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.

- significant historical events, people and places in their own locality

Geography

Pupils should be taught to:

- 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

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

- use maps, atlases, globes and digital/computer mapping

- 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:

- Where do I live?

- What is in my world?

- How has this place changed?

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)

- To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world (SOC 2-14a)

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 the effects that a range of creative techniques, materials, processes, resources, tools and technologies have on my own and others' creative work.
- 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.

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 and in Wales, 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.

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

- Joseph Pease is shown as an elderly man. His hair and sideburns are white, and he has a walking stick in his right hand.
- He is standing up – which makes him appear as a man of action despite his age! His left arm is positioned across his chest, and his left hand seems to direct us to a map lying on the table next to him.
- He appears serious. His upright, standing figure, placed in the middle of the composition, makes him seem imposing.
- He is wearing a plain black suit which is buttoned up to his neck. Often wealthy people in portraits wear fine clothes and expensive jewellery or accessories to show off their wealth and status, but Joseph Pease's clothes don't reflect his wealth.
- Pease was a Quaker and his simple, dark suit is typical of the type of clothing that Quaker men wore.
- Joseph Pease has featured in several portraits as he was important to the development and expansion of Middlesbrough as well as the anti-slavery movement and animal rights.
- He is painted in an interior setting, which may be his home or workplace. The carpet and furniture reflect his wealth.
- The style of the portrait, as well as the clothing, furnishings and the sailing ship through the window suggest that the portrait was painted in the nineteenth century. (Though portraits often show historical subjects and scenes.)

Map – on the table next to Joseph Pease is a map. The map shows Middlesbrough in the 1830s after the development of the railway which Pease's father Edward built and which Joseph developed further. It reflects the expansion of the city after the railway. (If you look closely you can see the forked lines of the railway, linking to the different areas of the port.)

Ship – we can see a ship through the window. The ship reflects Pease's development of the port area in Middlesbrough. His extension of the railway line to the port allowed coal and iron ore to be exported from Middlesbrough.

Dock clock tower – we can also see the old dock clock tower through the window, another symbol (and celebration) of Pease's success in expanding the dockyards.

Carved chair – next to Pease is a richly carved chair. This would have been an expensive piece of furniture in the nineteenth century and hints at Pease's wealth. The chair is carved with vine leaves and fruit – a common motif in Victorian furniture. Grapes are often used as a symbol of wealth, growth and celebration. They are also often associated with Christianity, so the carved chair may have been included to reflect Pease's faith as a Quaker.

Black hat – on the chair is a black hat. As a Quaker, Pease always wore a hat and famously did not even remove it in Parliament when he was an MP! (Quakers covered their heads as a sign of respect to God.) He has removed his hat for the portrait – perhaps as a sign of respect for the portrait process or simply to allow the artist to see his face more clearly! But the artist has included the hat in the portrait to ensure that Pease's faith is referenced.

The panel shows a locomotive engine pulling (and pushing!) trucks piled with coal and other industrial materials and products. In the background are industrial buildings and chimneys. On the left, we can see the sails of ships – suggesting that this must be the docks.

The panel celebrates The Stockton and Darlington railway, and its transformation of the Tees Valley into a bustling industrial area. The railway was opened in 1825 by Joseph Pease's father Edward (often called 'the father of the railways') and extended to Middlesbrough in 1830. It was primarily built to transport coal and iron mined in the Tees Valley, but was soon also carrying passengers too. It was the first public railway in the world and the first passenger railway to use steam trains.

As well as the railway, the panel celebrates Joseph Pease's extension and development of Middlesbrough Port. This allowed more coal and iron to be transported in large ships nationally and internationally. The railways transformed Britain and were soon being built around the world – with many constructed from iron mined and processed in the Tees Valley!