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
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- 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:
- changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
- the lives of significant individuals in the past who have contributed to national and international achievements. 

Citizenship

Preparing to play an active role in society

Pupils should be taught:
- to take part in discussions with one other person and the whole class
- to take part in a simple debate about topical issues
- to recognise choices they can make, and recognise the difference between right and wrong
- to recognise the role of voluntary, community and pressure groups

Developing a healthy, safer lifestyle

Pupils should be taught:
- how to make simple choices that improve their health and wellbeing
- to take and share responsibility (for example, for their own behaviour
- to ask for help (e.g. from the police and other services)

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: environment and communities

Pupils should be enabled to:
- explore positive change and how we have a responsibility to make an active contribution. For example, learning about people who helped us in the past.

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 a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks (EXA 1-02a)
- I can create a range of visual information through observing and recording from my experiences across the curriculum (EXA 0-04a / EXA 1-04a)
- Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design (EXA 0-05a / EXA 1-05a / 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 0-07a / EXA 1-07a)

Social Studies

People, past events and societies

- I understand that evidence varies in the extent to which it can be trusted and can use this in learning about the past (SOC 1-01a)
- I can use evidence to recreate the story of a place or individual of local historical interest (SOC 1-03a)
- I can compare aspects of people's daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting (SOC 1-04a)
- Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since (SOC 1-06a)

People in society, economy and business

- I have developed an understanding of the importance of local organisations in providing for the needs of my local community (SOC 1-20a)

Health and wellbeing: physical wellbeing

-  I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible (HWB 1-16a / HWB 2-16a)
- I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations (HWB 1-17a / HWB 2-17a)

Literacy and English

Listening and talking

- When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect (LIT 1-02a)
- I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn (ENG 1-03a)
- I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions (LIT 1-07a)
- To help me develop an informed view, I am learning to recognise the difference between fact and opinion (LIT 1-08a)
 - When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more (LIT 1-09a)
- I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required (LIT 1-10a)

Writing

- I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience (LIT 1-20a)
- I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text (LIT 1-25a)
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others (LIT 1-26a)
- I can convey information, describe events or processes, share my opinions or persuade my reader in different ways (LIT 1-28a / LIT 1-29a)

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.

Writing

- communicate purposefully in writing, e.g. may be supported by a drawing
- use specific words which relate to the topic of their writing
- talk about what they are going to write

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 with and then select appropriate creative techniques, practices, materials, processes, resources, tools and technologies.
- I can explore how and why creative work is made by asking questions and developing my own answers.
- I can explore and describe how artists and creative work communicate mood, feelings and ideas.

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

- I can consider, with guidance, how moods, emotions and ideas are communicated both in my own creative work and in the creative work of others.

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

- I can communicate ideas, feelings and memories for an audience and for purposes and outcomes in my creative work.
- I am beginning to apply techniques in my creative work with guidance and direction.
- I can create my own designs and work collaboratively with others to develop creative ideas.
- I can use creative materials safely and with some control under supervision.

Humanities

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

- I have been curious and made suggestions for possible enquiries and have asked and responded to a range of questions during an enquiry.
- I have experienced a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and with growing independence.

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

- I can sequence events and I am beginning to understand that the past can be divided into periods of time.
- I can recognise similarities and differences between people’s lives, both in the past and present.
- I can identify aspects of life in my community that have changed over time.

Health and wellbeing (PS 2/3)

- Our descion making impacts on our lives and the lives of others

- I can identify and assess risks, and I can take steps to reduce them.

Languages, literacy and communication

Welsh / English

Understanding languages is key to understanding the world around us

- I can listen to, understand and communicate the general meaning of what I hear.
- I can listen to, understand and later recall what I have heard.
- I can understand information about a variety of topics, identifying main points.
- I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.
- I can listen to others and understand that they may have a different perspective from my own.
- I can respond to what I hear, read and see, asking questions and showing my understanding.

Expressing ourselves through language is key to communication

- I can speak clearly, varying expression and gestures to communicate my ideas.
- I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.
- I can communicate using an increasingly varied and precise vocabulary.
- I can use single and multi-clause sentences.
- I can vary the types of sentences I use in my spoken language depending on where I am and who I am with.
- I can use spoken language for different purposes.
- I can ask and answer questions and exchange ideas and information.
- I can explain information and share ideas, opinions and feelings using relevant vocabulary.

The ropes around the boat's hull provide a way for people in the sea to grab hold.

The high guard rail helps keep the crew and passengers safe if the sea is rough – they can hold onto it and it stops them falling in the water.

The cabin is painted bright orange so that it is clearly visible in the water. People can see that help is coming.

This style of lifeboat was designed to be launched and recovered from a beach using a launch and recovery tractor and carriage. In the painting, the lifeboat crew are manoeuvering the boat onto its wheeled carriage. They are wearing bright waterproof suits to keep them dry and make sure they can be easily seen. A tractor pulls the boat down the beach and into the sea.

There are a range of lifeboats in the video. The smaller boats are designed for inshore rescues: which take place in shallower waters, closer to the shore. They are easier to manoeuvre along the coast – and into rocky inlets and sea caves if necessary.

Smaller boats are launched from the beach on a wheeled carriage pulled by a tractor (like the Sir James Knott). The big all-weather lifeboats are launched from a lifeboat station down a slipway into the water, or from a harbour. They are designed to go very fast in all weather conditions.

Like the Sir James Knott, the Runswick Bay lifeboat has ropes around the hull. But unlike the other two boats, it doesn't have a motor. It is powered by rowing. It is launched from the beach on a wheeled carriage in the same way the Sir James Knott is launched. (If you look carefully you can see the carriage wheel in the water.) But rather than a tractor, a group of women pull the boat using ropes. They use the ropes to pull the carriage back when the boat is in the sea.

Motorised tractors were introduced to pull lifeboat carriages into the sea in the 1920s. Before then, people and horses pulled the lifeboats.