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"h " H"h*" xc#h%# C%h% xC&h& |&h*& cP'h-' x`)h*)w)h*) *h*C*h z+h,+ c,h4, xxV0h30 `0h30w0h30  1h31  1h 1  1h*1 C"2h2 xl2h2 3h*3 4h 4 c4hB4 xc@7h'7 x9h39 9h,9  :h,: `6:h,:w::h,: b;h3; ;h3; x;h3; <h3< xxxxH<h>< `v<h><wz<h>< =h>= cv>hX> CONTENTSCompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK (TEXTTEXT@STSHSTSHBSTSHSTSHpDASTSHSTSHjFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians, children ask and answer questions about local heroes. Children study the local heroes Amy Johnson and Lillian Billoca. They learn about how Lillian Billocca s campaigning improved safety for fishermen and that Amy Johnson was the first English female pilot to fly solo. Children describe where Amy Johnson and Lillian Billoca fit within time using a wide vocabulary of everyday historical terms. Children use parts of stories and other sources to understand the key events that the significant individuals caused to happen. National Curriculum The lives of significant individuals in the past who have contributed to national and international achievements. Key Drivers Responsible, respectful and healthy citizens - Children learn about how we can bring about changes using our voice as a citizen. Links In this unit children focus on significant individuals who have had contributed to national achievements such as Amy Johnson and Lillian Billoca. This unit gives children prior knowledge for the unit  How has Hull changed? in the summer term, where they will use their knowledge of the changes the local heroes made to explore how our city has changed. Art Context As artists, children begin to develop their painting skills focusing on primary, secondary, cold and warm colours. They then apply these skills to create a painting of Amy Johnson s plane ensuring they have chosen the correct colour combinations and have chosen appropriate brush sizes to complete their painting. National Curriculum 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 Children begin to develop early painting skills by focusing on how to create secondary, warm and cold colours. This gives them the painting required for year 2, when they explore different types of paints along with various brush marks. Key Drivers Presentation skills - Children present their art work in an art gallery style exhibition of learning. Community Involvement - The art gallery exhibition at the end of the term is open to parents, carers and families of the pupils. Geography Context As geographers, children build upon their location knowledge of Hull. They understand that Hull is a city in England, which is in the UK. They use maps to locate the city. They continue to develop their understanding of the local area by creating simple maps of the area around the school using basic symbols and keys. National Curriculum Location Knowledge name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Human and Physical Geography describe key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork 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 explore recyclable materials and use these to create their own castles. Links Through studying national changed and geography content related to these significant individuals children become familiar with their local area, Hull. The children build upon their skills gained in the autumn term as they progress to creating maps and using simples alongside the geographical language they gained from the previous term. This unit gives children the prior understanding required to be able to look at how Hull has changed over time in the summer term. Design and Technology Context As designers, children study planes and look at the design of them. They look at the replica plane in Hull Paragon Station. They design a small aeroplane/glider and explore how they can make their model strong and stable. They communicate their ideas in a range of ways. They use a range of materials to create a model glider/aeroplane. They test the flying ability of their model and use this to help them decide how they could be improved. 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 evaluate their ideas and products against design criteria Technical Knowledge build structures, exploring how they can be made stronger, stiffer and more stable Links Children have their first encounter with construction and build a simple small scale model to develop their technical knowledge. This gives them essential skills for the Castles topic in the autumn term of year 2, when they make larger scale models with mechanisms that incorporate movement into them. The castles topic gives them the opportunity to apply their knowledge of strengthening models from this unit. Key Drivers Community involvement - Parents/carers are invited to a gliding and flying competition, where children can demonstrate their models. Key Drivers R Responsible, respectful and healthy citizens - Children learn about how we can bring about changes using our voice as a citizen. E S Sustainability - Children explore recyclable materials and use these to create their own plane models. P Presentation skills - Children present their art work in an art gallery style exhibition of learning. E C Community Involvement - The art gallery exhibition at the end of the term is open to parents, carers and families of the pupils. Community involvement - Parents/carers are invited to a gliding and flying competition, where children can demonstrate their models. T The Basic Skills Reading skills are applied through the reading of non-fiction texts linked to Hull and our local heroes. Writing skills are developed as children are given opportunities to write about the significant figures they study. Maths skills are developed through the interleaving of content taught three weeks earlier using the war as a context. Audience and Exhibition Art gallery exhibition Trips/Experiences Hull Maritime Museum visit Key Questions What makes someone a hero? Who are our local heroes? Why was Lillian Billoca a hero? Why was Amy Johnson a hero? How does change happen? How can we make changes happen? Year 1 Spring Term Purpose In this unit children continue to develop their awareness of the past building upon their understanding of periods of time beyond their living memory. This unit focuses on the study of modern local heroes, Amy Johnson and Lillian Billoca, in order for children to understand how these figures have contributed to national achievements. In year 2 children continue to develop their understanding of significant individuals in history but this moves on to looking at international figures. The exploration of the local context in the autumn and spring terms in year 1 gives the children a solid understanding for their summer unit when they explore  How has Hull Changed over the years? ICT Computing Context Using computational thinking, year 1 begin to understand instructions, logic and sequencing through the use of coding. Where possible, links will be made with Modern Local Heroes where possible. National Curriculum To understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions To create simple programs To recognise common uses of information technology beyond school Links This year the children will learn about simple algorithms and sets of instructions. This will help them to program Bee bots. 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