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

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.

English writing: composition

Pupils should be taught to:
plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where necessary
draft and write by:
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

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;

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.

Writing:

Pupils should be enabled to:

- participate in modelled, shared, guided and independent writing, including composing on-screen;

- write for a variety of purposes and audiences, selecting, planning and using appropriate style and form;

- use the skills of planning, revising and redrafting to improve their writing, including that which they have composed digitally;

- express thoughts, feelings and opinions in imaginative and factual writing, for example, compose a poem about their feelings on a special occasion;

- use a variety of stylistic features to create mood and effect;

- develop increasing competence in the use of grammar and punctuation to create clarity of meaning

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)

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)

Writing

- I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience (LIT 1-20a / LIT 2-20a)
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience (LIT 2-26a)
- I am learning to use language and style in a way which engages and/or influences my reader (ENG 2-27a)
- I can convey information, describe events, explain processes or combine ideas in different ways (LIT 2-28a)
- As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel (ENG 2-30a)

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.

Writing

Learners should be given opportunities to:

- write for a variety of purposes, including to: recount, inform, explain, narrate, describe
- write in a range of continuous and non-continuous texts in a variety of forms, e.g. letters, diaries, articles, stories, reports, speeches, short plays and scripts, leaflets, advertisements, posters, web pages, questionnaires, reviews, soliloquies
- write for a range of authentic audiences, real or imagined, e.g. peers, younger learners, teachers, family members, historical and fictional characters
- produce poetic writing, using imagery and poetic devices, e.g. rhyme and form
- use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings, music

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 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.

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 write legibly and fluently.
- 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
- I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself.
- I can plan and write for different purposes and audiences. 

- Locomotion 1 was a steam train built by the pioneering railway engineers George and Robert Stephenson at their manufacturing firm, Robert Stephenson and Company.

- The funnel tells us that it is a steam train. Steam trains are driven by a wood or coal fire which heats water in the boiler to create steam. The pressure of the steam pushes pistons which connect to the driving wheels that operate the locomotive. The funnel acts like a chimney to allow the smoke and ashes from the fire to escape.

- Locomotion 1 has a wooden frame and a cast-iron boiler, cylinders and wheels.

- It could travel at a maximum of around 15 miles per hour.

Find out more about George Stephenson in this Tees Valley Museums resource

The first journey

- The original plan for the Stockton & Darlington Railway was to transport coal and other materials and goods using horse-drawn wagons. But George Stephenson, a brilliant local engineer, persuaded the owner of the railway to use stream trains instead and also to use the trains for passenger transport.

- On its first journey, Locomotion 1 hauled a carriage called Experiment, reserved for VIP passengers such as Railway Directors, and 20 open wagons of passengers, guests, and workmen. It also hauled 11 wagons of coal. Around 300 passenger tickets were sold, but about twice as many people were thought to have been aboard!

- Most passengers travelled in open carriages – which might sound fun, but the dust and ashes from the coal-powered locomotive may not have been very pleasant!

Skerne Bridge

- The route of the Stockton & Darlington Railway lay over the River Skerne in Darlington. Civil engineer Ignatius Bonomi was commissioned to design and build a bridge to take the railway over the river.

- Skerne Bridge is the world's oldest railway bridge still in use – it now has a cycle path travelling over it. (It is also the only bridge to feature on the back of a £5 note!)

- You could compare photographs of the bridge today with how it looks in the painting. What is the same? What has changed?

Find out more about the history of this iconic bridge

Trains then and now

- In the UK, steam trains were replaced with diesel trains in the 1950s. These don't need a funnel. Most trains in the UK are now electric and powered by overhead lines or a third rail which carries the electricity. You could compare photos of a contemporary train with Locomotion 1.

In the foreground, we can see three types of transport – horse-drawn carriages, people on horseback and people on foot. Horse-drawn carriages and carts would have been used for transporting people and goods. Canals and horse-drawn boats were another important means of transporting goods in the late eighteenth and early nineteenth centuries.

Steam locomotives could pull much heavier loads than horses and travel at faster speeds than canal boats so they were much more efficient. Although originally conceived as a way of moving coal and industrial goods, railway operators quickly realised the potential market for rail travel.

The success of the Stockton & Darlington Railway, coupled with the demand around Britain for improved transport, led to the emergence of a national network of railways. In 1844 the Railway Act ensured that all railways included third-class carriages and sold cheap tickets, making rail travel affordable for everyone. The number of railway passengers trebled in just eight years between 1842 and 1850.

By improving personal mobility, the railways were a significant force for social change.

- People could travel around the country to find work.

- They could go on holiday and day trips.

- Railways became a major employer – as people were needed to build and operate railways.

- Goods could be transported around the country more quickly – perishable goods reached markets fresh and provided a wider range of food for consumers.

- National newspapers could now be delivered to different regions – so news about major events could (literally!) travel faster.

- Railways also led to a standardisation of British time as trains had to run to a set timetable around the country.

See this BBC Bitesize guide for more on the impact of the railways.

We don't really know why Dobbin made the crowd rather than the train the focus of his painting.

- He may have wanted to celebrate the people of Darlington and nearby who came out to see the first train journey in their thousands, proud of this momentous event.
- Maybe the crowd of 40,000 people made it impossible for Dobbin and his father to see the train up close, and the noise and atmosphere of the crowd, experienced by Dobbin as a 10-year-old, are the memories that stayed with him.
- Or perhaps, 50 years on, the railway – and the now old-fashioned-looking train – wasn't extraordinary to Dobbin. (Trains had been around for years after all!)

Terence Cuneo's painting, in contrast, is a dramatic scene that powerfully conveys the noise, dirt and speed of the train, as well as the excitement of the crowd. (It looks a little like a scene from a Wild West movie – perhaps this was an inspiration for the artist!)

Visual elements
As well as the powerful imagery of the train pumping out clouds of smoke, and the excited, cheering crowd chasing the train, Cuneo has made use of visual elements to add drama to his painting.

- The railway, train, road and crowd create a diagonal line from the top-right corner to the bottom left. Diagonal lines are more dramatic than horizontal or vertical lines and add movement to a composition.
- Cuneo's use of bright colour also adds drama to the composition and helps to draw our eyes around the painting. The red colour of the locomotive's fire reflects the power of the steam train. This red is echoed in the jacket of the man running alongside the engine and in other clothes worn by people in the crowd. The pops of bright blue in the flags and clothing also draw our eye around the composition and add impact to the painting.
- Expressive brushstrokes and marks create the impression of movement and drama. Ask students to imagine the gestures his hand and arm made when he painted the picture.

Which version of the event is the most accurate?
There are no photographs recording the opening of the Stockton & Darlington Railway, so we have to rely on eyewitness accounts. As Dobbin witnessed the event (even though he was very young) and used sketches made by his father, his version is likely to be a more accurate record than Cuneo's dramatic scene.