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( (4 " |, ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi ( (' 6f g h )Ji 4fkp[m i  L F 5 5   f.  0K9 }  4f d,p j `( f  |4   f  |>     p@       |>      ؿ@     LN+  |8     p@       |8     4@       |  \ [ 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 $h,  Rh, `xh,w|h, h3 ޮh3 xh3 Rh3 xxxxxxh@ `h@wh@ h@ chZ CONTENTSCompObj ^SummaryInformation( bDocumentSummaryInformation8      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`cdefghijklmnopqrstuvwxyz{|}~CHNKINK -TEXTTEXTLSTSHSTSHNSTSHSTSHdP BSTSHSTSHpFDPPFDPPFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children study World War 2 as a significant event in British history. They learn about the causes of WW2 and what life was like for people during those times, with a particular focus on what life was like for children as an evacuee. They study the Blitz and learn about how the English port city of Hull was targeted. They explore propaganda and the impact it had on society. They also look at the treatment of Jews and the holocaust. They study the impact of the war on trade links and look at rationing. They complete the unit by learning about how WW2 came to an end and VE Day. National Curriculum A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066, for example: A significant turning point in British history. Key Drivers Responsible, respectful and healthy citizens - Children explore the discrimination of Jews linked to the holocaust. Links This unit builds on their prior knowledge of British history following on chronologically from the unit about Victorians taught in the autumn term. This unit brings their chronological journey throughout key stage 2 to a close and ends with modern Britain in the spring term of year 6. Art Context As artists children learn about the famous artist L. S. Lowry. They look carefully at his art work and how it was influenced by the war. They explore closely his painting VE Day and the use of perspective to create buildings. They draw inspiration from his paintings to invent their own art work. National Curriculum To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including painting. To learn about great artists in history. Links This unit allows children to continue to develop their knowledge of great artists through history, following on from studying William Henry Hunt in the autumn term. It also enables them to apply the colour mixing skills they developed in the previous term and allows them to further improve their mastery of painting by specifically looking at perspective. Key Drivers Presentation skills - Children present their own art work inspired by L.S. Lowry s work in an art gallery style exhibition. Community Involvement - The art exhibition is displayed at a place within the local community, which is open to the public. Enterprise - Children advertise their art gallery exhibition to the public by designing posters and displaying them in the local community. Geography Context As geographers children look at the location of the countries involved in World War 2 (the Axis and the Allies). They explore the countries relationships with each other and compare them to now. Children name and locate cities in the UK, which were targeted during the war. They focus closely on Hull and the physical features that made it a target during the Blitz. Hull Children learn that during the war the production of food was disrupted and transporting goods to where they were needed was difficult in order to understand the need for rationing. 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 Human and Physical 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 Key Drivers Links This unit builds on the human geography of economy and trade of Britain, which is taught in the Victorian unit. This knowledge of trade will underpin the geography covered in the summer term, where children carry out an in-depth study in to South American economy and trade today. Design and Technology Context As designers, children plant and grow their own food in a dig for victory style garden. They research what people in the war grew for themselves and what food was rationed. Following this they design a war time menu. They cook and prepare the food and evaluate it. National Curriculum To prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques To understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Links This unit revisits the preparation of food. It builds on the previous unit, where children made savoury dishes. It progresses to boiling to create sauces and stocks. Key Drivers Sustainability - Children learn about how to grow their own food. They understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Key Drivers R Responsible, respectful and healthy citizens - Children explore the discrimination of Jews linked to the holocaust at an age appropriate level. They learn about how Jews were treated by looking at key figures such as Anne Frank. Their understanding of how Jews were treated is developed through reading extracts from Anne Frank s diary and reading The Boy in the Striped Pyjamas. E S Sustainability - Children learn about how to grow their own food. They understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. P Presentation skills - Children present their own art work inspired by L.S. Lowry s work in an art gallery style exhibition within the community, which is open to the public. E Enterprise - Children advertise their art gallery exhibition to the public by designing posters and displaying them in the local community. C Community involvement - Children present their own art work inspired by L.S. Lowry s work in an art gallery style exhibition within the community, which is open to the public. T The Basic Skills Reading skills are applied throughout the unit, through a range of primary and secondary sources. The reading of  The Boy in the Striped Pyjamas and  The Diary of Anne Frank also support children s understanding of the time period. Writing skills are developed by children writing a biography about Anne Frank. At the end of the unit children produce a non-chronological report about World War 2 using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the war as a context. Audience and Exhibition Art gallery with paintings inspired by L.S. Lowry Trips/Experiences Eden Camp British Legion visitor Key Questions Why did WW2 begin? Why was food rationed? Which countries were involved in WW2? How did WW2 end? Where were children evacuated to and why? Why were Jews discriminated against? What was life like as an evacuee? How were Jews treated? What was the Blitz? Do we have wars today? What did Hull look like during the Blitz? What was the propaganda campaign? Year 6 Spring Term Purpose This unit continues to develop children s chronological understanding of British history throughout key stage 2. It chronologically follows on from The Victorian Era, which they have studied in the autumn term. This unit focuses on the human geography of economy and trade building on the trade of Britain in the Victorian times, which children focused on in the autumn term. The level of knowledge about trade acquired in the autumn and spring terms will underpin the geography covered in the summer term, where children carry out an in-depth study in to South American economy and trade today. ICT Computing Context For the first half term, they will use computational thinking and year 6 will extend their knowledge of coding across KS2. They will look at everyday appliances and look at real-life examples where code might be used Eg. work out the sequence needed for a microwave/traffic lights. For the second half term, they will be extending their knowledge and skills with regards to data. Links where possible will be made to World War 2. National Curriculum Coding To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts To use sequence, selection, and repetition in programs; work with variables and various forms of input and output To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Digital Media 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 Firstly, they will build on year 5 coding and extend their learning even further with Bolean operators/reporter operators. They will also extend their coding skills by looking at how to randomise. For the second half term, they will be extending their knowledge and skills with regards to data.by exploring the effects of changing variables in a spreadsheet in order to explore different scenarios, understanding of planning for budgets and make and test predictions. 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