Thematic Planning

Thematic Planning

Thematic planning involves integrating curriculum areas around topics or themes. Thematic planning seeks to view teaching and learning in an interactive and holistic way that reflects the real world. 

At Monnow Primary School, the teachers decide on what the theme for the term will be and then we discuss this with the children during whole class planning sessions. We look at the skills we need to complete for the term and then with the children we decide on what activities they would like to do in order to achieve the skills.

We find that using the thematic approach, improves the quality of teaching and learning in many ways:

  • It increases the children’s interest
  • Helps the children to make connections with their work
  • Keeps children engaged
  • Compacts the curriculum
  • Draws on connections from the real world and life experiences


During the process of developing thematic units, students come up with innovative strategies, ideas and resources, which make them more committed to the learning process, since it is driven from their individual interests. Learning is made more consequential by thematic planning as learners chose the topics and the methods of studying. Thematic planning is an interactive process that improves the interpersonal skills between students and teachers, since teachers become more of collaborators than authority figures.


Integrating the diverse subjects in the curriculum into themes brings out the inter-relationship of the different school programs, making learning more relevant. Thematic planning is aimed at helping students in contextualising what they learn and applying it in real life situations. It also provides an avenue for integration of content area in a realistic manner that helps children in applying the knowledge they acquire significantly in their daily lives.


Thematic units are powerful tools for building and maintaining students’ interest during learning. They are diverse since the teacher can expand the content and ideas after receiving inputs from students, as opposed to teaching from a file that carries the same content from one year to the next. Varied responses given by each class after every year makes the curriculum more rich and diverse. This diversity of curriculum also allows the utilisation of different methods of teaching and learning styles in class.