Art and Design
- Make/use a simple sketch book, using a range of joining techniques including gluing, tying and stapling.
- Develop ideas from a variety of starting points, including the natural world, man-made objects, fantasy and stories.
- Choose appropriate materials and techniques for a given project.
- Use line and tone to draw shape, pattern and texture.
- Mix paint colours to suit a task.
- Use modelling materials to create an imaginary or realistic form.
- Create single and multi-coloured prints using a range of printing techniques.
- Cut and tear fabrics and papers, attaching them using different joining techniques.
- Use a zoom feature to show an object in detail.
- Select and match colours when painting from observation, explaining how different colours make them feel.
- Create patterns using natural materials (e.g. pebbles, sticks, shells, leaves and petals).
- Use tone to show light and shade.
- Build simple thumb pots using clay, including rolling out clay on a board.
- Explain the main successes and challenges encountered when completing a piece of artwork.
- Explain what they like/dislike about an artwork, comparing it with other pieces of art.
- Recognise what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
- Write and test simple programs.
- Use logical reasoning to predict the behaviour of simple programs.
- Explain why digital folders are used.
- Organise work into digital folders.
- Recognise common uses of ICT beyond school.
- Organise, store, manipulate and retrieve data in a range of digital formats.
- Identify obviously false information in a variety of contexts.
- Identify personal information that should be kept private.
- Communicate safely, respecting and considering other people’s feelings online.
- Explain how a branching diagram or tree works.
- Place objects and pictures in a list or a simple table.
- Make a simple Y/N tree diagram to sort information.
Design and Technology/Planning, knowledge and evaluation
- Produce detailed, labelled drawings or models of products based on design criteria.
- Use ICT packages to create a labelled design or plan.
- Think of ideas and plan what to do next, based on their experience of working with materials and components.
- Describe similarities and differences between own and others’ work including work by professional craftspeople and designers.
- Investigate a range of existing products and say if they do what they are supposed to do.
- Explain how closely, finished products, meet their design criteria and say what they could do better in the future.
- Describe why a design, building or designer is important.
Design and Technology/Making, using and understanding
- Use tools safely for cutting and joining materials and components.
- Choose appropriate materials and suggest ways of manipulating them to achieve a desired effect.
- Work safely and hygienically in construction and cooking activities.
- Cut, measure, form and shape materials to fix or repair something, explaining objectives.
- Join fabrics using running stitch, glue, staples, oversewing and tape.
- Create simple hinges and pop-ups using card.
- Cut wood/dowel using a bench hook and hacksaw.
- Attach features to a vehicle(e.g. an axle and wheels or a sail and rudder).
- Join appropriately, with glue and/or tape, for different materials and situations.
- Improve structures by making them stronger, stiffer and more stable.
- Create and use wheels and axles, levers and sliders.
- Create working circuits to light a bulb or work a buzzer.
- Input a sequence of instructions to a device for a planned outcome.
- Cut, peel, grate and chop a range of ingredients to make dishes from other countries.
- Recognise the need for a variety of foods in a diet.
- Explain where the food they eat comes from (e.g. by referring to countries, counties, animals and plants).
Geography/Knowledge and understanding
- Describe and compare human and physical features seen in their local environment and other places in the world.
- Name and locate the capital cities of the United Kingdom and its surrounding seas.
- Name and locate the world’s continents and oceans on a world map or globe.
- Suggest ways of improving the local environment.
- Describe how a physical or human process has changed an aspect of an environment (e.g. the local environment).
- Explain simple patterns and offer an explanation (e.g. count traffic and suggest reasons for why the flow changes at different times).
- Locate hot and cold areas of the world in relation to the Equator and the North and South Poles and explain how the weather affects these areas.
- Describe and compare the physical similarities/differences between an area in the United Kingdom and one of a contrasting non-European country.
- Explain how a place has changed over time.
- Use given information and observations to ask and respond to questions about the environment, recognising how people affect this.
- Draw simple maps or plans using symbols for a key.
- Locate continents and oceans on a world map.
- Name, describe and compare human and physical features of their own locality and another named place, asking and responding to questions.
- Use geographical vocabulary to name features of familiar and unfamiliar places.
- Use information texts and the web to gather information about the world’s human and physical geography.
- Use compass directions (North, South, East and West) to describe the location of geographical features and routes on a map.
- Locate the Equator and the North and South Poles.
- Collect and organise simple data from first and second hand sources including fieldwork.
- Identify and describe geographical human and physical features using an aerial photograph.
- Describe how their own life is different from past generations of their own family.
- Use further terms associated with the past (e.g. year, decade and century).
- Order events in a period of history studied and begin to recall the dates of important festivals or celebrations.
- Use the stories of famous historical figures to compare aspects of life in different times.
- Describe how people, places and events in their own locality have changed over time.
- Describe changes in the local area during their own lifetime and that of their parents and grandparents.
- Begin to understand cause and effect by looking at a significant individual’s actions and what happened as a result.
- Ask and answer questions about a range of historical sources.
- Show increased knowledge and understanding of events beyond living memory through simple recording, using text and drawings.
- Build a ‘bigger picture’ of a historical period, using a range of source material.
- Describe how an instrument has been used to represent a sound or object (e.g. a flute for a bird or a drum for thunder).
- Begin to recall sounds.
- Carefully choose instruments to combine layers of sound, showing awareness of the combined effect.
- Describe basic elements of a piece of music (e.g. pace, volume, emotion).
- Use own voice in different ways, including speaking, singing and chanting for different effects.
- Use own voice in different ways, including using a loud or soft voice, and sing simple repeated phrases.
- Identify the difference between rhythm and pulse.
- Follow a simple piece of written rhythmic notation.
- Explain what they like or dislike about a piece of music and why.
- Pass a ball, bean bag or tag in a team game, working collaboratively.
- Stop or catch a projectile, such as a bean bag or ball, and hit with a bat or racket.
- Use a range of simple tactics to aid attacking/defending.
- Perform movements to express ideas, emotions or feelings and repeat dance phrases.
- Run a short distance with co-ordination and speed.
- Throw a projectile overarm.
- Jump from one foot, landing on the opposite or both feet.
- Balance and move over, under and through apparatus, creating a variety of shapes with the body and distinguishing a well-performed move.
- Move over, under and through spaces and obstacles outdoors.
- Perform a simple dance or movement sequence to a small group, expressing ideas, emotions or feelings.
- Identify a simple goal in PE and talk about how they could achieve it.
- Swim between 10 and 20 metres unaided, using a basic stroke and becoming confident to travel underwater.
- Recognise what is fair/unfair, right/wrong, kind/unkind and utilise this in planning and deciding.
- Recognise that all living things have needs and we share a responsibility to meet them.
- Share their views and opinions on things which matter to them, providing some evidence to support, such as gathered relevant information and data.
- Explain why exercise and rest contribute to a healthy lifestyle.
- Recognise what they like and don’t like and how choices have effects on health (e.g. brushing their teeth).
- Explain how their actions have consequences for themselves and others.
- Identify people who look after them.
- Identify who to go to if they are worried and how to attract their attention.
- Recognise some dangerous situations out of school grounds, such as crossing the road and talking to strangers.
- Suggest ways to avoid dangerous situations and be aware that they should not keep adults’ secrets.
- Explain how they like to rest and relax, knowing that this contributes to their own well-being.
- Explain how they share the responsibility for keeping themselves and others safe.
- Communicate and respond to their own and others’ feelings.
- Explain what it means to be a good friend.
- Play and learn co-operatively, developing strategies to solve simple arguments through negotiation.
- Describe and respect similarities and differences between people, including people from different places in the world, or different ethnic backgrounds.
- Identify and describe characteristics that make a good citizen.
- Identify how their local environment can be harmed and improved.
- Demonstrate a realistic idea of how much everyday items cost and begin to demonstrate how to manage their money.
- Manage feelings in a positive and effective way.
- Learn about loss, change and the feelings involved in those situations.
- Talk about things they are good at and things that they find difficult.
- Identify a simple goal and talk about how they could achieve it.
- Support others, giving constructive feedback.