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( (4 " |, & ( ( ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi: ( (' - 0  : ( (' - 0 D 8 ( ('  l ~$ : ( (' - 2& J   Q P xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD r\hxs`hxFdhThhClh `h wh Ch `h wh  Ch `h  w"h  CJh `h wh Ch `0h w:h bhCfh `h wh [h ah e~h \h xKbh Oh Lh xJh h h x!h  J!h* xxC"h xC"h #h* c#h- x`R&h*wV&h* ~'hC'h (h, c)h4 l,h x-h3 `-h3w-h3  $/h3  J/h   p/h* /h  cj0h> x2h* 3h  c3hB xc@6h' x8h3 8h,  9h, `69h,w:9h, b:h3 :h3 x:h3 ;h3 CONTENTSCompObj ^SummaryInformation( zDocumentSummaryInformation8CHNKINK %TEXTTEXT8:STSHSTSH8<STSHSTSH=ASTSHSTSHFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC Art Context As artists, children create a sea-like structure out of card and paper. Children study images of the sea and identify different moods that can be represented by waves. Children create form through different cutting and folding techniques. They construct different materials to create a structure and manipulate and shape paper and card to depict their desired mood. National Curriculum to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Links In this unit, children begin to develop their sculpture skills for the first time. They develop their fine motor skills by learning how to construct and join objects to create a solid structure. They will then build on these skills when creating a mountain scene in year 2. Children will be introduced to new language such as join and form and will explore techniques they can use to achieve these two essential skills. Key Drivers Presentation skills - children present their sculptures in a show case event, presented as an art gallery. The basic skills - children create captions to be displayed alongside their art work. Geography Context As geographers, children explore the wider local area by carrying out a study of a local costal town. Children look closely at a place, asking questions to find out more about it. They name and locate human and physical features that they can see. They put their fieldwork skills into practice when they visit a local area. They also consider the route they took from Hull to get there. National Curriculum Human and Physical Geography use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather and key human features, including city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Key Drivers Sustainability - children carry out a beach clean when on their trip to the local beach and learn about the impact this has on the environment. Community involvement - members of the community join the children on their beach clean. Links Throughout the autumn and spring terms, children have acquired knowledge about the city which they live in. In this unit, their geographical knowledge of their local area is widen and includes a local coastal town outside of their own city. This allows them to expand their geographical vocabulary through looking at a different location. Design and Technology Context As technologists, children sort threads and fabrics by colour and texture using vocabulary to describe existing materials. They use grouped and sorted materials to design and create a seaside collage, which represents a seaside scene. For example blue materials represent the sea and yellow materials represent the sand. National Curriculum Design - generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make - select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate - explore and evaluate a range of existing products - evaluate their ideas and products against design criteria Links In this unit, children encounter textiles for the first time. They begin by sorting threads and fabrics and group fabrics and threads by colour and texture. In year 2 they move on to joining fabrics using sewing skills. Their sewing skills are further developed throughout key stage 2, where they encounter different types of stitches. Key Drivers Presentation skills - children present their collages in a show case event, presented as an art gallery. The basic skills - children create captions to be displayed alongside their work. Key Drivers R Responsible, respectful and healthy citizens - E Enterprise - S Sustainability - children carry out a beach clean when on their trip to the local beach and learn about the impact this has on the environment. P Presentation skills - children present their art and design and technology work in a show case event, presented as an art gallery. Alongside captions that they have created for their pieces. E Expectations, aspirations and possibilities - C Community Involvement - members of the community join the children on their beach clean. T The Basic Skills Reading skills are applied through the reading of non-fiction texts linked to the seaside. Writing skills are developed as children are given opportunities to write about the seaside and the history of the fishing industry in Hull Maths skills are developed through the interleaving of content taught three weeks earlier using the seaside as a context. Audience and Exhibition Gallery exhibiting art and design and technology work Trips/Experiences Visit to local coastal town and beach Key Questions Why was the fishing and whaling industry important in Hull? How has Hull changed? What was the Triple Trawler Disaster? What can we find at the seaside? Year 1 Summer Term Purpose In this unit, children s knowledge and understanding of our locality is widened beyond the city they live in but remains within the school s locality. This allows children s geographical knowledge to be expanded, whilst still being relatable to the children. By the end of year one, children have gained a good understanding of their own city and local area. This knowledge underpins the work carried out in the autumn term of year two, when children study the United Kingdom in more detail before moving on to world geography in the spring and summer terms. History Context As historians, children explore Hull s fishing industry, which is an important part of our local history. They look at the Triple Trawler Disaster and the fishing and whaling industry. They understand the importance of the fishing industry in Hull s timeline and this builds up their historical knowledge of Hull. National Curriculum Significant historical events, people and places in their own locality. Key Drivers Links Children use their prior knowledge of the modern local hero, Lillian Billoca, which they have gained in the Spring term. This unit allows them to build upon their knowledge of the changes the local heroes made to our city as they continue to learn about how Hull has changed historically over time. 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