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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 Ki "_kpYm   K C     ,  g_@  "_ qp j `(   |4   T  |>     @     ,  |>      @       |8     @     B  |8     @     w  |F  Z Y4 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rhxshxFhThCh `$h w.h CVh `h wh  Ch `Zh  wdh  Ch `h wh Ch `rh w|h hCh `h w h [4h aVh eh \lh xKh O@h Lh xJh h h  h  h* xch% Ch xCnh h* ch- x`$h*w(h* PhCTh h, ch4 xxh3 `h3wh3  h3  @h   fh* Ch xh> ئh* h  cڧhB cDh@ ch' xh3 Ph,  ~h, `h,wh, аh3  h3 DhT jh3 h3 lܱh xx0h$ Jh> `xh>w|h> h> cxhX CONTENTSh CompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK + TEXTTEXTp[STSHSTSHp]STSHSTSH_ASTSHSTSHFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context This is the children s first encounter with history and they are aiming to identify, through artefacts, pictures, videos, experiences etc, which toys, fair ground rides, amenities in Hull are old and which are new, and give reasons for their enquiry. Children can explore how toys have changed as time has gone on, and begin to understand the word  chronological being able to put toys, artefacts of familiar objects into the correct order. National Curriculum Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life Significant historical events, people and places in their own locality. Key Drivers Responsible, respectful and healthy citizens  Children learn about toys from the past whilst making comparisons between rich and poor, girls and boys as well as old and new. Links This is the children s first encounter with the historical content and exploring periods of time beyond their living memory. In an effort to bridge the transition between EYFS and KS1 in the autumn term, this unit aims to compare things (Toys and Fairs) that most children already have a comprehensive understanding of through the topics covered in EYFS and their own localised experiences such a Hull Fair which takes place in Autumn Term. This understanding will also help to support their understanding of the Local Heroes unit by giving some context of local history and the respective time periods. Art Context As artists, children design their own modern theme park drawing using their own experiences and imagination. Children will research historic rides and compare them to modern day rides, such as those at Hull Fair and explore if they have changed. Children to learn about repeating, space (background and foreground). National Curriculum Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Links Children have prior experience of drawing through the provision in the creative area in EYFS and are familiar with basic skills of gripping a pencil. This gives them the necessary skills to be able to transfer this to self-portrait sketching in Year 2.This is placed at the beginning of year 1, in order to develop a transferable skill which will then be developed further later on in the year when working on painting and sculpture. Children will engage with drawing by focussing on their own experiences and sharing ideas with their peers. Key Drivers Presentation Children to develop techniques to help them present high quality drawings and share their ideas with their class. Geography Context This is children s first encounter with locational and place knowledge and aims to give them the understanding of amenities and sub-areas in the local area such as Hull Fair, KC Stadium, Humber Bridge, their home, School, Craven Park, The River Humber, North, East and West Hull. Children can explore these through simplified maps and use directional language of near, far, to the left/right of, above/below. By the end of this unit children will be able to answer the question  Where do I live? using what they have learned. National Curriculum Identify the town in which they live; understand the amenities it has to offer name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Use directional language [for example, near and far; left and right], to describe the location of features and routes on a map Key Drivers Community children to share their own experiences of Hull and places they visit. A task setter to be set at the beginning, how many places can you visit? Presentation Children to share with the class their own experiences using the directional language of places they have been to in Hull. Links While exploring the historical changes of the amenities in Hull, it gives children the opportunity to become familiar with their locality knowledge. This is the underpinning knowledge that will help them in the two following Year topics, where they explore local heroes and how Hull has changed over History. It also supports the geographical understanding in Year 2 in the Travelling Around the World Unit, where they will be comparing Hull to a small area of a Non-European Country. Design and Technology Context Children develop their food technology skills through creating a healthy snack that can be sold at Hull Fair. They research foods and stalls at Hull Fair. They also learn about healthy choices. They design their own fruit kebab. They then make this and sell it as part of an enterprise project. National Curriculum Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Links The children have their first KS1 experience to engage with food. The basic principals of Food Hygiene are addressed through this unit. Safe handling of food, including cutting, peeling and storing, are all covered in this unit. This gives the underpinning knowledge that will support every Food lesson through basic food hygiene and safe practice with utensils. An understanding of fruits and vegetables coming from plants, trees and the ground will support the children s understanding when addressing food units throughout the curriculum, but also their understanding of how seasonality and climate, covered in Year 2 Around the world topic, affect availability. Key Drivers Enterprise children understand basic food hygiene and using utensils safely. Making fruit kebabs to sell to parents/school. Community Involvement - Trip to the supermarket/grocery store or invite Asda or Tesco to come in to bring the fruit they need to make the kebabs. Giving pupils the opportunity for the children to ask questions about where the fruits come from. Key Drivers R Responsible, respectful and healthy citizens - Children earn and gather as much information about toys from the past whilst making comparisons between rich and poor, girls and boys as well as old and new. Responsible, respectful and healthy citizens - Children are able to answer the question  Where do I live? using what they have learned and the gain an understanding of their own local area and ways to travel to get to these. E Enterprise- Children build on the enterprise skills through opportunities to sell items of their own that they create. S Sustainability - Children look at different materials and get a basic understand of natural and reusable materials. P Presentation skills - Children present their visits to local places through the home challenge and share these with the class. E C Community involvement - Children share their own experiences of Hull and places they visit, this will be through the help of parent involvement. Community Involvement - Trip to the supermarket/grocery store or invite Asda or Tesco to come in to bring the fruit they need to make the kebabs. Giving pupils the opportunity for the children to ask questions about where the fruits come from. T The Basic Skills Reading skills are applied throughout the unit, through a range of historical sources and non-fiction texts. Children read the fiction book  Dogger , which is about a toy dog. Writing skills are developed as children are giving various opportunities to write. At the end of the unit children produce an informative piece of writing about toys in the past using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the topic as a context. Children also use their maths skills in their enterprise project. Audience and Exhibition Enterprise project to have an authentic audience Trips/Experiences Hull Fair Landmarks of Hull - Tour of Hull Healthy lifestyles workshop Key Questions How have toys changed over time? How many places have you visited in Hull? Which materials are best for toys? How to make a quick snack using fruit? Year 1 Autumn Term Purpose This is the children s first encounter with the historical content and exploring periods of time beyond their living memory. In an effort to bridge the transition between EYFS and KS1 in the autumn term, this unit aims to compare things (toys and fairs) that most children already have a comprehensive understanding of through the topics covered in EYFS and their own localised experiences such a Hull Fair which takes place in the Autumn Term. This unit provides the exploration of the local context and its amenities that will give the children a solid understanding for their summer unit when they explore  How has Hull changed over the years? By the end of this unit children will be able to answer the question  Where do I live? using what they have learned. ICT Context Children will be able to develop their digital literacy and ICT skills through creating a poster for a stall at Hull Fair. They will learn the key basic skills of computing and operating a device and then apply these in order to create their end goal. National Curriculum To use technology purposefully to create, organise, store, manipulate and retrieve digital content To use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies (E-safety) To recognise common uses of information technology beyond school Links In an effort to bridge the transition between EYFS and KS1 in the autumn term, this unit aims to compare things (Toys and Fairs) that most children already have a comprehensive understanding of through the topics covered in EYFS and their own localised experiences such a Hull Fair which takes place in Autumn Term. This unit provides the exploration of the local context and its amenities that will give the children a solid understanding for their summer unit hen they explore  How has Hull Changed over the years? This first unit will provide them with the basic skills which they will then be able to build upon in the next units of Digital Literacy and ICT. Key Drivers E Enterprise children will create a piece of work which links to selling items. T The basic skills. Preparing children with ICT skills to ensure they are ready for the next stage of their education putting them on the pathway to achieving qualifications. Music Context The children will be re introduced to music and further discuss what the music sounds like. They can discuss whether the music is loud and quiet, before moving onto more complex ideas such as long and short beats. They can understand and listen to the sounds of the fair and use these ideas to create their own effect of the fair. National Curriculum Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select and combine sounds using the inter-related dimensions of music. 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