SKILLS BASED CURRICULUM

Transcription

1 St Mary Magdalene C of E School with Christ Church C of E Primary School SKILLS BASED CURRICULUM 2015 Updated September

2 Contents Year 1 Skills Progression Page 3-7 Year 2 Skills Progression Page 8-12 Key Stage One Breadth of Study Page Year 3 Skills Progression Page Year 4 Skills Progression Page Year 5 Skills Progression Page Year 6 Skills Progression Page Key Stage Two Breadth of Study Page Updated September

3 Year 1 Skills Progression Updated September

4 Year 1 Skills Progression History Music Dance Art & Design DT Geography PSHE Computing h1a To know the difference between past and present relating to me within living memory (e.g home and school) and can use common words relating to passing of time. h1b To know and can talk about events that happened and stories about the past. h1c To place a few events (things that happened) and objects in chronological order. h1d Recall facts and events important to themselves and their m1a To use their voice in different ways such as speaking, singing and chanting. m1b To be aware of other performers whilst performing. m1c To repeat short rhythmic and melodic patterns. m1d Create and choose sounds. d1a To perform basic body actions. d1b To use different parts of the body to express moods and feelings. d1c To show some sense of dynamic, expressive and rhythmic qualities. d1d Choose appropriate movements for dance ideas. a1a To make a shade of any primary colour. a1b To explore different shades that can be created using graphic pencils and link this to my sketchbook drawings. a1c Ask and answer questions about starting points for work and end products. a1d To use a range of materials creatively to make products. dt1a To explore a range of existing products, recognising its characteristics and evaluating its performance. dt1b With help, put ideas into practise by putting together components. dt1c Follow safe procedures for the tools that they are working with (e.g. walking with scissors appropriately). dt1d to be able to measure, mark out, cut and shape a range of g1a To use photographs and planned perspectives to recognize landmarks and basic human and physical features. g1b To use simple fieldwork and observational skills to study the school and its grounds. g1c Devise a simple map. g1d To use basic geographical vocabulary to refer to: beach, p1a To identify things that they like about themselves and set simple goals linked to this. p1b To recognise what they like and dislike and name the feelings attached to these. p1c Recognise the choices they make and know the difference between right and wrong. p1d To agree and follow rules in the classroom and understand how CS1a what algorithms are CS1b To create simple programs IT1a To use technology purposefully to create digital content IT1b To use technology purposefully to store digital Updated September

5 family/friends. materials. cliff, coast, hill, sea, river, soil, season & weather. h1e To find out about the past from books, pictures and stories and ask questions about them. h1f To present what they know in a variety of ways (talking, writing and ICT). h1g To name significant people from the past who have contributed to national and international achievements. h1h To know about historical events that are within our locality. m1e I respond to different moods in music and recognise changes in sound. m1f To listen with concentration to live and recorded music and recall sounds they have heard from different times and cultures. m1g To know about and can explore sounds. m1h To know how music is used for particular purposes. d1e To remember and repeat short dance phrases and routines. d1f To vary to use of space. d1g To describe how a heart works during dance. a1e I can use my sketch book as a starting point for my art work. a1f To identify what theu might change in their work or develop in their future work. a1g To develop a wide range of art and design techniques in using colour and pattern. a1h To know about the work of a range of artists, craft makers and designers, dt1e I can assemble, join and combine materials and components. dt1f To explain what they are making and how they are going to make it. To be able to mention their likes and dislikes. dt1g To evaluate their own work against a design criteria, identifying what they did well and what they need to improve upon. dt1h To select materials based upon their properties and working g1e I can use basic geographical vocabulary to refer to key human features including: city, town, village, farm, house, shop. g1f To express their own feelings and views about people from different places and environments. g1g To be able to name, locate and identify the four countries and their capital cities of the United Kingdom and its surrounding seas. g1h To use directional and locational language (e.g. near and far, left and right) to they help. p1e I know what improves and harms my local, natural and built environments and some ways people look after them. p1f To know that people and other living things have needs and responsibilities. To identify a responsibility that they have i.e. looking after pets. p1g To recognise that family and friends should care for each other. p1h To name main parts of the body and maintain personal hygiene. Updated September content IT1c To use technology purposefully to retrieve digital content DL1a To use technology safely DL1b the importance of keeping information private DL1c To recognise common uses of information technology beyond school

6 describing the differences and similarities between different practices and disciplines and making links to their own work. characteristics. dt1i To select from and use a range of tools and use them with support. dt1j To explore and use mechanisms (for example; levers, sliders, wheels and axels). dt1k To design a purposeful and appealing product that works for myself based on a design criteria. describe the location of features and routes on a map. g1i To devise a simple map and use and construct basic symbols of a key. p1i To realise that money comes from different sources and can be used for different purposes. p1j To know that some diseases can spread but they can be controlled. p1k To know that household products, including medicines can be harmful if not used properly. dt1l To generate, develop and communicate design ideas through talking, drawing and using templates p1l To name people that can help them stay safe and healthy and know how to ask them for help. Updated September

7 and ICT. dt1m To be able to build structures, exploring how they can be made stronger, stiffer and more stable. dt1n To identify a balanced, healthy diet. p1m To know that people don t always see things in the same way (empathy). dt1o To use the basic principles of a healthy and varied diet to prepare dishes. Dt1p where food comes from. Updated September

8 Year 2 Skills Progression Updated September

9 Year 2 - Skills Progression History Music Dance Art & Design DT Geography PSHE Computing h2a To know the difference between past and present and can use historical vocabulary to describe the passing of time. m2a To use their voice expressively and creatively through singing, chanting and rhyme. d2a To perform body actions with control and coordination. a2a To make secondary colours from primary colours and experiment with tone and shade. dt2a To generate ideas recognising the characteristics of my product and plan how to make my product using prototypes pictures, words & ICT. g2a To use and construct basic symbols in a key. p2a To identify positive achievements and 1 thing they want to improve on. To be able to set simple goals related to this. CS2a that algorithms are implemented as programs on digital devices h2b To show that they know and understand about significant events beyond their living memory. h2c To recognise differences between ways of life in the past and present. m2b To perform simple patterns and accompaniments keeping to a steady beat, using tuned and un-tuned instruments. m2c To create a sequence of sounds within simple structures (beginning, middle and end). d2b To express an idea by choosing movements to match a mood or feeling. d2c To link simple steps or movements together. a2b To ask and answer questions about the starting point for their drawings and use these to record what they observe in their sketchbook. a2c To develop confidence in discussing what they see, think and feel about artists and works of art, and work produced. dt2b To choose appropriate tools, materials and techniques explaining why they chose them. dt2c To be able to put components together through the combination of construction materials and according to their characteristics. g2b geographical similarities and differences through the study of human and physical geography. g2c To use basic geographical vocabulary to describe key physical features including forest, mountain, ocean, valley and vegetation. p2b To discuss what they think is right and wrong in different situations and their feelings and opinions about them. p2c To know that people and other living things have needs and responsibilities. To identify responsibilities that they have at home and CS2b that computer programs work by following precise and clear instructions IT2a To use technology purposefully to organise digital content Updated September 2015 elsewhere. 9 h2d To compare the lives of significant m2d To make sounds in different ways D2d To perform short dances, showing a2d To use a range of materials to dt2d To evaluate my own work, g2d To use basic geographical p2d To recognise how their behaviour IT2b To be able to use technology

10 individuals in the past who have contributed to national and international achievements. h2e To find out about the past from various sources of information. (eg: vocally/clapping/ ICT/tune and untuned instruments). m2e how musical elements can be used to create different moods and effects. and understanding of expression, facial expressions and body movements. d2e To remember and repeat dance phrases and routines. design and make products. a2e To use my sketch book as a starting point for my art work. describing how it works and can evaluate against a design criteria. dt2e To select materials based upon their properties and working characteristics. vocabulary to describe key physical features including, factory, office, port, harbour and transportation paths g2e To identify the seasonal and daily patterns of weather in the United Kingdom affects the people around them. p2e that we grow from young to old and how people s needs change. purposefully to manipulate digital content DL2a To be able to use technology respectfully h2f To demonstrate what they know in a variety of ways (talking, writing, role play, drawing and ICT). h2g To place a few events (things that happened) and objects in chronological order. m2f To suggest improvements to their own and others compositions. m2g To listen with concentration and understand and how music is used for particular purposes. d2f To describe the mood and feelings of dance. d2g To describe how dancing affects the body and to know why it is important to be active. a2f To represent observations, ideas and feelings, and design and make images and products. a2g To identify what I might change in my current work or develop in future work. dt2f To measure, mark out, cut and shape a range of materials. dt2g To follow safe procedures for safety and hygiene. g2f To identify and locate the northern and southern hemispheres and the equator. g2g To be able to locate hot and cold areas in the world in relation to the equator as well as the north and south poles. p2f To make choices that improve their health and well being and who to ask for help. p2g To recognise the choices I can make and know the difference between right and wrong. DL2b To know where to go for help and support when we have concerns about content or contact on the Internet or other online technologies h2h To be able to compare aspects of life in different periods m2h To know the meaning of some musical vocabulary including: d2h To suggest ways in which others performances could be improved. a2h To develop a wide range of art and design techniques in using texture, line, dt2h To know how mechanisms can be used in different ways. g2h To know how to use simple compass directions (north, south, east and p2h To agree to and follow rules in the classroom and understand how they help. Updated September

11 duration, tempo, texture and silence and how they can be used expressively within simple sequences. shape, form and space. A2 To know 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. dt2i To design purposeful, functional, appealing products for myself and other people based upon a design criteria. dt2j To know what a healthy and varied diet is. dt2k To use the basic principles of a healthy and varied diet to prepare dishes west) to describe the location and features of route on a map. g2i To use aerial photographs and planned perspectives to recognize landmarks and basic human and physical features g2j To name and locate the worlds seven continents and 5 oceans. p2i To know what improves and harms their local, natural and built environments and some ways people look after them. p2j To realise that money comes from different sources and can be used for different purposes. p2k To know that some diseases can spread but they can be controlled. dt2l the origins of different types of food. p2l To know when to work independently and when to work Updated September

12 interdependently. p2m To help make their class a good place to learn. p2n To explain what they have learned and what they still need to learn. p2o To know that some people are similar and different depending upon their culture, ethnicity, faith, gender, ability and background. p2p To know that household products, including medicines can be harmful if not used properly. Updated September

13 Key Stage One Breadth of Study Updated September

14 Key Stage One Breadth of Study History Music Dance Art & Design DT Geography PSHE Computing Use their voices To interpret Design purposeful. To study two Take and share expressively ideas through Functional, localities: locality of responsibility and creatively movement appealing products the school and a by singing based on design locality either in UK Feel positive about songs and To work criteria. or overseas that themselves speaking effectively with has a contrast in chants and a partner physical and Take part in rhymes. human features. discussions Know facts about the way of life of people in the past who lived in the local area or elsewhere in Britain. Know about the lives of significant individuals drawn from history of Britain and wider world. (e.g. Elizabeth I and Queen Victoria, Christopher Columbus & Neil Armstrong, William Claxton & William Berners-Lee, Pieter Bruegel the Elder & LS Lowry, Rosa Parks & Emily Davison, Mary Seacole Know a range of musical activities that integrate performing, composing and appraising. Play tuned and unturned instruments musically. Use a range of live and recorded music from different times and cultures. Listen with concentration and To use space with varying levels, shape, size and speed in a variety of ways To display good footwork including the use of controlled stops and starts. To respond to stimuli such as music in order to link several movements for a simple dance. To comment on their own Explore a range of starting points for practical work e.g. my experiences, imagination, stories, themselves or natural and made objects. To work on my own or in a group on projects in two dimension and three dimensions on different scales. To use a range of materials and processes (drawing, painting, collage, print making, digital media, textiles and sculpture). Model and communicate design ideas through talking, drawing, templates, mock ups and ICT. Focused practical tasks that develop a range of techniques and skills (for example, cutting, shaping, joining and finishing). Select and use a wide range of materials, including construction materials, textiles and ingredients. Build structures, exploring how they can be made stronger, stiffer and Understand similarities and differences between small area in UK and in non-european country. To carry out fieldwork To know the difference between human and physical geography To know that there are 7 continents and 5 oceans and to be able to locate them on a map or globe. Make real choices Meet and talk with people Develop relationships through work and play Consider social and moral dilemmas that they have come To know about the importance of exercise and eating healthy. To know about spending and saving money. what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions To create and debug simple programs To use logical reasoning to predict the behaviour of simple programs To use technology purposefully to create, organise, store, manipulate and retrieve digital content To recognise common uses of information technology Updated September

15 /Florence Nightingale & Edith Cavell) These individuals should be used to copare aspects of life in different periods. To carry out a local history study (significant events, people and places) Past events from the history of Britain and the wider world (eg The Great Fire of London, first aeroplane flight or events through festivals or anniversaries. U understanding to a range of high quality live and recorded music. and others performances in a constructive manner. the importance of health and wellbeing in relation to dance. To investigate different kinds of art, craft and design. Know about great artists, craft makers and designers and to understand the historical and cultural impact of their art forms. more stable. Explore and use mechanisms (levers, sliders, wheels and axles). where food comes from. Use the basic principles of a healthy and varied diet to prepare dishes. Explore And evaluate a range of existing products. Evaluate own ideas and products against design ideas. To name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas. beyond school To use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Updated September

16 Year 3 Skills Progression Updated September

17 h3a To use historical vocabulary to place events in chronological order. Year 3 - Skills Progression History Music Dance Art & Design DT Geography PSHE Computing m3a To sing in tune with expression. h3b To identify similarities and differences between artefacts from different time periods. h3c To recall dates and historical vocabulary to explain important events and dates of the period they studying. m3b To play rhythmic phrases with a degree of accuracy. m3c To improvise simple repeated patterns. d3a To improve and translate ideas into movements. d3b To create dance phrases that communicate ideas. d3c To share and create dance phrases with a partner or in a small group. a3a To demonstrate confidence in exploring/mixing colour through a range of media. a3b To begin to understand how to create a 3 dimensional effect and discuss the progress shown in their sketch book. a3c To use artistic vocabulary when describing what they see, think and feel about their own and others work. To recognise some work of artists we have studied. dt3a To develop a design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals and groups. dt3b To clarify their design ideas for a product through drawings, annotated sketches and prototypes. dt3c To think ahead about the order of their work considering the materials, tools and techniques they will use. g3a To name and locate the counties and cities of the United Kingdom commenting on their physical characteristics (including hills, mountains, coasts and rivers). g3b To name and locate the countries and major cities in Europe. g3c Identify the position and significance of the Equator, Northern and Southern Hemisphere. p3a To recognise their worth as an individual by identifying positive things about themselves and through their achievements. To be able to set and talk about the progress on goals that they set. p3b To know what they believe is fair and unfair and can explain their views and opinions. p3c To know that people and other living things have needs and responsibilities. To identify various responsibilities that they at school and the implications for not following them. CS3a To debug (find mistakes) in simple programs. CS3b To use logical reasoning to predict the behaviour of simple programs CS3c To write programs that accomplish specific goals Updated September

18 h3d To find answers to the questions about the past by looking at different sources of information. m3d To represent sounds with symbols and begin to recognise more formal rhythmic notation. d3d To repeat, remember and perform phrases in a dance. a3d To begin to make decisions about what materials and tools to use from a limited range of materials and processes. dt3d Investigate and analyse a range of existing products. g3d Describe and understand key aspects of physical geography including: rivers and mountains. p3d To know that their actions affect themselves and others they care about other people s feelings. CS3d To use sequence in programs h3e To present information in a variety of ways including: talking, writing, role-play, drawing and ICT. h3f that the past is represented and interpreted in different ways, and can give reasons for this. h3g Gain a historically grounded understanding of abstract terms including: empire, civilisation, parliament and peasantry. m3e how musical elements can be used to create different moods and effects. m3f To make improvements to their own compositions and comment on the effect. m3g To be able to listen with attention to detail and to internalise and recall sounds with increasing aural memory. d3e To use dynamic, rhythmic and expressive qualities clearly and with control. d3f To recognise and talk about the movements involved in dance. d3g To begin to understand the importance of warming up and cooling down. a3e To be able use their sketch book/design diary as a starting point for visual investigations. dt3e To describe what choices they have made and explain why. dt3f Select from and use a wider range or materials and components, including construction materials, textiles and ingredients. dt3g Select from and use a wider range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) accurately. g3e Describe and understand key aspects of human geography including: types of settlement and land use. g3f Use maps, atlases and globes to locate countries and describe the features studied. g3g To recognise how people can improve the environment. p3e To know what they need to do to maintain their personal hygiene and understand why it is important. p3f To use basic techniques to resist pressure to wrong in a range of situations and know where to seek help if required. p3g To know about jobs carried out by people they know. h3h m3h d3h dt3h g3h p3h IT3d IT3a To use search technologies effectively IT3b To use a variety of software to accomplish given goals IT3c To collect information Updated September

19 Understand how their knowledge of the past is constructed from a range of sources. h3i To inform historically valid questions about the period they are studying. To listen to and comment on music from other cultures and traditions. m3i To use a variety of musical vocabulary when analysing others compositions (for example: pitch, timbre and structure) To suggest improvements to personal and group dances. Understand and use electrical systems in products (series circuits incorporating switches and bulbs). dt3i Evaluate ideas and products against own design criteria and consider the view of others to improve work. dt3j To use the basic principles of a healthy and varied diet in order to prepare simple dishes. dt3k where food comes from. Use the eight points of a compass to build their knowledge of the United Kingdom and the wider world. g3i Use the four figure grid references, symbols and key to locate places on a map. To appreciate the range of national, regional, religious and ethnic identities in the UK. p3i To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them. P3j To know that change can be really good and can tell you about some changes that have made our lives much better. To design and create content IT3e To present information DL3a the importance of using technology responsibly DL3b To identify a range of ways to report concerns about contact Updated September

20 Year 4 Skills Progression Updated September

21 Year 4 - Skills Progression History Music Dance Art & Deign DT Geography PSHE Computing h4a To place time periods in to chronological order. h4b To identify similarities and differences between different time periods. h4c To recall historical facts (including dates and people) from the period I am studying. m4a To perform in solo and ensemble contexts using their voice expressively. m4b To play tune and un-tuned instruments with increasing accuracy. m4c To use ICT to listen to, create and record a variety of pieces. d4a To use and structure simple movement phrases individually, in pairs and in groups. d4b To respond imaginatively to a range of stimuli related to character and narrative. d4c To refine, repeat and remember dance phrases. a4a To mix a range of secondary and tertiary colours and tone in paint media. a4b To experiment with light and shade, and texture within drawings using pencils and charcoal in sketch books and consider scale and proportion. a4c To communicate my observations, ideas and feelings through images, artefacts and my own work, and the methods and approaches I dt4a Investigate and analyse a range of existing products. dt4b To develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. dt4c To generate, develop, model and communicate their ideas through discussion, annotated sketches and g4a Use maps to locate Russia and North and South America concentrating on their countries and major cities. g4b Name and locate counties and cities of the United Kingdom focusing geographical regions and human characteristics. g4c To explain differing views about environmental change and how this can be improved. 4a To recognise their worth as an individual by identifying positive things about myself and my achievements. To set and reflect on their own progress towards the goals they set. 4b To write and talk about mine and others opinions, and can explain my views on issues that affect me. 4c To know that people and other living things have needs and responsibilities. To identify various responsibilities that they have within the CS4a To work with various forms of input and output CS4b To design and create programs that accomplish specific goals CS4c To debug programs that accomplish specific goals Updated September

22 h4d To use sources of information in different ways to help answer questions about the past. h4e To present information in a variety of ways including talking, writing, role-play, drawing and ICT. h4f that the past is represented and interpreted in different ways, and to give reasons for this. m4d To improvise rhythmic phrases for a variety of purposes. m4e To create and use their own musical notation and begin to recognise more formal methods (eg staff). m4f To make improvements to their own compositions and comment on the effect. d4d To perform dances with a degree of fluency. d4e To show sensitivity to dance ideas. d4f To show an understanding of safe exercising. used. prototypes. community and know the implications for not following them. a4d To select a range of visual and tactile qualities of materials and a variety of tools and techniques with only a little help. a4e To regularly collect visual and other information in their sketch book. dt4d To think ahead about the order of my work considering the materials, tools and techniques they will use. dt4e To explain the stages of the design process and how to solved problems I encountered. dt4f Select from and use a wider range of tools and equipment to perform practical tasks (for example cutting, shaping, joining and finishing) accurately. g4d Identify the position and significance of latitude, longitude and the Equator. g4d Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom. g4e Describe and understand key aspects of physical geography including: volcanoes, earthquakes and the water cycle. 4d To know the effects of my actions and try to see things from other people s points of view. 4e To know commonly available substances and drugs and the risks and effects these have on my body. 4f To recognise the different risks in different situations and can decide how to behave responsibly and where to seek help. CS4d To use repetition in programs IT4a To select a variety of software to accomplish given goals IT4b To select, use and combine internet services h4g To recall significant m4e To listen to and comment on a d4g To show a clear understanding of dt4g Select from and use a wider g4f Describe and understand key 4g To know about jobs carried out DL4a the opportunities Updated September

23 historical events in my own locality. h4h To note connections, contrasts and trends over time using historical terms. range of music from other cultures and historical periods. how to warm-up and cool down safely. d4h To describe, interpret and evaluate dance, using appropriate language. range of materials and components, including construction materials, textiles and ingredients according to their functional properties and aesthetic qualities. dt4h Understand and use electrical systems in products (for example series circuits incorporating switches, bulbs, buzzers and motors). dt4i To apply their understanding of how to strengthen, stiffen and reinforce more complex structures. dt4j Evaluate their ideas and products against their own design aspects of human geography including: trade links and the distribution of natural resources (food and water). g4g Use maps, atlases, globes and digital/computer mapping (eg. Google Maps) to locate countries and describe the features studied. g4h Use the six figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world. g4i Use fieldwork to observe, measure and record the human and by people I know. 4h To appreciate the range of national, regional, religious and ethnic identities in the UK. 4i To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them including teasing and bullying related to discrimination. 4j To can say when they feel guilty and the reasons for this. computer networks offer for communication DL4b To identify a range of ways to report concerns about content Updated September

24 criteria and consider the views of others to improve their work. dt4k and apply the principles of a healthy and varied diet. dt4l To develop and apply simple cooking techniques (e.g. chopping, peeling, mixing) dt4m To prepare and cook a variety of savoury dishes using a range of cooking techniques. dt4n the simple processes of farming in order to produce food. physical features in the local area using a range of methods including: sketch maps, plans, graphs and digital technologies. 4k To know when to persevere and when to try something different. Updated September

25 Year 5 Skills Progression Updated September

26 Year 5 - Skills Progression History Music Dance Art & Design DT Geography PSHE Computing h5a To recall historical facts about Britain and other countries. m5a To be able to vocally maintain their own part and am aware of how the different parts fit together to achieve an overall effect in performance. d5a To compose motifs and plan dances creatively and collaboratively in groups. a5a To become secure in mixing a range of secondary and tertiary colours and tone in paint media. dt5a To investigate and analyse a range of existing products. g5a Locate the world s countries using maps to concentrate on their environmental regions and human characteristics. p5a To recognise my worth as an individual by identifying positive things about myself and my achievements, seeing my mistakes and set goals for making amends. CS5a To control or simulate physical systems h5b To describe features and events of past societies and times commenting on connections, contrasts and trends over time. h5c To be able to give reasons for the main events in their area of study commenting on beliefs and attitudes. m5b To be able to improvise melodic and rhythmic phrases for a range of purposes that reflect different meanings. m5c To recognise and understand more formal notation (such as staff). d5b To adapt and refine the way weight, space and rhythm are used in dances. d5c To perform different styles of dance clearly and fluently. a5b To be confident representing light and shade, and texture within drawings using pencils and charcoal in their sketch book. a5c To compare and comment on ideas, methods and approaches in mine and others work. dt5b To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. dt5c To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- g5b Name and locate counties and cities of the United Kingdom focusing on geographical regions and their key topographical features including: hills, mountains, coasts and rivers. g5c Identify the position and significance of the Tropics of Cancer and Capricorn and the Arctic/ Antarctic Circle. p5b To write and talk about my opinions, and explain my views on issues that affect me and the world around me (local or global). p5c To know that there are different kinds of responsibilities, rights and duties at home, at school and in the community (including CS5b To use logical reasoning to detect and correct errors in programs CS5c how computer networks can provide multiple services, such as the World Wide Web Updated September

27 h5d To show that features of the past have been retold and interpreted in different ways, giving reasons why. h5e Address and devise historically valid questions about change, cause, similarity and difference and significance. h5f To present information in a variety of ways including: talking, writing, role-play, drawing and ICT. m5d To listen with attention to detail and recall some sounds from a variety of pieces. m5e To suggest improvements to my own and others compositions and suggest how this can be achieve using musical vocabulary. m5f To describe and compare music from a range of historical periods, genres and styles (including the d5d To organise personal warmup and cooldown exercises. d5e To recognise and comment on dances, showing an understanding of style. d5f To suggest ways in which work can be improves. a5d To select materials with a range of visual and tactile qualities and am developing confidence in applying it to the context of the work. a5e To use my sketch book as my own resource for ideas, moods and designs, and can produce mood boards. sectional and exploded diagrams, prototypes, pattern pieces and computeraided design. dt5d Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately. dt5e Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. dt5f Apply understanding of how to strengthen, stiffen and reinforce more complex g5d Understand geographical similarities and differences through the study of human and physical geography of a region in a European country. g5e To recognise and describe physical and human processes (such as erosion) and the effects these have on people. g5f how people can both improve and damage the environment. government and democracy). p5d To recognise different values and customs and respect that they may be different to my own opinions. p5e To be aware of commonly available substances and drugs and the risks and effects on my body. To use their knowledge to make informed decisions about my body. p5f To know that pressure to behave in a risky or unacceptable way can come from a variety of CS5d To appreciate how search results are selected and ranked IT5a To collect data IT5b To present data Updated September

28 h5g Construct informed responses that involve thoughtful selection and organisation of relevant historical information. h5h Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims. H5i Gain historical perspective by placing growing knowledge into contexts, understanding the connections between local, regional, national and international history. works of great composers and musicians). structures. dt5g Understand and use mechanical systems in products (for example gears, pulleys, cams, levers and linkages). dt5h Evaluate ideas and products against their own design criteria and consider the views of others to improve their work. dt5i Understand how key events and individuals in design technology have helped shape the world. dt5j To apply the principles of a healthy and varied diet. g5g Describe and understand key aspects of climate zones. g5h Describe and understand key aspects of human geography including: economic activity and the distribution of natural resources. g5i To draw plans and maps at a range of scales using four and six figure grid references, symbols and a key. sources including people I know, and how to ask for help with this. p5g To know how approaching puberty people s emotions change and how to deal with feelings. p5h To know that range of jobs carried out by people I know. To look after my money and know the importance of saving. p5i To know the importance of rules and laws. To realise the consequences of anti-social and aggressive behaviours. p5j To appreciate the range of national, regional, DL5a Recognise acceptable/ unacceptable behaviour Updated September

29 dt5k the importance of hygiene when handling food products. religious, and ethnic identities in the UK. p5k To know how it can feel to be excluded or treated badly because of being different in some way. p5l To be aware of different types of relationships, including marriage and those between friends and family. Updated September

30 Year 6 Skills Progression Updated September

31 Year 6 - Skills Progression History Music Dance Art & Design DT Geography PSHE Computing h6a To show their understanding of historical facts (including, dates events and people) by presenting it in a variety of ways. h6b To be able to describe and make links between past societies and periods by comparing and contrasting the social, cultural and religious and ethnic diversity. m6a To use my voice accurately, fluently and expressively in solo and ensemble contexts. m6b To maintain their own part and be aware of how the different parts fit together to achieve an overall effect in performance with consideration for audience. d6a To work creatively and imaginatively, independently and in groups/pairs. d6b To perform dances fluently and with control. a6a To become confident in mixing a range of secondary and tertiary colours and tone in paint media. a6b To independently make detailed observations and use these to inform my drawing with charcoal and pencils. dt6a Investigate and analyse a range of existing products. dt6b Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed a ta particular individuals or groups. g6a Locate the world s continents using maps to focus on their countries and major cities, environmental regions, key physical and human characteristics. Name and locate counties and cities of the United Kingdom, identifying land use patterns and understanding how some of these aspects have changed over time (or how they may change in the future). p6a To know my worth as an individual by identifying positive things about myself and my achievements, seeing my mistakes, making amends and setting personal goals. p6b To express a sense of social and moral responsibility and understand that my own choices and behaviour can affect both myself and the wider community (local and global) CS6a To solve problems by decomposing them into smaller parts CS6b To use selection in programs Updated September

32 h6c To be able to give sensible reasons for, and results of, events and changes throughout history. m6c To improvise melodic and rhythmic phrases as part of a group performance. d6c To perform, expressively and sensitively. a6c To compare and comment on ideas, methods and approaches in mine and others work and relate these to the context of my work. dt6c To generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design. g6c To identify the position and significance of the Prime/ Greenwich Meridian and time zones (including day and night). p6c To know that there are different kinds of responsibilities, rights and duties at home, at school and in the community (including government and democracy) and these can sometimes conflict with each other. CS6c To work with variables h6d Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance and use them to make connections, draw contrasts and analyse trends. m6d To compose music for a range of purposes using the interrelated dimensions of music. d6d how dance can improve health. a6d To consider the visual and tactile qualities of materials and processes and match these qualities to the purpose of my work. dt6d Select from and use a wider range of tools and equipment to perform practical tasks (for example cutting, shaping, joining and finishing) accurately. g6d Understand geographical similarities and differences through the study of human and physical geography of a region within North or South America. p6d To show respect for cultural, ethnic, racial and religious diversity through viewing issues from more than one perspective. CS6d To use logical reasoning to explain how some simple algorithms work h6e Understand the methods of historical enquiry including how m6e To use and understand staff and other formal notations to d6e To warm up/cool down independently. a6e To independently develop ideas and designs in my sketch book dt6e Select from and use a wider range of materials and g6e Describe and understand physical geography p6e To know how the body changes as we approach puberty and make CS6e To use logical reasoning to detect and correct errors in Updated September

33 evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. represent rhythm, pitch and structure. and design diaries. components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. including biomes and vegetation belts. informed decisions about my body. algorithms h6f Regularly address and sometimes devise historically valid questions constructed from a range of sources. h6g Gain historical perspective by placing their growing knowledge into different contexts including cultural, economic, military, political, religious and social history; and between m6f To refine and improve my own and my groups compositions. m6g To play tuned and un-tuned instruments with control, accuracy, fluency and expression. d6f To use appropriate criteria to evaluate workboth independently and for others. d6g To talk about dance with understanding, using appropriate language and terminology. a6f To know the roles and purposes of artists, craftmakers and designers working in different times and cultures. dt6f Understand and use mechanical systems in their products (for example gears, pulleys, cams, levers and linkages). dt6g Apply their understanding of computing to programme, monitor and control their products. g6f Recognise why people manage an environments sustainability. I can identify opportunities to become involved in improving and managing environments. g6g Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps p6f To know that pressure to behave in a risky or unacceptable way can come from a variety of sources including people I know, and know who and how to ask for help and resist pressure. p6g To know that range of jobs carried out by people I know. I look after my money and know the importance of saving. CS6f computer networks, including the internet IT6a To Select, use and combine software on a arrange of digital devices Updated September

34 short and long term time scales. h6h Understand how people s lives have been shaped by the events and actions of the past. m6h To perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers. m6i To appreciate and understand a wide range of high-quality live and recorded music from different traditions and musicians. m6j To have developed an understanding of the history of music. dt6h Evaluate ideas and products against their own design criteria and consider the views of others to improve their work. dt6i Understand how key events and individuals in design technology have helped shape the world. dt6j the importance of hygiene when handling food products. dt6k the principles of seasonality and its relation to food production. g6h To use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods including: sketch maps, plans, graphs and digital technologies. p6h To know the importance of rules and laws. I realise the consequences of anti-social and aggressive behaviours. p6i To appreciate the range of national, regional, religious, and ethnic identities in the UK. p6j To be aware of different types of relationships, including marriage and those between friends and family. p6k To know where individuals, families and groups can get help and support. IT6b To analyse and evaluate data IT6c To design and create systems DL6a the opportunities computer networks offer for collaboration DL6b To be discerning in evaluating digital content Updated September

35 dt6l To know where and how a variety of ingredients are grown, reared, caught and processed. dt6m Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Updated September

36 Key Stage Two Breadth of Study Updated September

37 Carry out a study investigating how an aspect of the local area has changed over a significant period of time Changes in Britain from the stone age to the iron age The Roman Empire and its impact on Britain Britain s settlements by Anglo Saxons and Scots The Viking and Anglo Saxon struggle for the kingdom of England to the time of Edward the confessor A study of an aspect or theme in British History that extends pupils chronological Key Stage Two Breadth of Study History Music Dance Art DT Geography PSHE Computing Play and perform Show Produce creative Location in solo and movements from work, exploring knowledge: the importance ensemble a variety of times, their ideas and world s countries. of exercise and contexts. places and recording their diet for a healthy cultures. experiences. lifestyle. Use voices and musical instruments with increasing accuracy, fluency, control and expression. Improvise and compose music for a range of purposes using the interrelated dimensions of music. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand musical notation. Appreciate and understand a wide range of high-quality live Create dance phrases to a range of stimuli, improvising freely. Compos motifs and structure simple dances. Work effectively individually, with a partner or in a group. Create dance phrases to a range of stimuli and accompaniment s. Perform to an accompaniment expressively and sensitively. Perform dances fluently and with control. Become proficient in drawing, painting, sculpture and other art, craft and design techniques. Evaluate and analyse creative works using the language of art, craft and design. Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Understand how art and design reflect and shape our history and contribute Exploring a range of starting points for practical work e.g. themselves, experiences, images, stories, drama, music, sketches, prototypes, natural and made objects and environments Using a range of materials (construction materials, textiles and ingredients) and processes, including ICT, painting, collage, print making, digital media, textiles and sculpture. Understand and use mechanical systems (gears, pulleys, cams, levers and linkages). Understand and use electrical Map work focus on Europe and North and South America environmental regions, physical & human characteristics. Key topographical features of UK. Understand geographical similarities and differences through the study of human and physical geography of a region in the UK, European country & region with North or South America. Water and rivers effects on landscapes and people Take responsibility (looking after the school environments, peer mentor, looking after animals, identify safe and healthy means of travel) Feel positive about themselves (personal diaries, portfolios of achievements, opportunities to show what they can do). Participate in democratic structures such as councils and voting To know how the Economy works and financial To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts To use sequence, selection, and repetition in programs; work with variables and various forms of input and output To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Updated September