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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 )Ji 'Zkp[m   )J F   w  & G B=  'Z .p j `( )  |4   )  |>     h@      |>      h@     ?d  |8     h@       |8     h@       |  \ [ xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rbhxsfhxFjhTnhCrh `h wh Ch `h wh  Ch `h  w(h  CPh `h wh Ch `6h w@h hhClh `h wh [h ah eh \ h xKh O0h Lph xJh h  h  x!h ! !h*! xc"h%" C$h$ xCj%h% %h*% c&h-& x`$)h*)w()h*) P*h*CT*h *h,* c+h4+ xx/h3/ `/h3/w/h3/  "1h31  H1h 1  n1h*1 1h$1 1h>1 C1h1 F2h*2 x2h 2 cP3hB3 xc5h'5 l$8h8 d9h39 9h,9  9h,9 `9h,9w9h,9  ;h3; Z;h3; x;h3; ;h3; xxxxxx<h@< `4<h@<w8<h@< `=h@= c4>hZ> CONTENTSCompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK *TEXTTEXTr:STSHSTSHr<|STSHSTSH=:@STSHSTSH(~FDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians, children study significant figures in the American civil rights movement such as Martin Luther King and Rosa Parks. They also study significant women and learn how in the past women fought for the right to vote and changed the future for women. 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 are introduced to the important concept of equality and fairness in order to respect others. Expectations, aspirations and possibilities - children explore what it takes to make a change and realise that anyone can have an impact. Links In this unit children focus on significant individuals who have had contributed to international achievements such as Rosa Parks and Martin Luther King. This unit follows on from the autumn term, where children focused on domestic figures who ruled and made a difference to the UK. Art Context As artists, children study Rosa Parks and images of the bus she famously refused to move from. Children focus on the colours of the bus and the different textures in the image. They create a painting of the bus using various different paints, including acrylics and begin to explore different tones using black and white. The use primary and secondary colours and explore how to achieve the glass effect on the windows. 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 to use painting to develop and share their ideas, experiences and imagination. Links In this unit children continue to develop their painting skills they started with in year 1.They begin to experiment with a range of paints such as acrylic and water colour and move onto exploring different brush marks and the effects these provide. They learn about how adding lack and white can create different tones and what effect this has on their masterpiece. Key Drivers Presentation skills - children display their collages in an art gallery style showcase event. Community Involvement - Their art gallery is open to parents, carers and families of the pupils. Geography Context As geographers children use world maps, atlases and globes to identify the seven continents and five oceans of the world. They identify the location of America linking to the American civil rights movement and compare the weather patterns there to our country. National Curriculum Locational Knowledge name and locate the world s seven continents and five oceans Place Knowledge 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 Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Key Drivers Links Children have previously used maps of the UK. In this unit they further develop their map skills by becoming familiar with world maps. This unit gives children the prior understanding required to be able to compare small UK areas to smaller Non European areas in the summer in Year 2. Design and Technology Context Children practise sewing skills by learning how to thread a needle, and sew using a running stitch and an overstitch by sewing stitches on to paper using a guide before moving on to fabric. They learn how to attach fabrics. The children create a class patchwork that represents everyone s similarities and differences. 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 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 Links This unit builds on the textiles skills children have developed in year 1, where they sorted threads and fabrics. This moves on to joining fabrics using sewing skills. These are further developed throughout key stage 2. Key drivers Presentation skills - children display their patchwork in the art gallery style showcase event. Community Involvement - Their art gallery is open to parents, carers and families of the pupils. Key Drivers R Responsible, respectful and healthy citizens - children are introduced to the important concept of equality and fairness in order to respect others. E Expectations, aspirations and possibilities - children explore what it takes to make a change and realise that anyone can have an impact. S P Presentation skills - children display their collages in an art gallery style showcase event. E C Community Involvement - Their art gallery is open to parents, carers and families of the pupils. T The Basic Skills Reading skills are applied through the reading of  The Rainbow Fish , which covers tolerance, diversity and acceptance. 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 historical figures as a context. Audience and Exhibition Art gallery exhibition Trips/Experiences Key Questions What is similar about us? What is different about us? What is equality? Who were Martin Luther King and Rosa Parks? Who were the suffragettes? Where is America? What makes me, me? Year 2 Spring Term Purpose In this unit children focus on significant individuals who have had contributed to international achievements such as Rosa Parks and Martin Luther King. This unit follows on from the autumn term, where children focused on domestic figures who ruled and made a difference to the UK. Through studying international changes, and geography content related to these significant individuals children become familiar with the world s seven continents and five oceans. This unit gives children the prior understanding required to be able to compare small UK areas to smaller Non European areas in the summer in Year 2. ICT Computing Context Using computational thinking, year 2 begin to develop their use of instructions, logic and sequencing through the use of coding. Where possible, links will be made with Modern Local Heroes. 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 and debug simple programs To recognise common uses of information technology beyond school Links This year, with their coding, they will build on last years algorithm knowledge and begin to debug algorithms where necessary to achieve the desired goal. They will also build on this through the use of logical reasoning where required. 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