓ To use knowledge of physical and human features to describe the similarities and differences between their locality and Mexico. | ✓ To use knowledge of a place when asking and responding to questions about Mexico.
✓ To use knowledge of a place to explain and justify their own views of Mexico.
✓ To use knowledge of physical and human features to describe the similarities and differences between their locality and Mexico. | | | | | | | What can we see in Mexico? Session 2D | | | | | | | | ✓ To use knowledge of physical and human features to describe the similarities and differences between their locality and Mexico. | | | D&T: TEXTILES | | | | How can we make a textile product? SESSION 1A | How can we make a textile product? SESSION 1B | How can we make a textile product? SESSION 1C | | --- | --- | --- | --- | --- | --- | --- | | | | | | ✓ To know what a textile is.
✓ To know the purpose of alining and which materials and joining can be used.
✓ [To know that a mock-up is used by designers to test how well a design will work. ] | ✓ To use appropriate vocabulary when planning and designing a textile product.
✓ To know the purpose of a template and how to draw around it on a textile.
✓ To know how to use pins to secure material and templates.
✓ To know how to use scissors to cut templates and fabric accurately and safely. | ✓ To know how to sew using overstitch. | | | | | | | | How can I make a textile product? SESSION 1D | | | | | | | | ✓ [To know how to use pins to secure material and templates.]
✓ To use their knowledge of joining materials and aesthetic qualities to evaluate their product. | | D&T: FOOD & NUTRITION | | Where Does Our Food Come From? | How Can We Eat Healthily? SESSION 2A | |
BLOCKED IN ONE DAY
What Is Mexican Food Like? SESSION 3A | | | | | ✓ To sort foods using knowledge of where they have come from (farmed, grown elsewhere or caught) . | ✓ To know what proportions of different food groups make upa healthy diet. | | ✓ To know foods relating to the Mexican culture. | | | | | | How Can We Eat Healthily? SESSION 2B | | What Is Mexican Food Like? SESSION 3B | | | | | | ✓ To know how to use a knife safely to

FAQs

What Geography skills are taught in this cycle unit about Mexico?

Students learn to locate Mexico’s continents and oceans, identify them on globes and atlases, and use geographical vocabulary for physical and human features. They also compare features between their locality and Mexico and respond to questions about Mexico.

What tasks do students complete in D&T: Textiles?

Learners explore what a textile is, use templates and pins, cut materials safely and accurately, and learn to sew using overstitch. They also plan, design, join, and evaluate textile products using appropriate vocabulary.

How does the Food & Nutrition section support healthy eating and safety?

Students sort foods based on where they come from and learn proportions of food groups for a healthy diet. They practice safe knife use for peeling, discarding seeds, using graters and measuring spoons, and preparing food hygienically.

Sep 29, 2026

Upload by Kyle