How did you learn Math as a young learner? As a student, wouldn’t it be exciting to imagine ourselves as a secret agent on a special mission? The first task: to decipher a top-secret code using our newly-learned skills, blending mathematical concepts with a hint of mystery – and plenty of fun!
In today’s rapidly changing world, the traditional methods of education are being challenged by more innovative approaches. One such approach, thematic learning, has been gaining traction, especially in primary school education. Thematic learning occurs when teachers introduce a new theme and plan activities and projects related to that theme.
makchic explores how thematic learning, as practised at Garden International School (GIS), is transforming the way young students engage with their studies, making learning more meaningful and interconnected.
Why Thematic Learning?
Younger learners have one great asset we can’t overlook—massive imaginations. What is a simple idea for a parent wanting to embark on a themed approach at home with their young one?
Say you introduce Chef Week:
Literacy: Focus on simple books about food and cooking. Your child writes out one sentence to each of these questions: What do you think is the best dessert in the world? What’s your family’s favourite thing to eat?
Math: Go over basic fractions using measuring cups and bake cookies.
Art: Attempt some food doodles using YouTube tutorials.
By exploring subjects through a unifying theme according to the experts at GIS, students gain a deeper understanding and can apply their learning to real-world scenarios. This approach fosters critical thinking, creativity, and a sense of purpose.
Choosing Themes that Resonate
Thematic learning stands out because it allows students to engage with content in a holistic manner.
For example, one interesting theme for GIS Year 3 students in the past year has been Food, Glorious Food. They delved into topics like the origins of food, sustainability, and environmental management. This theme was brought to life through activities like a food drive supporting The Lost Food Project, where students applied their classroom knowledge to make a tangible impact on their community.
Students also learned aspects of Geography and Science in a whole new way.
Geographical aspects:
- How to protect the planet and live sustainably.
- How to find creative solutions to environmental problems.
- The power they have to make a positive impact on the world, big or small.
Their scientific journey included:
- Observing and understanding the amazing world of plants.
- Learning about plant structure, nutrition, and how plants transport water and nutrients.
- Trying their hand at biological drawings, and capturing the beauty of nature with precision.
- Understanding how human actions can affect our environment.
Such activities highlight how thematic learning goes beyond academics, fostering social responsibility and active citizenship among students.
Topics such as natural disasters, refugee crises, and sustainability have also been explored, not only to teach geography and history, but to also instil a sense of global citizenship and responsibility in students.
For example, a topic on the refugee crisis had Year 4 students learning about:
Geography: Natural disasters that have forced people from their homes and the displacement of people due to natural disasters.
History: Historical figures who have made decisions impacting refugees, as well as highlighting the contributions of famous refugees like Albert Einstein, Madeleine Albright, and more.
Science: Sustainability as a potential solution to many global challenges, including the refugee crisis.
Thematic Learning in Action: Engaging the Whole Child
Another successful thematic project was the Year 5 art collaboration with Dignity School, where students worked together to create art pieces for sale. This project, which integrated art with social learning, demonstrated how thematic units can be both creative and impactful, providing students with a sense of accomplishment and a connection to the broader community.
Final assessments are not necessarily carried out by way of written tasks, but can be in the form of a performance or construction activities instead. A good example would be when the Year 6 GIS students had to design, create, build and race miniature compressed air-powered F1 cars as part of their evaluation.
Parental Involvement: Enhancing Thematic Learning at Home
How can parents play a greater role in reinforcing thematic learning at home? Try exploring simple actions, such as:
- Reading books related to the current theme;
- Asking questions and discussing what the child has learned; and
- Visiting places they’ve learned about in class and bringing them to life!
All this can significantly enhance a child’s understanding and engagement. GIS also provides opportunities for parents to participate in classroom activities, such as attending final assessments or joining in experiential activities, further bridging the gap between the school and home.
A New Way Forward
Thematic learning is reshaping primary education by offering a more integrated and meaningful approach to learning. Themes add something exciting to each week, breaking up the ordinary and making learning extra fun. Even teachers get a boost from planning lessons as students find themselves on a different adventure. And there’s nothing more rewarding than hearing those little voices say, “I can’t wait for next week!”.
This is a sponsored post by Garden International School (GIS).
Visit GIS’ Main Campus Open Day on 24th September 2024 to find out more about their Primary school. Enjoy a 100% Application Fee Rebate* when you apply during their Open Day promotion from 24th to 30th September 2024. Terms and Conditions apply.*
To arrange your personalised tour of GIS’ Main Campus, contact their friendly Admissions Team, or visit their website.
