Year 4 Blue Abyss Midterm Planning

ENGAGE STAGE Memorable Experience Visit an aquarium to gain a unique insight into the world of the deep. Observe aquatic life, finding out about the different species that live in the depths of the world’s seas and . Watch and draw different creatures in a sketchbook. Record information in notebooks and on digital tablets, paying special attention to the variation within and across species. Listen to experts talk about different animals, asking questions to help them learn more. Back in the classroom, encourage the children to use information and photos gathered during their visit to recount it. Work in pairs or groups to discuss and make a bulleted list or mind map of things seen and discovered. Share observations and information with classmates, comparing the recordings made by different groups or pairs. Work together as a class to compile a list of research questions for project work. Curriculum Enrichment: Under the Sea!

Essential Skills Children could… Programmes of Study

Sort a wide range of images of living things seen at the aquarium into groups. Re-sort the images repeatedly using a different grouping strategy each time. Group digital images onto a presentation slide, adding a title for each group and labelling Sc LT 1 Recognise that living Science individual creatures. things can be grouped in a variety Develop own classification keys and assign Teacher Note of ways.Co 5, 6, 7; Sc WS 4; living things to groups, using these keys. Living things might be organised by species, En W C 2d adaptations, food, number of legs, or the they inhabit. Provide a range of printed and digital images that children can sort either by cutting and sticking or by using the cut and paste function on digital software. Use maps, globes, aerial images and atlases to Ge LK 3 Identify the position and significance of Geography identify the world’s oceans and seas. Identify their latitude, longitude, Equator, Northern Locate and explain the significance of the position in relation to the Equator, the Tropics of Hemisphere, Southern Hemisphere, the Tropics of Equator, Northern Hemisphere, Southern Cancer and Capricorn and the Arctic and Antarctic Cancer and Capricorn, Arctic and Antarctic Circle, the Hemisphere, the Tropics of Cancer Circles. Use websites and information books to find Prime/ Greenwich Meridian and time zones (including and Capricorn to a range of countries of the out features of the different seas and oceans, day and night). world. recording their findings in a table or Ge SF 1; Co 5, 6, 7;En R C 1a, 1b, 3; PSHE 5f spreadsheet. Observe any patterns in characteristics according to where the seas and oceans are situated. Watch live webcams to explore the waters of oceans, reefs and seas. Teacher Note Ask each group to research the following information about each sea or : depth, area covered, bordering continents, hemisphere, special features and climate. Special features might include a coral , an underwater volcano or a habitat suited to a unique species of animal. Use classification keys (branching databases) to identify creatures that live in seas and oceans and sort them into groups, including cnidarian, mollusc, , mammal, arthropod, annelid, reptile or echinoderm. Watch film and documentary footage of a range of creatures to observe their features and behaviour. Sc LT 2 Explore and use Teacher Note classification keys to help group, Science Examples of creatures which fit into the above groups identify and name a variety of Develop own classification keys and assign are jellyfish (cnidarians); octopus, squid and clams living things in their local and living things to groups, using these keys. (molluscs); sharks and rays (fish); dolphins and wider environment.Sc WS 5; Co 6, 7; whales (mammals); crabs (arthropods); En SL 1, 3 sandworms (annelids); turtles (reptiles); and starfish, sea urchins and sea cucumbers (echinoderms). The classification of living things into their ‘phylum’, ‘class’, ‘family’ or ‘species’ is very complicated and relies on separating things based on their traits and ancestry. Look carefully at a range of aquatic creatures bought from a fishmonger or supermarket, including flat and standard fish, squid, mussels, and crabs. Identify the external features of each specimen. Use hand lenses or digital microscopes to observe the finer Art & Design AD 1 Create sketch books to record their observations details, such as scales, claws, eyes and patterns, and Draw from close observation to capture fine and use them to review and revisit ideas.AD 2, 3; Sc make detailed sketches of one chosen creature. Use details. WS 3; En SL 1; Co 6 pencil, pen and ink to create effects. Teacher Note You may want to show children examples of similar artwork on an IWB, pointing out how the artists have captured the creatures’ form and detail. Search online for good examples, such as the work of artist J. Vincent Scarpace. Wash hands after handling specimens and store them in the refrigerator so they don’t become smelly! Find out about the different layers of the ocean, namely the sunlight zone, twilight zone, midnight zone, abyss and trenches. Identify each layer’s characteristics and inhabitants and draw a cross- sectional diagram to show the layers. Make a 3-D AD 2 Improve their mastery of art and design model of the ocean zones to show each layer and its techniques, including drawing, painting and Art & Design physical features, plants and creatures. sculpture with a range of materials [e.g. pencil, Select and record visual and other information Teacher Note charcoal, paint, clay].DT D 2; DT M 1, 2; Co 5, 7; to develop ideas on a theme. Scientists have divided the ocean into five main layers En R C 1b, 3; En SL 3; or ‘zones’ that extend from the surface of the ocean to Sc WS 5; Ge HP 1 the most extreme depths. Light can not reach the deepest zones, which are inhabited by some of the most bizarre and fascinating creatures. In deeper, largely unexplored places, the drops and the increases at an astounding rate! Curriculum Enrichment: Deeper and Deeper

Essential Skills Children could… Programmes of Study

Keep brine shrimp in a classroom tank or recycled plastic bottles. Look closely at the creatures using digital microscopes and hand lenses. Devise a set of questions about the creatures using question prompt cards. Sort their questions into those they could Science answer now, such as ‘Are the shrimp alive?’, those Suggest relevant questions and know that they demanding observation or research, such as ‘Where Sc WS 1 Ask relevant questions and using different could be investigated in a variety of ways, in the tank do the shrimp prefer to be?’, and those types of scientific enquiries to answer them. including using secondary sources such as where the answer involves a test, such as ‘Can Sc WS 2, 6; PSHE 1a, 2e; En SL 1, 4, 6, 7, 11; Co 6 ICT. shrimps tell the difference between light and dark?’. Independently plan and perform an enquiry using the creatures, discussing the ethics of using animals for scientific research. Share their discoveries with the rest of the class. Teacher Note Brine shrimp (also known as ‘sea monkeys’) are often used as live aquaria food and can be cheaply sourced from good aquaria suppliers and online. Alternatively, eggs can be purchased online with detailed instructions for hatching and caring for them. Brine shrimp survive only in salt water (one quarter teaspoon per 40ml tap water). The water should be replenished every two weeks, and although brine shrimps can tolerate poor levels, you should add an occasional oxygenating tablet to the water. Feed the creatures with algae powder from aquarium suppliers. Use pipettes to transfer the animals when observing. When the class has finished with the creatures, they could take them home to keep as ‘pets’ or give them to an aquarium enthusiast as live aquaria food. Research the of a sea creature using a diagram or model to show their findings. Use their representation to explain where their particular creature fits into the food chain. Describe it and other parts of the food chain as producers, predators or prey and consider what would happen if any of the living organisms in their chain became unavailable. Teacher Science Note Sc A 3 Construct and interpret a variety of food chains, Construct a variety of food chains and explain You could ask children to choose a mystery ‘creature’ identifying producers, predators and prey.Co 5, 6, 7; what would happen if one of the parts of the card from a ‘Blue Abyss’ box to base their food chain En R C 1b, 3 chain became ‘unavailable’. on. Children could watch film and documentary footage of different predators and prey in action. For example, giant blue whales consuming vast quantities of krill using their food-sifting baleen plates, killer whales hunting seals or octopus catching crabs. Children could explore different ways of representing their food chains in either 2-D or 3-D. Watch clips from the BBC’s Blue Planet series about creatures of the deep. As they watch, make notes on Science how creatures have adapted for survival in this Sc WS 5 Record findings using simple scientific Choose appropriate ways to record and extreme environment. Select an adaptation from their language, drawings, labelled diagrams, keys, bar present information, findings and conclusions observations and find out more about it. Decide how charts, and tables. for different audiences (e.g. displays, oral to present their information, making sure it is clear and En W C 1b, 2b, 2d; Co 5, 7; En R C 1b, 1c, 3 or written explanations). easy to understand. Teacher Note Animals from the deep ocean are often regarded as monsters due to their weird and wonderful features. Adaptations include blindness or exceptionally large eyes, excellent sense of smell to detect food and a mate, unusual size (huge or tiny), to light their way, lure prey or a mate, and hinged jaws with abnormally large teeth to cope with large prey. Look at 2-D and 3-D artworks showing a range of real and imaginary deep sea creatures. Sketch out different options and decide which creature they would like to model in clay. Use a variety of tools to create AD 2 Improve their mastery of art and design Art & Design their clay sculpture and add fine details. Teacher techniques, including drawing, painting and Select and record visual and other information Note sculpture with a range of materials [e.g. pencil, to develop ideas on a theme. When the models are fully dry, the charcoal, paint, clay].AD 1, 3; DT M 1; En W C 2d children can paint or glaze them. Display with gallery- style signage, identifying their creature and giving an amazing fact about it. Find out why the 1872 Royal Navy ship, HMS Challenger is considered so important and how its story has contributed to modern . Create a short documentary film or presentation about it or write a diary entry in the role of one of the ship’s History scientists documenting their discoveries. Teacher Hi 6 Study an aspect or theme in British history that Choose the best way to record a range of Note extends pupils’ chronological knowledge historical information, giving reasons for their Until the HMS Challenger expedition of 1872 to 1876, beyond 1066.Co 5, 6, 7; En SL 9; En W C 1a, 1b, 2a, choice. scientists had no way of proving that life existed on 2b; PSHE 4b the deep sea bed. By collecting specimens from different depths all over the world, the crew began the new science of oceanography. Many are on display in the Natural History Museum and are still studied today by scientists worldwide. Curriculum Enrichment: Take a Deep Breath

Essential Skills Children could… Programmes of Study

Use a data logger to investigate the change in Sc WS 3 Make systematic and careful observations Science temperature, light, sound and barometric pressure and, where appropriate, take accurate measurements Take accurate measurements using standard at different depths of water. Seal data loggers and/or using standard units, using a range of units and a range of equipment, sensors in a plastic bag or bottle, weighted equipment, including thermometers and including thermometers and data loggers. with pebbles or sand. ie the bag or bottle to some data loggers.Sc WS 2, 4, 5; Co 6, 7; twine for easy retrieval from the water. Allow the En SL 1 data logger time to adjust to the new conditions and accurately record the data before changing the depth or removing from the water. Record the figures or each variable measured and draw line graphs to show the changes as water depth increases. Teacher Note The children could test water in , water butts, swimming pools or a large and deep builder’s bucket, exploring the changes at regular intervals. If you use a shallow body of water, simply measure the variables above and at the bottom of the water. You can buy small USB stick data loggers that measure a range of variables and can be plugged directly into a computer to download the data. You could also leave the data loggers submerged overnight to see how the variables change over 24 hours, or repeat the measurements every week or month over the school year. Find out about Cornelius Drebbel, the inventor of the first submarine in the early 1600s. Investigate the materials he used and how the first submarines worked. Create a model demonstrating how a submarine works using a bendy straw and reusable sticky tack. Drop the model (weighted end first) into a full two-litre bottle of water and screw the lid on tightly. Squeeze the bottle to make the ‘submarine’ sink, and simply stop squeezing to make it surface. Describe what is happening and why (clue: what’s in the DT E 3 Understand how key events and individuals in D&T straw?). Explore the effect with bottles of different design and technology have helped shape the world.Hi Explain how the design of a product has sizes, with and without lids and with varying amounts 6; PSHE 4b; DT D 2; changed over time. of water, describing and recording what they Sc WS 5; En SL 1, 5, 7 see.Teacher Note To make the ‘submarine’, bend the straw and cut the longer end to make a V-shape. Bring together the two ends of the straw and mould a blob of sticky tack around both ends to form a seal and act as a . Test the by dropping into a cup of water. The bend should just sit above the surface of the water. If it protrudes from the water, add more sticky tack to the weighted end. If it sinks below the surface, remove some of the sticky tack from the weighted end. The ‘submarine’ works because when the bottle is squeezed, the increased pressure squashes the air bubble inside the straw. Squashing the air bubble increases its density above that of the surrounding water, making it sink. When the bottle is released, the air bubble expands again and its density decreases, making it rise. Use programming language such as ‘move’, ‘turn’, ‘repeat’ and ‘go to’, to program an onscreen submarine that dives or surfaces. Use an on-screen sprite or draw a submarine with drawing software before converting into a sprite. Program the submarine using simple commands to go up or down. Add visual backgrounds and bubbling, or other Co 1 Design, write and debug programs that sounds along with other sprites (such as fish Computing accomplish specific goals, including controlling that move randomly under the water). Detect and correct errors in algorithms and or simulating physical systems; solve problems by Teacher Note programs. decomposing them into smaller parts.Co 2, 6, 7; En SL Scratch is just one example of software that could be 1 used. Once the children have made the submarine move up and down, they can add a background showing the surface so they can make the submarine stop in the right place. They could add other elements to make a more sophisticated project. Some children could be given a head start by starting with a remixable template instead of a blank page. Look at Anthony Gormley’s sculpture, ‘Another Place’, on Crosby Beach, Merseyside. Study photographs and video clips taken at different times and and talk about the sculpture’s effect and impact. Give reasons why they think the artist chose cast iron for his sculpture and talk about the Art & Design and long-term effects that the sea will have on the Compare and comment on a number of AD 3 Find out about great artists, architects and figures. Discuss their ideas about the meaning of the artworks on a similar theme, explaining designers in history.Co 6; En SL 1, 4, 5, 6, 7; En W C work and express their thoughts in discussion and by the approaches taken by different artists or 1b, 2a, 2b writing a short review. genres. Teacher Note ‘Another Place’ is an installation of 100 cast iron sculptures of the artist’s own body, looking out to sea. Provide opportunity to discuss the work, questioning how it makes them feel. Consider what atmosphere it creates on the beach, how the natural environment helps with this, why the artist called it ‘Another Place’ and what is happening over time as the sea interacts with the sculptures. Give the children images showing the work revealed and partially submerged by the sea. You could compare and contrast ’Another Place’ with other examples of beach sculptures, such as Sean Henry’s ‘Couple’ in Newbiggin-by-the-Sea in Northumberland. Make a model submarine using plastic bottles and other recycled materials. Look at pictures of real submarines for inspiration and design ideas, adding simple electrical systems, such as a motor DT TK 3 Understand and use electrical systems in D&T that moves a propeller, a warning buzzer or lights. their products [e.g. series circuits incorporating Build models incorporating Teacher Note switches, bulbs, buzzers and motors].DT D 1; DT M 1, motors. Children could make and hide simple circuits inside 2; Sc E 2 their models. Switches could be mounted on the surface of their models. Models should not be submerged in water unless using waterproof components. Curriculum Enrichment: Another World Essential Skills Children could… Programmes of Study

Locate the on the globe using maps and satellite images. Make a sketch map, identifying significant land features, towns, islands and the different reefs themselves. Compare different maps and decide how much detail to include. Teacher Note Ge SF 1 Use maps, atlases, globes and Geography The Great Barrier Reef is possibly the grandest digital/computer mapping to locate countries and Draw sketch maps and plans using natural wonder in the world. It’s bigger than the Great describe features studied.Ge HP 1, 2; Co 6, 7; standardised symbols and a key. Wall of China and the only living thing visible from En SL 1, 4, 6 space! It is the largest collection of corals on Earth and is one of the richest areas of diversity with its sponges, anemones, worms, tropical fish, birds, mammals and reptiles. Virtual tours of the Great Barrier Reef are available online such as the AirPano website. In groups, use the web or other source material to research the crown-of-thorns starfish, thought to be one of the greatest threats to the Great Barrier Reef. Present their findings digitally to the class, explaining what the crown-of-thorns starfish eats, its predators, why it is having such a devastating effect Sc LT 3 Recognise that environments can change and Science on the Great Barrier Reef and what measures are that this can sometimes pose dangers to living Identify producers, Predators and prey in a being taken to tackle the problem. things.Co 5, 6, 7; En R C 1b, 3; given food chain and define the terms. Teacher Note En W C 1b, 2d; The crown-of–thorns starfish feeds on coral polyps. En SL 1, 5, 8, 9, 10; PSHE The starfish are normally predated by the giant triton gastropod. However, overfishing has led to reduced predator numbers and the starfish has proliferated. Children could insert images and even video clips into their presentations. Use suitable software such as Movie Maker to create a promotional video about the Great Barrier Reef. Add a title page and credits (noting the origin of any online video clips used for their film) transitions, narration, sound effects and music as appropriate. Co 6 Select, use and combine a variety of software Computing Teacher Note (including internet services) on a range of digital Select, use and combine a variety of software Provide children with a range of video clips that can devices to design and create a range of programs, and internet services on a range of digital be uploaded to a shared location for the children to systems and content that accomplish given goals, devices to accomplish given goals, including view. Ensure the combined running time of all videos including collecting, analysing, evaluating collecting, analysing, evaluating and is suitable (no more than 8–10 minutes). Children and presenting data and information.Co 5, 7; Mu 3, 5; presenting data and information. will need to import and watch the clips noting the En SL 9; location and timing of the parts they want to use in Sc LT 1 their promotional video, before splitting, trimming and reordering them. Narrative should use appropriate scientific vocabulary relating to habitats and species found in the reef. Save projects as a movie file. Look at various images and videos that show a beautiful array of tropical fish and corals. Draw examples in their sketch books, adding pattern and colour for effect. Use their drawings to create a AD 2 Improve their mastery of art and design Art & Design simplified design for a batik. Create their batik using techniques, including drawing, painting and Select and record visual and other information brightly coloured and fluorescent inks on paper or sculpture with a range of materials [e.g. pencil, to develop ideas on a theme. fabric, capturing patterns and colours from their charcoal, paint, clay].AD 1; DT D 2; DT M 1, 2 original drawings. Alternatively, create simple press prints by drawing into polystyrene printing tiles, inking in different colours and printing on paper or fabric. Teacher Note Give each child a 20cm square of cotton fabric on which to create their batik fish. When the fish are complete, they can be sewn together to make a shoal of exotic fish! Children should be supervised when using the hot wax. Batik tools and methods should be demonstrated before children begin work. The fish will look amazing hung against a window! Use a digital microscope to explore patterns, shapes and forms of shells, dried anemones, coral, urchins, starfish, sand dollars and seahorses. Sketch what they observe in enlarged drawings of patterns and forms. Add detail using thin black marker pens or Art & Design AD 1 Create sketch books to record their observations coloured chalks. Draw from close observation to capture fine and use them to review and revisit ideas.AD 2, 3; Sc Teacher Note details. WS 3; Co 6 Children can take a small part of something they observe and draw it on a much larger scale, a technique which often makes their drawing more abstract. See the work of artist Georgia O’Keefe for inspiration. INNOVATE STAGE Provocation To promote the beauty and magic of the world’s oceans, you have been asked by the Ocean Conservation Society to create a 3-D art exhibition about the intriguing phenomenon of bioluminescence in deep sea creatures! Your artwork must demonstrate how some sea life, such as bacteria, jellyfish, starfish, clams, eels, crustaceans, squid and fish exhibit this amazing ability. Your exhibition will be open at night so that gallery visitors will realise the impact and understand the purpose of bioluminescence in the blue abyss. Programmes of Study Spoken Language En SL 4 Articulate and justify answers, arguments and opinions. Writing En W C 2a Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2).En W C 2d In non-narrative material, use simple organisational devices [e.g. headings and sub-headings]. Reading En R C 1c Use dictionaries to check the meaning of words that they have read. Art & Design AD 1 Create sketch books to record their observations and use them to review and revisit ideas.AD 2 Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [e.g. pencil, charcoal, paint, clay].AD 3 Find out about great artists, architects and designers in history. Computing Co 6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Co 5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Innovate Board Steps Find out the meaning of the word ‘bioluminescence’. Write your own class definition. Watch video and film footage of bioluminescence in action. What do you think is its purpose? Why is it important to creatures of the deep? Choose a bioluminescent creature and write a short biography about it. Remember to write about how it looks, how it behaves, what it eats, where it lives and its special features .Make a series of sketches of your chosen creature showing its shape and form and drawing it from different viewpoints. Use the web to search for different images of your chosen creature. Create a photo montage using pictures of it from different viewpoints. What materials are you going to make your artwork from? Which materials do you think will best suit the purpose? What scale will you choose for your sculpture? Will it be on a large scale like Anthony Gormley’s ‘Another Place’ or something smaller? Experiment with the form of your creature. How does the material you have chosen lend itself to its shape and form? Remember to take a range of digital images as you work. You can record these in your sketch book. When your sculpture is formed, you will need to give it its luminescent quality. How will you do this? There are several ways you can create the luminescent effect. You could use luminescent paints and sprays or add an integral circuit with coloured bulbs inside your sculpture. The choice is yours! Decorate your sea creature using your chosen materials. Remember to test it out in a darkened room to see if it glows! Write a letter to parents and carers, persuading them to come one evening after school to see your bioluminescent gallery. Remember to show your work in the dark for maximum effect! EXPRESS STAGE Curriculum Enrichment: Wonders of the Deep

Essential Skills Children could… Programmes of Study Use a range of geographical source materials to find out about a number of environmental issues linked to the oceans, such as overfishing, oil spills,coastal Ge HP 2 Describe and understand key aspects of erosion, tourism and pollution. Create an informative human geography, including: types of settlement Geography poster with a‘call to action’ to help the reader make a and land use, economic activity including trade links, Describe how physical activity has impacted difference. and the distribution of natural resources including and/or changed the physical and Teacher Note energy, food, minerals and water.En R C 1b, 2e, 3; human characteristics of a place in the world. The above not only threaten but En W C 1b, 2d; Sc LT 3; also our own way of life. Encourage the children to Co 5, 7; PSHE 5a think about the impact of each of the factors on their own lives, if changes are not made. Create a new and original ‘monster of the deep’ using what they have learned about deep sea adaptations. Consider the type of creature (it might be a fish, Science mammal, cnidarian, mollusc or echinoderm), its size, Choose appropriate ways to record and features, prey and how it protects itself from Sc WS 5 Record findings using simple scientific present information, findings and conclusions predators. language, drawings, labelled diagrams, keys, bar for different audiences (e.g. displays, oral or Teacher Note charts, and tables.Sc WS 6, 9; Co 6; AD 1, 2 written explanations). Children could sketch their ideas or use drawing software to create their creatures. Ensure they use good scientific thinking and can justify their designs using the correct scientific terminology. Art & Design Look at a range of seascape paintings and drawings, AD 3 Find out about great artists, architects and Compare and comment on a number of talking about the various ways in which artists designers in history.AD 1, 2; En SL 1, 4, 6, 11; artworks on a similar theme, explaining represent the sea. Identify the materials used and En W C 2b, 2d the approaches taken by different artists or consider how the artist creates the sea’s mood, genres. movement and depth. Write a review of their favourite Copy work, explaining what they like about it and how it makes them feel. Experiment in a sketch book with techniques seen in artworks and then work on a larger scale to create their own seascape. Teacher Note Some works to look at might include: ‘Bird’s Eye View of the Sea Coast’ by Leonardo da Vinci; ‘Ocean’ by Vija Celmins; ‘The Monk by the Sea’ by Caspar David Friedrich; ‘The Great Wave’ by Hokusai; ‘West Point, Prout’s Neck’ by Winslow Homer; ‘Sunset’ by John Kensett; ‘Waves Breaking Against the Wind’ by Turner. Look at real-time data of journeys made by sharks, whales and other marine creatures, as revealed by GPS technology. Select one marine animal and create Co 6 Select, use and combine a variety of software Computing a multimedia presentation with information about the (including internet services) on a range of digital Select, use and combine a variety of software species, including where it has travelled and how far, devices to design and create a range of programs, and internet services on a range of digital and geographical information such as the sea, ocean systems and content that accomplish given devices to accomplish given goals, including and hemisphere that the creature inhabits. goals, including collecting, analysing, evaluating and collecting, analysing, evaluating and Teacher Note presenting data and information.Co 5, 7; Ge LK 3; En presenting data and information. The Ocearch website is excellent and has a large SL 1, 6 number of tagged sharks that are being tracked, such as Lydia, the great white shark. Help establish an ‘Oceans Art Gallery’ showing the full range of artwork created throughout the project. Plan workshops for children, parents and carers throughout AD 2 Improve their mastery of art and design Art & Design the day to raise awareness of sustainability issues. techniques, including drawing, painting and Comment on similarities/ differences between Teacher Note sculpture with a range of materials [e.g. pencil, own and others’ work, describing what they Workshops might include sculpting a rare coral with charcoal, paint, clay].En SL 1, 4, 5, 9; feel about both. clay or printing a whale or dolphin using a simple PSHE 1a, 2e, 5b, 5e, 5f press print technique. Encourage the children to share their expertise and knowledge with others as they work together