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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 1i XZkpUm :" :" 1    )  @&/  @B  XZ Аp j `( "X  |4   "X  |>     R@      |>      R@       |8     R@       |8     R@      |  V U xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rbhxsfhxFjhTnhCrh `h wh Ch `h wh  Ch `h  w"h  CJh `h wh Ch `0h w:h bhCfh `h wh [h ah e~h \h xK`h Oh LFh xJh h xt h   h* xxC~!h xC!h t"h* cL#h- l%h `&h*w&h* 'hC'h R(h, c`)h4 xC2-h -h3 `-h3w-h3  /h3  ./h   T/h* z/h$ /h> x/h* /h  c0hB xc.3h' x5h3 5h,  6h, `(6h,w,6h, T7h3 7h3  7h7 7h3 &8h3 `8h7 `8h7w8h7 9h7 c:hT CONTENTSCompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK $TEXTTEXTRASTSHSTSHRC|STSHSTSHD:@STSHSTSHFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPCFDPC FDPC Art Context As artists, children study the famous South American landmark: Sugarloaf mountain. Children use their geographical knowledge of the landmark to plan and re-create a replica mountain out of paper and card. They research key features of the mountain and evaluate how to accurately represent these with resources available to them. Children construct their mountain using sticking and gluing techniques introduced in year one and incorporate their drawing and painting skills to add detail to their sculpture. 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 Links In this unit children continue to improve their sculpture skills they began to develop with in year 1.They begin to understand the importance of taking care when using different materials and how to manipulate them into different shapes and textures. They build on their knowledge of shaping from year one and progress to learning about malleable materials and how to join these together using artistic techniques. Key Drivers Presentation skills Children present their masterpieces to an authentic audience. Geography Context As geographers, children explore the different weather patterns around the world in relation to the equator and the North and South Poles. Children study South America. They focus on the physical and human features of Brazil and use a range of sources to identify a variety of geographical features such as rivers and mountains and key landmarks. They closely study England also identifying the key human and physical features. Children identify the seasonal and daily weather patterns of both Brazil and England to enable them to carry out a comparison between the countries. National Curriculum Place knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 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 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 Key Drivers Sustainability Children explore the different ways children travel to school. They collect data and try to promote ways of travelling to school that are good for the planet such as walking and cycling. Links Children have previously encountered world maps and can name and locate the world s continents and oceans, which is required to enable children to gain an understanding of different weather patterns around the world. In this unit their geographical knowledge is further developed through the introduction of the equator and North and South Poles. This underpins the work carried out in year 3, when children study the major biomes, climate zones and vegetation belts across the world. In this unit children also compare Brazil and England. In the spring term children have studied North America and in this unit they move on to South America. These continents have been chosen in Key Stage 1 to support the teaching of North and South America later in Key Stage 2. Design and Technology Context As technologists, children learn that the food we eat comes from many different places around the world. They use their geographical knowledge to explore which foods grow where and why. They carry out research into sandwiches by exploring different types of bread and fillings such as which are healthier and the most popular as well as expressing their own preferences. Children devise their own sandwich recipe selecting bread and filling before making their own sandwiches for a summer picnic. National Curriculum Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Links In this unit children further develop their cooking skills and knowledge of nutrition. They move on from exploring different fruit in year 1 and making a simple salad kebab to looking at where a range of produce is grown and combining ingredients to make a sandwich. The research of bread underpins the food technology in year 3, when children look at bread in the past and make their own dough. Key drivers Responsible, respectful and healthy citizens - Children consider how grouping food can help us plan for a healthy diet and take part in the Healthy Lifestyles 4 week programme. Community involvement - Children make sandwiches for a family picnic in East Park with members of the local community. Key Drivers R Responsible, respectful and healthy citizens - Children consider how grouping food can help us plan for a healthy diet and take part in the Healthy Lifestyles 4 week programme. E Enterprise - S Sustainability Children explore the different ways children travel to school. They collect data and try to promote ways of travelling to school that are good for the planet such as walking and cycling. Children explore the most sustainable ways to travel. P Presentation skills Children present their masterpieces to an authentic audience. E Expectations, aspirations and possibilities - C Community Involvement - Children make sandwiches for a family picnic in East Park with members of the local community. T The Basic Skills Reading skills are applied through the reading of a range of non-fiction texts about different places around the world. Writing skills are developed as children are given the opportunity to write about different places around the world and describe different settings. Children also create instructions others can follow to make sandwiches. Maths skills are developed through the interleaving of content taught three weeks earlier using the as a context. Audience and Exhibition Family picnic Trips/Experiences Healthy lifestyles 4 week programme Key Questions What is the weather like in other parts of the world? What is the landscape like in Brazil? What is the landscape like in England? Where does our food come from? What makes a good sandwich? Can we design and make our own sandwiches? Year 2 Spring Term Purpose In this unit, children s geographical and locational knowledge is further developed through the introduction of the equator and North and South Poles, underpinning work on children the major biomes, climate zones and vegetation belts across the world in Key Stage 2. In the previous term children have studied North America and in this unit they move on to South America. These continents have been chosen in Key Stage 1 to support the teaching of North and South America later in Key Stage 2. History Context As historians, children study how transport has changed over time. They compare the modes of transport now to those in the past. They find out about the invention of trains and how this affected travel. They also find out about the invention of motor cars and look at how cars have changed. They are introduced to the Wright Brothers and will study the first aeroplane flights. They also explore the first landing on the moon and investigate the journey that it took to get a man to be able to walk on the moon. National Curriculum Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] Key Drivers Sustainability - Children explore the most sustainable ways to travel. Links Children use prior knowledge from the autumn and spring units on Hull to explore  how Hull has changed in this term. 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