Art and Design
- Make/use a simple sewn sketch book, selecting a range of papers and fabrics for different purposes.
- Identify interesting aspects of objects as a starting point for work.
- Explain the purpose of a given task and identify the ideal materials and tools for the job.
- Use a range of drawing media to draw natural and man-made items, giving attention to pattern, shape and form.
- Copy and create patterns and textures with a range of paints.
- Use a range of modelling materials and tools, choosing the one most appropriate to a given task.
- Make repeat pattern prints for decorative purposes using various natural materials.
- Use a variety of materials to create a collage on a theme.
- Take photographs and explain their creative vision.
- Create and use a palette of natural colours to paint from outdoor observation.
- Imprint a range of patterns into modelling materials (e.g. clay, dough and papier mâché).
- Use line to add surface detail to a drawing, print or painting.
- Create natural forms such as shells, leaves, flowers and animals, showing an awareness of different viewpoints of the same object.
- Make suggestions for ways to adapt/improve their own artwork.
- Use a range of artistic vocabulary to compare artworks of a particular genre or movement.
- Use logical reasoning to explain how a simple algorithm works.
- Use sequence, selection and repetition in programs.
- Analyse and tackle problems by decomposing into smaller parts.
- Demonstrate a knowledge of computer systems and hardware by describing input and output devices used in everyday life.
- Use software or search engines effectively.
- Become discerning in evaluating digital content.
- Identify and select appropriate information using straightforward lines of enquiry.
- Use different approaches to search and retrieve digital information, including the browser address bar and shortcuts.
- Identify ways to keep safe when using ICT.
- Think before sending and suggest consequences of sending/posting.
- Recognise online behaviours that would be unfair.
- Show respect for individuals and intellectual property.
- Identify how to select information to put into a data table.
- Recognise which information is suitable for their topic.
- Design a questionnaire to collect information.
Design and Technology/Planning, knowledge and evaluation
- Share ideas through words, labelled sketches and models, recognising that designs have to meet a range of needs, including being ?fit for purpose.
- Use ICT packages to create a labelled design or plan, in detail.
- Make realistic plans, identifying processes, equipment and materials needed.
- Compare and contrast great bridge designs, explaining why a particular design is significant in engineering history.
- Investigate the design features (including identifying components or ingredients) of familiar existing products.
- Suggest improvements to products made and describe how to implement them (taking the views of others into account).
- Explain the impact of a design or designer on design history and how this has helped to shape the world.
Design and Technology/Making, using and understanding
- Select the appropriate tools and explain choices.
- Plan which materials will be needed for a task and explain why.
- Follow health and safety rules for cooking and baking activities.
- Try an alternative way of fixing something, if their first attempt isn’t successful.
- Create a simple pattern for a design.
- Cut slots in card and create nets.
- Measure and mark wood/dowel.
- Join fabrics using a running stitch.
- Create a shell or frame structure using diagonal struts to strengthen.
- Create and use simple gears, pulleys, cams, levers and linkages.
- Build models incorporating circuits with buzzers and bulbs.
- Evaluate their own programme, refine and improve it.
- Combine a variety of ingredients using a range of cooking techniques.
- Describe what a balanced diet is.
- Identify food which comes from the UK and other countries in the world.
Geography/Knowledge and understanding
- Describe and compare different features of human and physical geography of a place, offering explanations for the locations for some of these features.
- Name and locate vegetation belts across the United Kingdom, explaining how some of these have changed over time.
- Make comparisons of the same geographical feature in different countries.
- Identify how people both damage and improve the environment.
- Explain how the physical processes of erosion, transportation and deposition affect the environment.
- Provide a reasonable explanation for features in relation to location (e.g. the shops outside town are bigger because there is more space).
- Sequence and explain the features of a physical weather process such as the water cycle.
- Compare and contrast areas of vegetation and biomes in two different locations.
- Identify changes in the local and global environment.
- Provide reasons for their observations, views and judgements regarding places and environments.
- Draw sketch maps and plans using agreed symbols for a key.
- Locate geographical features on a map or atlas using symbols shown in a key.
- Observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
- Use technical and geological vocabulary to describe geographical processes.
- Locate appropriate information, needed for a task, from a source material.
- Use the eight points of a compass to describe the location of a country or geographical feature.
- Locate and explain the significance of the Northern and Southern hemispheres and the Arctic and Antarctic Circles.
- Analyse data which they have collected from first hand observations and experiences, identifying any patterns.
- Compare and contrast aerial photographs and plan perspectives explaining their similarities and differences.
- Describe how their own lives are similar or different to children living in past times.
- Use appropriate historical vocabulary to describe key features of a time period.
- Show developing understanding of chronology by beginning to realise that the past can be divided into different periods of time.
- Explain how a significant figure of a period influenced change.
- Describe how national changes affected their locality.
- Describe some of the main changes in Britain, resulting from an event (e.g. an invasion or war).
- Express an opinion on whether a person or event had a positive or negative impact on life in Britain.
- Suggest useful research questions.
- Use labelled diagrams, recounts, stories, diaries and pictures to illustrate understanding about historical events and famous people.
- Choose the most important source material for a task, showing awareness of a range of sources.
- Recognise changes in the music, using words like ‘pitch’ (high/low), ‘timbre’ (sound quality), ‘dynamics’ (loud or soft) and ‘tempo’ (fast or slow).
- Use standard and invented symbols to represent sounds.
- Use relevant musical vocabulary (e.g. pitch, rhythm, pulse and tempo) when talking about the elements of music within a piece.
- Perform own part with increased control or accuracy when singing or playing both tuned and untuned instruments.
- Sing songs confidently both solo and in groups.
- Create and repeat extended rhythmic patterns, vocally or by using clapping.
- Use written symbols both standard and invented to represent sounds.
- Compare and contrast two pieces of music on the same theme.
- Listen to music from different periods in history.
- Create their own games, adapting rules and displaying knowledge of warm up and cool downs.
- Keep control of ball-based equipment (e.g. a hockey stick), working effectively as part of a team.
- Choose tactics/a suitable strategy to cause problems for the opposition.
- Compare, develop and adapt movements and motifs to create movement patterns.
- Demonstrate a range of throwing techniques, using accuracy and power and perform a range of jumps, sometimes with run ups.
- Vary height and speed in a sequence of gymnastic movements.
- Work effectively as part of a team to safely navigate to familiar places, solving problems and evaluating their performance.
- Create/perform a sequence of movements, showing good balance/body tone.
- Recognise their strengths in PE, identifying areas for improvement.
- Move in and around water confidently and competently, exploring ways of swimming above and below the water.
- Make positive comments about themselves and others.
- Listen actively and show empathy.
- Present their views and opinions with some explanation, beginning to formulate questions.
- Explain which foods contribute towards a healthy lifestyle and the benefits of a balanced diet.
- Recognise that bacteria and viruses can be harmful and explain how simple routines can help stop their spread.
- Identify different types of relationship (e.g. marriage or friendships) and show ways to maintain good relationships (e.g. listening, supporting, caring).
- Judge what kind of contact is acceptable and how to respond.
- Describe ways of resisting negative peer pressure around issues, such as bullying, which affect their health and well-being.
- Recognise ways in which a relationship can be unhealthy and who they can talk to if they need support.
- Describe situations that they find stressful and explain some ways that they can make these better, through positive thinking and talking them through with
- Work collaboratively towards shared goals.
- Describe what bullying is and what to do if they are feeling bullied.
- Demonstrate sensitivity and understanding of people with different values, customs and cultures.
- Explain the school rules and basic emergency procedures.
- Ask and answer questions, giving a view on a local (or world) issue.
- Describe different ways people earn and manage money and their personal finances, including how to budget.
- Describe how ‘family’ can mean different things to different people.
- Recognise things they are good at and identify simple goals.
- Respond to the need for positive affirmation for self and others.