Origins of American Poetry: Colonial Period Insights
Delve into the origins of American poetry during the Colonial Period, exploring the influence of Puritan beliefs, the works of Anne Bradstreet - the first American woman poet, and the thematic richness of early American poetry. Uncover the historical context, religious undertones, and personal reflections embedded in the poems of this era, shedding light on the challenges and inspirations that shaped the literary landscape.
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Electric Avenue Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Electric Avenue Science - Electricity Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Perform simple tests (Year 1 focus) Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary (Year 5 focus) Identify common appliances that run on electricity Ask relevant questions and use different types of scientific enquiries to answer them (Year 3 focus) Identify and classify (Year 1 focus) identifying electrical equipment Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs (Year 5 focus) Gather and record data to help in answering questions including from secondary sources of information (Year 2 focus) Set up simple practical enquiries, comparative and fair tests (Year 3 focus) Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Use recognised symbols when representing a simple circuit in a diagram Identify, group and classify (Year 2 focus) Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables (Year 3 focus) Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations (Year 5 focus) Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Use his/her observations and ideas to suggest answers to questions noticing similarities, differences and patterns (Year 2 focus) Identify differences, similarities or changes related to simple scientific ideas and processes (Year 3 focus) Recognise some common conductors and insulators, and associate metals with being good conductors Identify scientific evidence that has been used to support or refute ideas or arguments (Year 5 focus)
Electric Avenue Know about some present changes that are happening in the local environment e.g. at school Understand why people seek to manage and sustain their environment (Environmental factors eg conserving electricity) Understand how humans affect the environment over time Suggest ideas for improving the school environment Again think of environmental improvements Geography Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 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 Develop an awareness of how places relate to each other 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 Describe how people have been affected by changes in the environment
Place known events and objects in chronological order Use dates to order and place events on a timeline Electric Avenue Give some reasons for some important historical events Sort artefacts from 'then' and 'now' Provide an account of a historical event based on more than one source Talk, draw or write about aspects of the past Note connections, contrasts and trends over time and show developing appropriate use of historical terms Give some reasons for some important historical events Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners- Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell History Discovery of Electricity and Light Bulb Construct informed responses that involve thoughtful selection and organisation of relevant historical information Use evidence to support arguments Use historic terms related to the period of study Place some historical periods in a chronological framework Use an increasing range of common words and phrases relating to the passing of time Use a variety of resources to find out about aspects of life in the past Describe memories of key events in his/her life using historical vocabulary
Electric Avenue Computing Art and Design Select ideas based on first hand observations, experience or imagination and develop these through open ended research Use a sketchbook for recording observations, for experimenting with techniques or planning out ideas Explore mark-making using a variety of tools Recognise common uses of information technology in the home and school environment Use a variety of tools including pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media to represent objects in lines. Recognise common uses of information technology beyond school Use techniques, colours, tones and effects in an appropriate way to represent things seen - brushstrokes following the direction of the grass, stippling to paint sand, watercolour bleeds to show clouds Articulate how he/she might improve their work using technical terms and reasons as a matter of routine Recognise familiar forms of input and output devices and how they are used Try out different activities and make sensible choices about what to do next Use taught technical skills to adapt and improve his/her work Make efficient use of familiar forms of input and output devices Follow a design brief to achieve an effect for a particular function Use a sketchbook for collecting ideas and developing a plan for a completed piece of artwork Experiment with basic tools on rigid and flexible materials Use other input devices such as cameras or sensors Experiment with tones using pencils, chalk or charcoal Develop different ideas which can be used and explain his/her choices for the materials and techniques used Explore shading, using different media Mix colours to express mood, divide foreground from background or demonstrate tones Experiment with different materials to create a range of effects and use these techniques in the completed piece of work Use line, tone and shading to represent things seen, remembered or imagined in three dimensions
