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They research its story and uses and begin to plan how they can recreate a model of the building including the landscape surrounding it. Children will collect materials including greenery to use on their landscape and use papier-mache, wood, cardboard and other materials to create a realistic replica. National Curriculum to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Link The sculpture skills gained in year 5 underpin this unit as children now move on to applying their sculpting skills to creating a structure and landscape using man made and natural materials. After sculpting the Puento Malleco bridge and manoeuvring the structure on different surfaces they move onto creating amore complex building including it s surroundings. Key drivers Presentation skills Children present their masterpieces in a showcase event to an authentic audience. Geography Context As geographers children study trade. They gain an understanding of what we trade and who we trade with in the UK by studying the UK s imports and exports as well as natural resources found in England. They study Hull as a port and look at examples of products found or built in the local area. They explore what makes trade fair and unfair and study fair trade. They carry out an in-depth study of South America and study some of the products we use that may come from South America. They identify some of the biggest imports and exports of South America and recognise some of their strongest industries. Children investigate the global supply chain looking at how one item can be the product of many countries. They explore the impact that globalisation has had on local and international trade. Children find out how trading has changed throughout history. They consider trading in Victorian times and during World War 2 and compare this to modern trading. National Curriculum Location Knowledge locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Physical and human geography describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Key Drivers Responsible, respectful and healthy citizens - Children explore what makes trading fair and unfair. They study fair trade products and processes and the benefits fair trade brings to workers. Sustainability - Children study the differences between linear and circular economy and hoe circular economies could affect consumers. They study collaborative consumption and how communities can support and benefit from it. Links In this unit, children use their knowledge of economy and trade of Britain during the Victorian times and during World War 2 to compare trading then to modern trading today. Their knowledge of South America gained in year 5 underpins the geography covered in this unit, where children carry out an in-depth study in to South American economy and trade today. Design and Technology Context As technologists children carry out research to inform the design of an innovative, functional and appealing product that is fit for purpose aimed at a particular individuals or groups. They select from and use a wide range of materials according to the functional properties and aesthetic qualities. They design, make and evaluate a functional and appealing product using their sewing skills such as a pair of slippers or a pencil case. National Curriculum Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Link In year 5 pupils developed sewing skills by focusing on how to join materials using a variety of techniques to create a class patchwork. It is essential these skills are gained prior to this unit, where children require to use joining skills to create a more complex product, which has a function and purpose. Key Drivers Sustainability - Children use recycled materials and textiles where necessary to make their products. Enterprise - Children carry out their own market research to influence their design. They use mathematic skills to ensure they make a profit. Community involvement - Children involve the community in their enterprise project. They gather market research from members of the community and sell them to the community. Key Drivers R Responsible, respectful and healthy citizens - Children explore what makes trading fair and unfair. They study fair trade products and processes and the benefits fair trade brings to workers. E Enterprise - Children carry out their own market research to influence their product design. They use mathematic skills to ensure they make a profit. S Sustainability - Children study the differences between linear and circular economy and hoe circular economies could affect consumers. They study collaborative consumption and how communities can support and benefit from it. Sustainability - Children use recycled materials and textiles to make their products. P Presentation skills Children present their masterpieces in a showcase event to an authentic audience. E Expectations, aspirations and possibilities - Children learn about what it takes to be an entrepreneur through their enterprise project and gain a range of skills required in business. C Community Involvement - Children involve the community in their enterprise project. They gather market research from members of the community and sell them to the community. T The Basic Skills Reading skills are applied throughout the unit, through a range of information sources. Writing skills are developed by children producing a non-chronological report about trade and economy using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier in the context covered. Audience and Exhibition Local community are involved in the enterprise project and are an authentic audience. Trips/Experiences Visits from local entrepreneurs or businesses Key Questions What is trade? Who do we trade with? Where do our products come from? What is fair trade? How has trade changed? What makes a good entrepreneur? Can we make a profit? Year 6 Summer Term Purpose This unit allows children to apply the locational knowledge they have gained throughout key stage 2 in order to understand global economics and trade. In this unit, children use their knowledge of economy and trade of Britain during the Victorian times and during World War 2 to compare trading then to modern trading today. 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