Year 1

 Art and Design

•  Record ideas and experiences in a sketch book or journal.
• Draw from or talk about experiences, creative ideas and observations.
• Describe the sensory properties of a range of different materials and decide which ones to use when making something.
• Use lines to represent a shape or outline.
• Apply paint using a range of tools (e.g. large brushes, hands, feet, rollers and pads).
• Handle and manipulate rigid and malleable materials and say how they feel.
• Create simple mono prints using a range of printing utensils.
• Cut and tear paper and glue it to a surface.
• Take a self portrait or a photograph of someone else.
• Name primary colours and collate colours into groups of similar shades.
• Create a simple pattern using colours and shapes.
• Use lines of different thickness.
• Use modelling materials to create a realistic or imagined form.
• Outline personal likes and dislikes regarding their own work.
• Outline personal likes and dislikes regarding a piece of art.

Computing

•  Give simple instructions to everyday devices to make things happen.
• Make choices to control simple models or simulations.
• Solve a problem using ICT.
• Discuss and share how and when they use ICT in everyday life.
• Complete simple tasks on a computer by following instructions.
• Show an awareness of information in different formats.
• Make decisions about whether or not statements or images found online are likely to be true.
• Identify different devices that can go online, and separate those that do not.
• Understand rules around e-safety and know who to tell if something concerns them online.
• Explain that images give information.
• Say what a pictogram is showing them.
• Put data into a program (pictogram).
• Sort objects and pictures in lists or simple tables.

 Design and Technology/Planning, knowledge and evaluation

•  Draw a simple picture of an intended design with basic labelling.
• Use ICT packages to create a simple plan for a design.
• With help, put ideas into practice.
• Describe others’ work, including work by professional craftspeople and designers and say what they like and dislike about it.
• Describe how an existing product works (e.g.  ‘the toy moves when I turn the handle’).
• Talk about their own work and others’ work identifying strengths or weaknesses.
• Order products or designs chronologically and begin to explain reasons why they are ordered in that way.

Design and Technology/Making, using and understanding

•  Select and explain why they have chosen a particular tool for a task.
• Select and explain their choice of materials, sometimes with help.
• Explain how to keep safe during a practical task.
• Explain how they would fix simple products.
• Cut out shapes from a range of fabrics and papers.
• Fold, tear, roll and cut paper and card.
• Cut accurately and safely with scissors.
• Join appropriately, using glue or tape.
• Build simple structures.
• Use wheels, axles, levers and sliders.
• Identify and talk about products that use electricity to make them work.
• Input random control instructions to simple devices for an unplanned outcome (e.g. making Roamer move).
• Measure and weigh food items using non-standard measures (e.g. spoons and cups).
• Identify the main food groups, including fruit and vegetables.
• Identify the source for common foods.

 Geography/Knowledge and understanding

•  Use the correct terms for simple geographical features in the local environment.
• Name and locate the four countries of the United Kingdom on a map or globe.
• Find and name some continents on a world map.
• Describe how pollution (e.g. litter) affects the local environment.
• Describe in simple terms how wind or water has affected the geography of an area.
• Answer simple questions regarding straight forward geographical patterns (e.g. what are the busiest times at the park?).
• Name the four seasons and describe typical weather conditions for each of them.
• Identify the similarities and differences between the local environment and one other place.
• Explain what changes are taking place in the local environment.
• Ask and respond to questions about places/environment.

 Geography/Practical

•  Draw a simple picture map (e.g. of an imaginary place from a story), labelling particular features.
• Locate countries on a UK map.
• Name, describe and group features of the home/school environment from first hand observation, responding to simple questions.
• Use basic geographical vocabulary to name physical and human features of familiar places.
• Use maps, pictures and stories to find out about different places.
• Use simple locational language including in front, behind, next to, far away and near to, to describe the location of geographical features on a map and in ?fieldwork.
• Locate hot and cold areas of the world.
• Collect data during fieldwork such as the number of trees/houses.
• Recognise simple human and physical features on an aerial photograph or simple map, showing an awareness that objects look different from above.

 History

•  Begin to describe similarities and differences between historical artefacts and pictures.
• Use simple vocabulary to describe passing of time (e.g. now, then, long ago, before and after).
• Begin to order artefacts and pictures from significantly different time periods.
• Sequence the story of a significant historical figure.
• Describe, in simple terms, the importance of a local place or landmark.
• Compare own life and interests now with their babyhood (e.g. clothes, toys, food, size, abilities), recalling a significant memory from the past.
• Describe, in simple terms, why a significant individual acted the way they did.
• Ask and respond to simple questions about the past, using sources of information.
• Retell a story or significant event from their own past.
• Use simple source material (e.g. photographs) to answer questions about an event beyond living memory.

Music

• Listen to a piece of music, identifying if it is fast or slow, happy or sad.
• Make sounds in different ways, including hitting, blowing and shaking.
• Talk about the songs/pieces of music which they enjoy.
• Perform with awareness of others (e.g. take turns in a performance and sing/play with peers).
• Sing with a sense of shape and melody.
• Copy a simple rhythm by clapping or using percussion.
• Begin to represent sounds with drawings.
• State what they like or dislike about a piece of music.

 P.E

•  Negotiate space when racing and chasing, adjusting speed or changing direction to avoid obstacles.
• Pat, throw, kick, stop and sometimes catch a ball.
• Accurately shadow a partner’s movements.
• Create simple movement patterns, showing awareness of rhythm.
• Run a short distance with some control.
• Jump with both feet from standing.
• Throw a projectile in a given direction.
• Show control and co-ordination when moving or standing still.
• Perform basic sequences, using space safely and recognising simple technical words (e.g. roll, travel and balance).
• Follow a simple route around the school grounds or a given outdoor space.
• Perform simple movement or dance work, sometimes with a partner.
• Identify a simple goal in P.E.

PSHE

• Take part in group play or conversations, recognising what they like/dislike.
• Demonstrate growing independence and responsibility when carrying out everyday tasks, such as getting changed for PE and tidying up.
• Begin to give simple reasons for their own views/opinions.
• Explain ways of keeping clean (e.g. by washing their hands and keeping their hair tidy) and how this stops the spread of some diseases.
• Explain different ways that family and friends should care for one another.
• Identify the main body parts, including differences between boys and girls and what physical contact is acceptable and comfortable.
• Identify some hazards in the home, such as cleaning products and medicines.
• Describe ways of keeping safe in familiar situations.
• Talk about the difference between secrets and surprises and recognise that people’s bodies and feelings can be hurt.
• Describe things that make them feel happy and things that make them feel sad.
• Play and learn collaboratively in a small group.
• Recognise when someone makes them, or others, feel sad or hurt.
• Begin to develop an understanding of different forms of teasing, that it is wrong, and what they can do about it.
• Describe how they are the same as, or different to, a friend or family member.
• Show an awareness of how needs change as they grow from young to old.
• Suggest how they could make a positive contribution to their class, school or community.
• Explain how they belong to various groups and communities and contribute to the development of class and group rules.
• Explain in simple terms where money comes from and what money is used for in everyday life, including the terms ‘spend’ and ‘save’.
• Use facial expressions to demonstrate some named feelings and describe some of their positive or negative qualities.
• Talk about their gifts and talents.
• Identify a simple goal for themselves.