Art and design
- Evaluate and analyse creative works
- Actively engage in the creative process of art
- Know about great artists and understand the historical and cultural development of their art forms
- Produce creative work, explore ideas

History

Pupils should:
- understand the methods of historical enquiry

Pupils should be taught about:
- Britain, Europe and the wider world from 1901 to the present day
- social, cultural and technological change in post-war British society

Art and design
- Developing students' own personal and creative responses
- Developing creative thinking skills through designing and making

History

(Objective 1)
Developing pupils as Individuals

Pupils should have opportunities to:
- Explore how history has affected their personal identity, culture and lifestyle, for example, how location/birthplace, family history, religion, nationality, sport, language, traditions, etc. have been shaped by the past, for example, settlement, colonisation, emigration, immigration, etc.

(Objective 2)
Developing pupils as Contributors to Society

Pupils should have opportunities to:
- Investigate the impact of significant events/ideas of the twentieth century on the world

(Objective 3)
Developing pupils as Contributors to the Economy and the Environment

Pupils should have opportunities to:
- Explore issues related to Economic Awareness. Investigate the changing nature of local and global economies over time, for example, industrialisation workers’ rights etc.; Investigate the impact of technology in the workplace over time
- Investigate the need to preserve history in the local and global environment; evaluate the environmental impact of the Industrial Revolution, etc. 

Art and design
- I have experimented with a range of media and technologies to create images and objects, using my understanding of their properties (EXA 3-02a)
- Through observing and recording, I can create material that shows accuracy of representation (EXA 3-04a)
- 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 3-07a)

People, past events and societies
- I can use my knowledge of a historical period to interpret the evidence and present an informed view (SOC 3-01a)
- I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others (SOC 4-02a)
- I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people's lives (SOC 3-05a)

People in society, economy and business
- I can present conclusions about the impact of the globalisation of trade on patterns of work and conditions of employment in Scotland, the UK or beyond (SOC 3-20b)
- I can critically examine how some economic factors can influence individuals, businesses or communities (SOC 4-20a)

Art and design
- Students use their knowledge about the work of other artists to enrich and inform their work through analysis and evaluation
- Students use a variety of processes
- Students evaluate their work through discussion
- Students explore, experiment with and apply the visual, tactile and sensory language of art

History

Range
Pupils should be given opportunities to:
- carry out investigations into historical issues on a range of scales, from the local to the international

Historical enquiry

Pupils should be given opportunities to:
- independently use a range of historical sources in their historical context, including documents, artefacts, visual sources, buildings and sites, music and oral accounts, statistical and numerical data, interpretations and representations, and a variety of ICT sources select and summarise information accurately from sources

Organisation and communication

Pupils should be given opportunities to:
- use the necessary vocabulary to communicate findings, ideas and opinions with increasing independence in a variety of ways, including extended writing, graphs, charts, diagrams, visual and oral presentations and a range of ICT

Expressive Arts

Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.

Progression step 4:

- I can explore and experiment with my own and others’ creative ideas, demonstrating increasingly complex technical control, innovation, independent thinking and originality to develop my work with confidence, being able to explain my reasons behind choices made and evaluate their effectiveness on my creative work

- I can explore creative work, understanding the personal, social, cultural and historical context, including the conventions of the period in which it was created.

- I can investigate and understand how meaning is communicated through the ideas of other artists and performers.

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

Progression step 4:

- I can effectively evaluate my own creative work and that of others showing increasing confidence to recognise and articulate strengths, and to demonstrate resilience and determination to improve.

- I can apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.

- I can evaluate the effectiveness of a wide range of artistic techniques in producing meaning.

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

Progression step 4:

- I can use my experimentation and investigation to manipulate creative work with purpose and intent when communicating my ideas.

- I can apply specialised technical skills in my creative work.

- I can purposefully use my design skills and apply a range of solutions to clarify and refine final creative ideas.

- I can draw upon my experiences and knowledge to inform and develop strategies to overcome creative challenges with imagination and resilience.

- I can describe and explain how places, spaces, environments and landforms have changed over time and outline the processes that cause these changes in the natural world.

Humanities

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

Progression step 4:

- I can use my experiences, knowledge and beliefs to generate ideas independently and frame enquiries, using a range of research approaches when required.

- I can analyse, present and reflect on my findings, describing patterns and explaining relationships across data and sources.

- I can analyse the usefulness and consider the reliability and validity of a range of evidence relating to my enquiry.

Events and human experiences are complex, and are perceived, interpreted and presented in different ways

Progression step 4:

- I can express, discuss and justify my personal opinions and understand that interpretations can change over time, especially in the light of new evidence or when approached from a different perspective.

- I can infer and evaluate opinions, viewpoints and interpretations from a range of sources and evidence in order to develop my own informed judgements.

Our natural world is diverse and dynamic, influenced by processes and human actions

Progression step 4:

- I can understand and explain how human actions affect the physical processes that shape places, spaces, environments and landforms over time.

- I can understand and explain the range of factors that affect the interrelationships between humans and physical processes.

- I can understand and explain how significant places, spaces environments and landforms in the natural world are associated with economic, historical, political, and religious and non-religious beliefs and practices.

- I can describe and explain the distinctive features of places, spaces and landscapes at a variety of scales, in my locality and in Wales, as well as in the wider world, along with the processes at work in them.

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

Progression step 4:

- I can make meaningful connections and comparisons between a broad range of historical periods of time in order to develop a chronological map of the past.

- I can use my knowledge and understanding to analyse and explain how different communities and societies have changed over time, in my locality and in Wales, as well as in the wider world.

- I can analyse and explain how identity is formed. I can explain the connections between diverse societies.

- I can analyse and explain the diverse stories, beliefs and experiences of people in societies in my locality and in Wales, as well as in the wider world.

- I can explain and compare how communities have been shaped by the past and I can explain how a range of factors contribute to this.

Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action

Progression step 4:

- I can explain the connections between past, present and anticipated challenges and opportunities faced by people in my locality and in Wales, as well as in the wider world.

- I have an understanding of my own and others’ environmental, economic and social responsibilities in creating a sustainable future.

The painting shows a shipyard in Redcar. In the foreground, is the hull of a large ship along with smaller boats, a large heavy chain, ropes and fences. We can see the white spray of seawater as the waves crash around the ship's hull. In the background, is a skyline of factories, chimneys and smoke. This is how David Watson reflected on his experience in the shipyards and we can sense this in the painting:

'Every day, I breathed in the smoke, sludge, and grime; it's within me, it's a part of me.'

We can almost feel the cold surface of the hard steel boat hulls and chains, the dirt, peeling paint, sea salt, the whoosh of waves and the choking smoke of the factories. The mood of the painting is gritty but also exhilarating – with the flames and smoke from the chimneys adding drama to the image.

The painting is both realistic and abstracted. Watson has abstracted the foreground elements – with the shapes of boat hulls, chain links and fences layered together. But there is a gritty realism to the imagery he has used, and the background scene.

History

Investigate how industry has impacted your town, village or city over time.
- Use artworks on Art UK to see depictions of your place from different eras. Use our Location tool to help with your search.
- Research the companies that were major employers in your town. For example, in Teesside, shipbuilding and the steel industry were major employers for nearly 200 years. What evidence remains of the companies who built towns?
- Explore what life was like for industrial workers. Search online for archival film clips, photographs and personal accounts as evidence or explore the local history section of your library. You could task students with imagining they were a worker and describing a typical day.

English

- Research novels or biographies written by local people who worked in an industry associated with your local area. Read these, or sections of these as a class.
- Ask students to imagine they are a journalist writing about your local industry. Task them with writing questions they would ask someone who worked in the industry to find out more about it. They could search online for archival film clips, photographs and personal accounts.
- You could extend this task to a role-play interview, with some students in the role of journalists interviewing other students who are workers recounting their memories. Students should use their research to inform their questions and answers.

Music

Task students with composing a modern-day sea shanty about a shipbuilder or steelworker. For mood inspiration, listen to this sea shanty playlist on YouTube. Use the rough guide below to get started (with thanks to artists Carmen Marcus and Kat Lynus).

Imagine you are a sailor setting out on a voyage…

- LINE 1: What will you leave behind?
- LINE 2: Make up a line about your sailor that starts and ends with the same word. e.g. Howling she goes down the wind Howling!
- Repeat Line 2
- LINE 3: What is the name of your boat? (Boats are often named after female relatives.)
- Repeat Line 2
- LINE 3: Where are you sailing to?
- LINE 4: What event stops your voyage?
- LINE 5: Do you make it home?
- Repeat Line 2

Science

What materials are boats built from?
- Investigate different materials – what are the properties of steel that make it suitable for shipbuilding? How was steel made?
- What would the world be like if there was no metal?
- Task students with designing and building a boat from everyday materials. Test which materials are most durable. You could also test whose boat can support the most weight.  Does the shape of the boat make a difference?

Has industry impacted the environment in your area?
- Task students with investigating how it has changed the landscape of your place.
- They could also research the impact of pollution from your local industry, and discuss this within the wider context of global warming and climate change.

Top Tip! Explore our learning resources Changing landscapes: collage your future environment and Fast fashion and sustainable fashion design

IT

- Task students with adding sounds to David Watson's depictions of shipyards in the Tees Valley. Use a sound archive such as BBC Sound Effects to create a soundscape.
- You could then task them with adding sounds to paintings from different periods that show an industry that is local to your place. How have the noises changed through time?