Pupils are introduced to the concepts of sustainability and sustainable development through a number of examples that will be familiar to them in their everyday lives, such as recycling and ‘bags for life’ at supermarkets. From these familiar examples, the pupils progress gradually to reflect upon the concept of a resource and how these can be renewable and infinite or non-renewable and finite. From this foundation the pupils are encouraged to consider their own lives and what they currently do as individuals and at home as a family to be more sustainable.

The school community is the next focus of the investigation. The pupils are given the opportunity to survey the school’s level of sustainability against a number of categories and to identify priorities for development in an Action Plan. The scale and context of the enquiry then moves to a national level with the pupils considering why the UK Government is looking to massively increase the contribution of renewable energy, such as solar and wind, to the generation of electricity.

Animals: Classification and changing habitats

Children explore different ways living things can be grouped and make classification keys. They study ways that habitats may change over time and understand that humans can have both positive and negative effects on their surroundings.

We will continue our learning about sculpture.  After observing examples of sculptures, the children will look at the work of Kimmy Cantrell.  They will recreate their own sculptures in the style of Cantrell, looking in particular at shape and joining techniques using clay.  We will  then investigate other subjects that could be used to create sculptures in this style. Finally the children will have the opportunity to create sculptures of their own using a range of everyday materials.

Textiles: Fastenings

Pupils will identify the features, benefits and disadvantages of a range of fastening types before designing and making their own book sleeve.