Art and Design

Pupils should be taught:

- 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  

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

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:

- 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;

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

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

- 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)

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.

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 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.

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.

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 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

- The lighthouse, in the centre of the painting, suggests the coastal location of the events in the painting.
- On top of the lighthouse is a Saint George's Cross flag – which represents England.
- In the far distance, on the horizon, are three German warships.
- To the right of the lighthouse, as we look at the painting, we can just about make out a large artillery gun, manned by soldiers.
- The damaged building on the right, at the front of the painting, is a café ('café' is written on the front of the building).
- The warships, damaged buildings, soldiers, guns and smoke suggest a battle.
- Some of the soldiers have been wounded by shellfire. Others are talking, perhaps discussing tactics. The attack was unexpected and the British forces were unprepared.
- Frightened civilians are fleeing the scene. (Some may have been eating or working in the café as the attack happened at breakfast time.)
- The clothing that the people are wearing provides us with clues about the painting. It suggests that this event happened a long time ago. The elderly man is wearing waders and a sou'wester, suggesting he is a fisherman.

Composition
- Although the lighthouse is in the background, it is in the centre of the composition. This makes us immediately notice it, and the Saint George's flag which it flies. Perhaps James Clark saw the lighthouse as a symbol of hope and British resilience.
- By placing the shell-damaged café and the people fleeing in the foreground, Clark ensures that they are the main focus of the painting. The people – an elderly man, women and young children – are the innocent victims of war.
- James Clark uses the road as a device to draw our eyes around the painting so we notice all the elements essential to the story. The road takes us from the terrified fleeing people and shelled café at the front of the painting, to the group of injured soldiers, and onto the lighthouse and British artillery in the background.

Perspective and scale
- Perspective and scale add impact and drama to the scene.
- Clark creates the illusion of 3D space and makes the scene appear more realistic by painting the figures and café in the foreground on a bigger scale than the background elements.
- His use of perspective also affects how we respond to the painting. The German warships are tiny, hardly visible – perhaps intentionally belittled by Clark. Instead, we focus on the frightened civilians.

Colour
- Clark has used mainly soft greys and pale browns and blues. This helps to set the scene as a winter day – the sky is grey, the sea is an icy blue and the road looks frosty, with puddles of ice. There may even be snow on the ground.
- The colours also create a hazy atmosphere, perhaps suggesting the smoke that has enveloped the scene, and adding to the bleak mood of the painting.
- He uses brighter, clearer colours and contrasting tones to highlight the figures and the burning building. The little girl's bright white pinafore stands out, as does the dark work clothes of the elderly man. The bright blue cloth wrapped around the baby, and the blue cap of the woman behind, ensure we also notice them.
- The red exposed brickwork of the café, and red timber debris lying on the street, pop out at us. The red colour draws our attention to the damage and perhaps symbolises the danger and horror of the scene.
- This red is repeated in the cross of the Saint George's flag, drawing our eyes from the café up to the flag. The red cross and the orange flames bursting from the window of the building next to the lighthouse are the only bright colours in the background.

Texture
- The surface of the painting is textured. We notice this especially in the road and the sky.
- The artist used dabs of soft brown, grey and blue paint to suggest the rough, rutted surface of the road. If you look at the details of the painting above, you can see the marks made by Clark's brush as he applied the paint. (Ask the class to imagine and act out the movement of his hand as he painted – do you think his brush strokes were slow and careful or quick and energetic?)
- The textured sky suggests wintry clouds and helps to suggest the hazy, smoky atmosphere of the scene.
- The texture also creates movement and drama. This is a dramatic scene, full of action. People are running, guns are being fired, and there is chaos and fear. James Clark's quick, loose brushstrokes help to convey this sense of drama.