Art and Design

Pupils should be taught:

- 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

- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

History

Pupils should be taught about:

- events beyond living memory that are significant nationally or globally  

- the lives of significant individuals in the past who have contributed to national and international achievements.

- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Geography

Pupils should be taught to:

- describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links

- describe and understand key aspects physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

- 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

- 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.

English spoken language

Pupils should be taught to:

- listen and respond appropriately to adults and their peers

- ask relevant questions to extend their understanding and knowledge

- use relevant strategies to build their vocabulary

- articulate and justify answers, arguments and opinions

- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

- speak audibly and fluently with an increasing command of Standard English

- participate in discussions, presentations, performances, role play, improvisations and debates

- gain, maintain and monitor the interest of the listener(s)

- consider and evaluate different viewpoints, attending to and building on the contributions of others

- select and use appropriate registers for effective communication.

Art and design

Pupils should be enabled to:

– investigate and respond to direct sensory experience, including visual, verbal, spatial and tactile dimensions, memory and imagination;

– look at and talk about resource material to stimulate their own ideas;

– enjoy and appreciate the work of artists, designers and craft workers from their own and other cultures;

– use what has been viewed as a starting point for their own work;

– explore visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas;

– experiment with a range of media, materials, tools and processes such as drawing, painting, printmaking, malleable materials, textile and three-dimensional construction.

The world around us: Place

Pupils should be enabled to explore:

– how place influences the nature of life

– ways in which people, plants and animals depend on the features and materials in places and how they adapt to their environment; 

 – features of, and variations in places, including physical, human, climatic, vegetation and animal life;

– positive and negative effects of natural and human events upon a place over time;

– how change is a feature of the human and natural world and may have consequences for our lives and the world around us;

– ways in which change occurs over both short and long periods of time in the physical and natural world;

– the effects of changes globally and how we contribute to some of these changes.

Language and literacy: talking and listening

Pupils should be enabled to:

– participate in talking and listening in every area of learning;

– listen to, respond to and explore stories, poems, songs, drama, and media texts through the use of traditional and digital resources and recreate parts of them in a range of expressive activities;

– tell their own stories based on personal experiences and imagination;

– listen to and respond to guidance and instructions;

– take turns talking and listening in group and paired activities;

– express thoughts, feelings and opinions in response to personal experiences, imaginary situations, literature, media and curricular topics and activities;

– present ideas and information with some structure and sequence;

– think about what they say and how they say it;

– speak audibly and clearly, using appropriate quality of speech and voice;

– devise and ask questions to find information in social situations and across the curriculum.

Art and Design

- I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks (EXA 2-02a)

- I can create and present work that shows developing skill in using the visual elements and concepts (EXA 2-03a)

- Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design (EXA 2-05a)

- I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others' work (EXA 2-07a )

Social Studies: People, past events and societies

- I can use primary and secondary sources selectively to research events in the past (SOC 2-01a)

- I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence (SOC 2-06a)

- I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way (SOC 2-08a)

- Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit (SOC 2-10a)

- By comparing my local area with a contrasting area outwith Britain, I can investigate the main features of weather and climate, discussing the impact on living things (SOC 2-12a)

- I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area (SOC 2-13a)

Literacy and English
Listening and talking

- When I engage with others, I can respond in ways appropriate to my role, show that I value others' contributions and use these to build on thinking (LIT 2-02a)

- I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others' spoken language (ENG 2-03a)

- As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes (LIT 2-04a)

- I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience (LIT 2-06a)

- I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own (LIT 2-07a)

- When listening and talking with others for different purposes, I can:

• share information, experiences and opinions
• explain processes and ideas
• identify issues raised and summarise main points or findings
• clarify points by asking questions or by asking others to say more.

(LIT 2-09a)

Language, literacy, communication skills

Oracy

Children are able to:

- express an opinion on familiar subjects
- include some detail and some relevant vocabulary to extend their ideas or accounts
- speak audibly, conveying meaning to listeners beyond their friendship group
- show understanding of what they have heard by asking questions to find out more information
- contribute to conversations and respond to others, taking turns when prompted.

Knowledge and understanding of the world

Children should be given opportunities to:

- explore a wide range of stimuli
- engage with resources from a variety of contexts including interactive forms
- participate in different types of play and a range of planned activities, including those that are child-initiated and those that build on previous experiences
- work on their own and in pairs and small groups.

Places and people

Children should be given opportunities to:

- learn about where their locality is
- identify the human features, e.g. buildings, roads, bridges, of their own locality
- begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world
- investigate how places change, e.g. the weather, the seasons, buildings, people's jobs

Time and people

Children should be given opportunities to:

- begin to identify differences between ways of life at different times, e.g. by comparing a familiar place at different times in the past
- use a range of historical sources, including artefacts and buildings, adults recalling their own past, and visual sources
- look at different representations and interpretations of the past, e.g. different books/pictures/ICT sources about the same person or event.

Expressive arts

Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals

- I can explore and experiment independently and demonstrate technical control with a range of creative materials, processes, resources, tools and technologies showing innovation and resilience.
- I can explore how creative work can represent, document, share and celebrate personal, social and cultural identities.
- I can explore and describe how artists and creative work communicate mood, feelings and ideas and the impact they have on an audience.

Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts

- I can reflect upon how artists have achieved effects or communicated moods, emotions and ideas in their work.

Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.

- I can combine my knowledge, experience and understanding to plan and communicate my creative work for a range of different audiences, purposes and outcomes
- I can draw upon my design knowledge and make connections with greater independence to modify and develop my creative designs.
- I can identify and respond creatively to challenges with resilience and flexibility

Humanities

Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future

- I can use my experiences, knowledge and beliefs to generate ideas and frame enquiries.
- I have actively engaged with a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and independently.
- I can understand the difference between facts, opinions and beliefs, and consider how this may affect the importance and usefulness of evidence.
- I can reflect on the strengths and weaknesses of the approaches I have taken to my enquiries.

Events and human experiences are complex, and are perceived, interpreted and represented in different ways

- I can form, express and discuss my own opinions on a range of issues after considering evidence and the views of others.
- I can infer and compare people’s opinions, viewpoints and interpretations from sources and evidence.

Our natural world is diverse and dynamic, influenced by processes and human actions

- I can describe and give simple explanations about the impact of human actions on the natural world in the past and present.
- I can describe and give simple explanations about the impact that physical processes have had on people, places and landscapes in the past and present.
- I can describe and give simple explanations on how and why some places, spaces, environments and landscapes are especially important to different people and for different reasons.
- I can locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality, as well as in the wider world.
- I can give simple descriptions of how places, spaces, environments and landforms have changed over time.

Human societies are complex and diverse, and shaped by human actions and beliefs

- I have an understanding that the past can be divided into periods of time. I also have an understanding that these periods have distinctive features and are different from one another, as well as different from the present.
- I can describe and explain similarities and differences between people’s lives both in the past and present
- I can describe how some different characteristics of communities and societies have changed, within and across periods of time, in my locality and in Wales, as well as in the wider world.
- I can identify and explain the main causes and effects of events in a range of contexts, and I can recognise how these impact communities and societies.
- I have an understanding of how factors in the past and present have shaped my communities.

Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action

- I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues.

Languages, literacy and communication

Welsh / English

Understanding languages is key to understanding the world around us

- I can listen to, understand and later recall in greater detail the general meaning of what I have heard.
- I can listen to and understand information about a variety of topics, summarising the main points.
- I can listen to, identify and use cues to understand the general meaning and implied ideas.

Expressing ourselves through language is key to communication

- I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience.
- I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.
- I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.
- I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen. 
- I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.  
- I can use familiar idiomatic language and appropriate register in my communication

Encourage students to discuss what they can see in the painting: the ships, the shore, the groups of people, the wildlife and the different landscape elements.

Ask them whether they think the landscape is in the UK or somewhere else – you could ask them to suggest locations.

Encourage students to respond to what the painting makes them think and feel. (Would it feel unfamiliar, cold, magical... would they be curious to explore it?)

They may hear the talking of Cook and his men in the boat and the people on the shore, the waves lapping at the beach and the sound of birds. There would be the sound of the oars, and perhaps the flapping of ship sails and the creaking of the ship's rigging.

This was Captain Cook's second voyage to Tierra del Fuego, so the people may have seen or heard about him from his previous visit to the region. But they were probably still surprised and my well have been scared by the ship's arrival – as well as curious about the visitors.

Captain Cook and his crew looked very different from the Fuegians. Apart from their lighter skin colour, they wore naval uniforms with hats. The Fuegians wore simple homespun garments.

Captain Cook noted, on his first visit in 1769, how confident the Fuegians were. Some of them came aboard his ship to explore the facilities. They didn't seem to be threatened by the Europeans' guns and gestured to Cook's men to shoot birds and other animals. It is worth pointing out, however that this encounter is written from Cook's persepctive. There are no known records which describe the encounter from the Fugians' point of view.

Neither of the groups – Cook and his crew or the Fugians – would have been able to speak the language of the other group. They probably communicated with gestures and sounds.

We can see a snowy mountain, a beach, the sea, a cliff, and lush green vegetation.

You could ask students to describe how the landscape and natural and human geographical features differ from that of your village, town or city. Point out that this painting shows a scene over 200 years ago and ask students to consider how much your place has changed over time.

Although 'Tierra del Fuego' translates to 'land of fire', it doesn't have a dry arid or tropical climate but a sub-polar oceanic climate. Its name comes from the fires the Indigenous people would set by their huts to keep warm. Tierra del Fuego has short, cool summers and long, wet, mild winters. England's climate is temperate: cool, wet and windy winters and warm, wet summers.

Human geography

There is a small village, made up of conical houses. The houses look as if they are constructed from a thatch of leaves and possibly animal skins laid over a wood structure. There is smoke coming from chimney holes at the top of the houses from fires lit for warmth and cooking.

We can see some canoes pulled up on the shore. The indigenous people of Tierra del Fuego are split into different tribes of coastal (surviving by hunting large marine animals) and mainland groups (hunter-gatherers). For this coastal community, boats would have been used for fishing as well as transport.

Similarities

• Both paintings show coastal communities, in which the sea played an important part.
• In both paintings we see a bay with a rocky shoreline in the foreground.
• Groups of people are on the shore in both paintings, and we can see large ships with sails and smaller rowing boats (ferrying people to and from the large ships.)
• In the painting of Plymouth we can also see smaller boats which are possibly fishing boats. Look carefully and you will see some women on the beach carrying baskets. They are perhaps collecting fish from the boats to sell.
• For the community in Tierra del Fuego, fishing for food would also have been an important part of their life. In the painting of Christmas Sound, there are canoes behind the people on the shore. These would have been used for fishing as well as transport.

Differences

• The immediate difference is the amount of activity. In the painting of Plymouth, the harbour is bustling with big ships and small boats. Plymouth was a busy port and, in this painting, we can see a squadron of warships returning to the harbour. The bay in Tierra del Fuego is quiet.
• The landscape is different. The coastline around Plymouth Harbour looks relatively flat apart from a small hill on the other side of the bay. The terrain of Tierra del Fuego includes snow-capped mountains and cliffs.
• The human features of the two landscapes are also very different. In Plymouth, there are square and rectangular brick houses and buildings, and a tower or fortification on the hill to the left of the painting. The buildings in Tierra del Fuego are small, domed huts constructed using a thatch of leaves laid over a wooden structure. (Thatch was also commonly used as a roofing material in the UK at that time, though we cannot see any thatched roofs in this painting.)