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( (4 " |, ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi ( (' "f g h Mi 8Zkp[m J J M H 4 4 n  : |) #s A ^ 8Z ^p j `(   |4     |>     0@     z  |>      0@     =3  |8     0@     =  |8     0@      |  \ [ xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rdhxshhxFlhTphCth `h wh Ch `h wh  Ch ` h  w*h  CRh `h wh Ch `8h wBh jhCnh `h wh [h ah eh \ h xKh Oؑh Lh xJh h Fh  h  Jh* xch% Ch xCh ~h* cRh- x`h*wh* hCh |h, ch4 xxXh3 `h3wh3  h3  ؤh   h* $h$ >h> Cdh ֥h* h  cئhB xcBh' lh h3 8h,  fh, `h,wh, h3 h3 x,h3 dh3 xxxxxxh@ `̯h@wЯh@ h@ c̱hZ CONTENTSYCompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK 8TEXTTEXTUSTSHSTSHW|STSHSTSHX:@STSHSTSHΘFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children learn about Victorian Britain and what life was like for people in those times. They compare the lives of rich and poor people using a range of sources. They know what life was like for children in the Victorian times, including the jobs they did and the school environment. They will develop an understanding of society and ways of life for Victorians. They look at primary sources of evidence detailing beliefs about cures and medicines during the Victorian Era and they look at the impact of Florence Nightingale on nursing and sanitation. They will also look at the law system and compare it to today. National Curriculum A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066, for example: The changing power of monarchs using case studies such as John, Anne and Victoria. Key Drivers Responsible, respectful and healthy citizens - Children learn about the punishment and law system from then to now. Presentation - Children present their learning in a museum style. They take on the role of tour guides in order to present what they have learned. Community Involvement - Children learn about Thomas Barnardo and bring in donations for Barnardo s. Children take the donations to the charity shop themselves. Expectations, aspirations and possibilities - They will understand how the possibilities available to children has changed since the Victorian times. Links This unit builds on their prior knowledge of British history following on from the Vikings and Saxons in year 5. This also allows them to make links between the discovery of America by Christopher Columbus, which they have studied in year 5. In year 5 they explored some of the historical advancements in North America from discovery to modern day. This unit underpins, and gives context to, the following topic, which focuses on the next key period in British history, where they will study World War 2. Art Context As artists, children study the Victorian artist William Henry Hunt. Children explore his still life paintings closely. They take inspiration from Hunt in order to create their own still life drawing before using pencils to create similar colours. Children will explore colour intensity and value. They will use mathematical language when drawing a range of 2D and 3D shapes and will refine and alter their work. National Curriculum Create sketch books to record their observations and use them to review and revisit ideas Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] About great artists, architects and designers in history. Links This unit allows children to continue to develop their knowledge of great artists through history, following on from studying Andy Warhol in year 5. It also enables them to improve their mastery of drawing specifically looking at background, foreground and middle ground and realism. Children will use their knowledge of 3D shape and scale from year 5 to produce a life-like drawing. Key Drivers Presentation - Children present their final pieces of art work in the style of an art gallery. Expectations and aspirations - Children explore the job of an illustrator in today s society. Geography Context Children learn about trading and industry in Victorian times. They understand that while many people were going hungry in England, the economy was growing sparked by the industrial revolution. They explore trade links with countries such as China, Africa and India and look at the mass production of items such as tea. They develop their understanding of the countries that were in the British Empire and why Britain wanted to take control of them. National Curriculum Human geography, including economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Key Drivers Enterprise - Children will learn that prior to the Victorian era, tea parties were non-existent and that the upper class during Victorian times changed this. They will research Victorian tea parties and will recreate their own for parents. Children will use their enterprise skills to create the menu and invites for parents and to ensure that they make a profit. Links In this unit, children explore human geography of economy and trade of Britain following previously focusing on physical geography in year 5. This knowledge of trade will underpin the geography covered in the following term, where children carry out an in-depth study in to South American economy and trade today. Design and Technology Context As technologists, children study the famous Victorian engineer - Isambard Kingdom Brunel. They explore his pioneering designs for bridges, tunnels, ships and trains, before looking in more detail at the Clifton Suspension Bridge. Children compare this to the Humber Bridge today. Children design, make and evaluate their own model modern bridge using a variety of different tools, materials and techniques. They use electrical systems in their model, such as series circuits incorporating switches, bulbs, buzzers and motors. National Curriculum Design Design purposeful, functional, appealing products for themselves and other users based on design criteria 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 range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] 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 Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Links In this unit children further develop their construction skills. They apply their understanding from year 4 of how to strengthen, stiffen and reinforce more complex structures and knowledge of incorporating mechanics in year 5 to the introduction of electrics into their constructions in this unit, Key Drivers Sustainability - Children reuse materials to create their own bridges. Enterprise - Children use resources which have a fictional value in order to cost the price of their bridge and further develop enterprise skills. Key Drivers R Responsible, respectful and healthy citizens - Children learn about the punishment and law system in the Victorian Era. They learn about how this has changed and how we follow the law today to be responsible adults. Children have the opportunity to learn about the law today through Prison Me No Way experience day. E Enterprise - Children use resources which have a fictional value in order to cost the price of their bridge and further develop enterprise skills. S P Presentation skills - Children present their learning at a museum event. Children present their learning in a variety of ways. Children to present the art work they have created at the museum using an art gallery style. E Expectations, aspirations and possibilities - Children learn about what life would have been like for them in Victorian Britain, including life in the workhouses and chimney sweeps. They compare life as a child then to now. They understand how the possibilities available to children has changed since the Victorian times. C Community involvement - Children learn about Thomas Barnardo and bring in donations for Barnardo s. Children take the donations to the charity shop themselves. T The Basic Skills Reading skills are applied throughout the unit, through a range of primary and secondary sources. Writing skills are developed by children writing diary entries and recounts as Victorians. At the end of the unit children produce a non-chronological report about the time period using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the Victorian Era as a context. Children also use their mathematical skills through the fictional costing of their bridge. Audience and Exhibition Museum exhibiting learning Art gallery displaying art work Trips/Experiences Trip to Thackeray Medical Museum/Hornsea Victorian museum Prison Me No Way experience Key Questions What was life like for people in Victorian times? What was it like to be a child in the Victorian era? Who caused change to take place? How has the law changed? How has medicine changed? What was food like in the Victorian times? Where did it come from? Year 6 Autumn Term Purpose This unit continues to develop children s chronological understanding of British history throughout key stage 2. It chronologically follows on from The Vikings and Saxons, which they have studied in year 5. This understanding will then be built upon further in the spring term, when they study World War 2. The unit focuses on human geography of economy and trade following on from the physical geography focus in year 5, in order to ensure a good breadth of geography is covered and build upon throughout upper key stage 2. nit ICT Context The children are starting their final year in the ICT and computing journey through primary school. This year they build upon the skills they have used and refine them. They take audience into consideration and select the most suitable apps and programmes for their uses. They will be able to evaluate end goals and make suitable improvements. National Curriculum To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (E-safety) To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Links Last year, children deepened their skills and knowledge in the communication and digital literacy aspect. They created presentations. Building on this, this year they are going to choose the most suitable applications anddevices for the purposes of communication. They will bring every skill together that they have learnt over KS1 and KS2 in order create a solid, broad knowledge ready for computing at KS3. Key drivers T The basic skills. 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