Introduction.. Science... Design Technology... History... Computing... Geography... Music...

Transcription

1

2 Introduction.. Science... Art... Design Technology... History... Computing... Geography... Music... PE... RE... p3 p4 p23 p33 p44 p50 p55 p65 p72 p77 2

3 This document has been produced to aid schools in the process of planning a skills-based curriculum. There is both skills progression and national curriculum requirements for all foundation subjects within the primary curriculum, as well as Science. Our Forest Learning Alliance website ( also contains a scheme of work for Foreign Languages. To aid the understanding of progression, the skills progression elements of this workbook have broken down the key skills in each of the curriculum areas into stages of learning. There are six stages of learning within Science, and five stages of learning within the remaining subjects. These do not necessarily correlate to year groups, as children will progress at different rates throughout the learning journey. The national curriculum programmes of study relate to the National Primary Curriculum This is an aid to ensure that you have adequate coverage of the curriculum objectives, and is included for your planning purposes. The Teaching Overview pages are a reference for your school to plan what topics are being covered across the school for each subject, and may be used by schools for this purpose. This document is designed to be used by schools within Forest Learning Alliance. Please feel free to use this document for your own schools needs. This document has been produced by the staff at Uplands Primary School and designed and compiled by Nicola York.

4 Investigative Skills... Life Processes and Living Things... Materials and their Properties... Physical Processes... National Curriculum POS KS1... National Curriculum POS Lower KS2... National Curriculum POS Upper KS2 Teaching Overview... p5 p7 p9 p11 p13 p15 p19 p22 4

5 Science Sc1: Investigative Skills Ideas and Evidence in Science Planning Obtaining and Presenting Evidence Considering Evidence and Evaluating 1 I talk about what I see, hear touch, smell or taste. I ask questions about what I see. I try to answer questions. I know why I am trying to find out things. I give some reasons why things may happen. I draw pictures of what I see, hear, touch, smell or taste. I can put information on a chart. I make some measurements of what I observe. (e.g loud, quiet, long short etc.) I can tell others what I have done. I can tell others what I have found out. I use the computer to draw what I have observed. I use all of my senses to observe and compare living things, objects and events, so that I can try to answer questions using scientific vocabulary. I act on suggestions about how to find things out. I find information from books or other printed (or screen) sources. I can recognise when a test is unfair I can carry out instructions for simple investigations. I describe my observations using scientific vocabulary. I make measurements using simple equipment. (length, time, capacity, weight). I compare observations using scientific vocabulary. I say whether what happened was what I expected. I can discuss agree or challenge observations made by my peers. 2 I record my observations on screen and paper using text, tables, drawings and labelled diagrams. I recognise why it is important to collect data to answer questions. I act on suggestions and put forward my own ideas about how to find the answer to a question. With help I can carry out a fair test and explain why it was fair. I use scientific vocabulary to describe my observations. I make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. I give reasons for my observations. I look for patterns in my data and try to explain them. I suggest how I can make improvements to my work. 3 I predict what might happen before I carry out any tests using scientific reasoning. I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams. I measure length, mass, time and temperatures using suitable equipment. 5

6 Science Sc1: Investigative Skills Ideas and Evidence in Science Planning Obtaining and Presenting Evidence Considering Evidence and Evaluating 4 I recognise that scientific ideas are based on evidence. I decide on the most appropriate approach to an investigation (eg. a fair test) to answer a question. I can describe how to vary one factor while keeping others the same. I can make predictions. I make observations using materials and equipment that are right for the task. I record my observations using tables and bar charts. I plot points to make line graphs. I use my data to interpret patterns in my data. I consider how changing one variable can alter another and use the convention of er words to describe this (eg. the heavier the load, the longer the spring). I relate my conclusions to these patterns. I select which information to use from sources provided for me (print and screen). I am beginning to identify risks in investigations. I use appropriate scientific language. I suggest improvements to my work and give reasons. 5 I describe how experimental evidence and creative thinking have been combined to provide a scientific explanation. (eg. Jenner s work on vaccination.) I find an appropriate approach when trying to answer a question. I select from a range of sources of information. When investigation involves a fair test, I find the key factors to be considered. I make predictions based on my scientific knowledge and understanding. I select apparatus and plan to use it effectively. I make a series of observations, comparisons or measurements with precision. I use the computer to collect data (data logging). I record observations and measurements systematically. I present (where appropriate) data as line graphs. I repeat observations and measurements and offer explanations for any differences I encounter. I draw conclusions that are consistent with the evidence and relate these to scientific knowledge. I make practical suggestions about how my working methods can be improved. I use appropriate scientific language and conventions to communicate quantitative and qualitative data. 6 I describe evidence for some accepted scientific ideas and explain how the interpretation of evidence by scientists leads to the development and acceptance of new ideas. In my own investigative work, I use scientific knowledge and understanding to identify an appropriate approach. I select and use sources of information effectively. I make enough measurements, comparisons and observations for the task. I measure a variety of quantities with precision, using instruments with fine-scale divisions. I choose scales for graphs and diagrams that enable me to show data and features effectively. I select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions I identify measurements and observations that do not fit the main pattern shown. I draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them. I make reasoned suggestions about how their working methods could be improved. 6

7 Science Sc2: Life Processes and Living Things Life Processes Humans and Other Animals Green Plants Variation and Classification 1 I can point out some differences between humans, other animals and non-living things in terms of features. I can recognise and name the parts of the body. I can name the parts of an animal s body. I can recognise simple changes that take place as an animal gets older. I know that medicines are useful to help us get better when we are ill, but are drugs and not food or sweets. I can recognise and name external parts of plants e.g. leaf, flower. I recognise that plants are living and need water and light to grow. I can describe groups of plants e.g. trees, grass, moss, pondweed. I can name some local plants and animals. I can sort living things from inanimate objects. I can identify the five senses and the location of each sense organ by pointing to them. 2 I can describe the basic conditions required for plants and animals to survive (food, water, air, warmth, light). I know that living things grow and reproduce. I can compare humans and other animals including comparing babies and toddlers and the young of other animals at different stages. I recognise that a persons appearance changes over time, but that some features can be changed e.g. length of hair but not colour of skin. I can recognise a variety of basic food types and know that a balance is needed to stay healthy. I can recognise similarities and differences between themselves and others and to treat others with sensitivity. I understand that we need to exercise to stay healthy. I know that different living things are found in different places. (eg. ponds, woods etc.) I know that flowering plants produce seeds which grow into new plants. I can describe changes observed as plants grow. I can identify parts common to plants and point out differences. I can sort living things into groups and say why I have put them in a group. I can recognise similarities between animals and plants. I can group animals according to their habitat and describe some local and non-local habitats in terms of the animals and plants found there. I care for the environment. I can explain the hazards and risks in medicine's. I can treat animals with care and sensitivity. 3 I describe differences between living and non-living things. I can describe the effects on growth of differing amounts of food, water, air and light. I know that humans need a good supply of air, clean water, a variety of foods and regular exercise to stay healthy. I give explanations for changes in living things. For example diet affecting the health of humans and animals. I recognise that plants provide food for humans and other animals. I recognise that diet can affect the health of humans e.g. some food can damage teeth. I recognise that the shape of teeth makes them useful for different purposes. I can explain changes in living things. For example how light or water affects plant growth. I make careful observations and measurements of plants growing. I recognise that healthy roots and stems are needed for plants to grow well and am beginning to recognise that the leaves of a plant are associated with healthy growth. I can say ways in which an animal is suited to its environment. I can group a range of plants and animals based on knowledge of their similarities and differences. I recognise that animals have different diets and therefore different teeth. 7

8 Science Sc1: Sc2: Investigative Life Processes Skills and Living Things Life Processes Humans and Other Animals Green Plants Variation and Classification 4 5 I have a sound understanding of all basic life processes. I know that feeding relationships exist between plants and animals in a habitat. I can describe this relationship using food chains and terms such as predator and prey. I know that living things need to reproduce if a species is to survive. I recognise that feeding relationships exist between plants and animals in a habitat and describe these relationships using food chains and terms such as predator and prey. I know that most food chains start with a green plant. I have a good knowledge of all basic life processes. I explain how functions are essential to the organism. I know how energy is transferred in animals when they digest and absorb food. I know that plants and animals in a local habitat are interdependent and can explain the terms consumer and producer. I use scientific names for some major organs or body systems and I can locate the position of these in my body. I recognise the stages in growth and development of humans. I can describe the main functions of the skeleton. E.g. to protect and support, and know that the skeleton grows as an animal grows. I understand the effect of exercise on muscles and heart rate. I know that muscles work in pairs contracting and relaxing to produce movements and can give examples. I can recognise some harmful effects of drugs on the human body. I describe the main functions of organs of the human body, including knowing that the blood comes from the heart in arteries and returns to the heart in veins. I know that blood carries oxygen and other essential material around the body. I can name the major food groups and some sources for each of these groups. I can make suggestions for handling food and storing food safely. I can identify the organs of different plants I observe e.g. stamens, stigma and root hairs and explain their function. I can name plants in non-local habitats. can explain how seeds are dispersed and why they need to be. I describe the main functions of parts of plants including stamen, stigma, style, petal, sepal. I can explain how these functions are essential to the health of the plant. I know that green plants need light and water to grow well and that plants produce new material from air and water in their leaves and this process is called photosynthesis. I make and use keys based on observable features to help me identify and group living things systematically. I can make predictions about the organisms found in a particular habitat I can use simple keys to identify and name some of the organisms in the local habitats. I know there are a great variety of living things and I understand the importance of classification. I explain how different organisms are found in different habitats because of differences in environmental factors such as the availability of light or water. 6 I can describe the life processes of reproduction in some Animals, including humans. I describe the main stages of the life cycles of humans and flowering plants and I point out the similarities. I recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. I know that there are many micro-organisms such as bacteria which can be beneficial or harmful. I can identify one or two species facing extinction and describe a programme to overcome the problem. I know that plants produce flowers which have male and female organs and that seeds are formed when pollen fertilises the ovum. I can describe the process of pollination, fertilisation, seed dispersal and germination. I can describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants, and animals I can describe the ways in which nutrients and water are transported within Animals, including humans. 8

9 Science Sc3: Materials and their Properties Grouping and Classifying Materials Changing Materials Separating Materials I describe materials using my senses, saying what they look like and what they feel like I know a range of properties e.g. texture and appearance. I can give reasons why a material may or may not be suitable for a certain purpose. I can group together objects made of the same common materials and can name the material. I can identify a range of common materials and I know some of their properties e.g. bendy, waterproof and their uses. I can describe the similarities and differences between materials I can compare materials and sort them into groups describing the reasons using terms such as shiny, hard, smooth. I can identify some materials that occur naturally and others that do not. I describe materials into groups in a variety of ways using their properties. I can explain why some materials are particularly suitable for specific purposes e.g. glass for windows, copper for electrical cables. I can investigate the suitability of a material for a particular purpose and can rank materials according to my findings. I can group rocks according to their observable characteristics such as texture, permeability. I know that soils come from rocks, and that there are different kinds of soils depending on the rock from which they have come. I know that soils have air trapped in them. I can describe the changes to some materials by heating, cooling, bending and stretching I can identify some materials that can be changed by squashing, bending etc. and that some easily change back and that others do not. I can describe how the shape of liquids can be changed by pouring them into different containers. I know that ice, water and steam are the same material. I can describe how water can be changed into ice and steam and the reverse. I recognise and classify changes that can be reversed e.g. the freezing of water, and some such as the baking of clay, cannot. I classify changes using reversible and non-reversible. I know that temperature is a measure of how hot or cold things are. I can separate materials using magnetism. I can demonstrate sieving to separate solid particles of different size. 9

10 Science Sc3: Materials and their Properties Grouping and Classifying Materials Changing Materials Separating Materials 4 I describe the differences between the properties of solids, liquids and gases. I explain how these differences are used to classify substances (including solids, liquids, gases, acids and alkalis). I can state the characteristics of good thermal insulators and identify everyday uses for these. I recognise that air is one of a range of gases which have important uses. I can describe in simple terms how fossils are formed when things that have lived are trapped within rock. I use scientific terms to describe changes. (Evaporation, condensation.) I use my knowledge of reversible and irreversible changes to make predictions about whether changes are reversible or not. I can uses thermometers accurately and know that the freezing temperature of water is 0 o C and the boiling point is 100 o C I know that the same material can exist as both a solid and a liquid and that different solids melt at different temperatures. I recognise that melting and solidifying or freezing are changes that can be reversed. I describe methods to separate mixtures. (Filtration, distillation.) I can select appropriate methods for separating mixtures by decanting, sieving or magnetism. I recognise that when solids dissolve into water they form solutions and they break into very small particles that pass through the holes in the filter paper. I can describe some factors that affect the rate at which a solid will dissolve. I can describe examples of the main processes associated with water changing state and recognise that these processes can be reversed; I can explain the water cycle in terms of these processes. I know that liquids other than water evaporate. 5 I describe some metallic properties and use these properties to distinguish metals from other solids. (eg. good electrical conductivity.) I know that indicators are used to distinguish acids from alkali s (Level 5a) I can identify a range of contexts in which changes take place. (Eg. evaporation, condensation.) I can explain how to make things dry more quickly using ideas about factors affecting evaporation e.g. hairdryer warms hair and blows evaporated water away. I can give examples of how heating and cooling materials can cause them to change, and that burning can produce new materials. I know that temperature can affect the rate at which evaporation or condensation will take place. I use my knowledge of how a mixture can be separated to suggest ways in which other similar mixtures might be separated. (Eg salt and water, sand and water.) I recognise that dissolving is a reversible change. I can explain why there is a limit to how much solid will dissolve in a liquid and how to recover the solid. I can explain that the larger the volume of water the more solid will dissolve. 6 I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. I know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Demonstrate that dissolving, mixing and changes of state are reversible changes. I use my knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. 10

11 Science Sc4: Physical Processes Electricity Forces Light and Sound Earth and Space 1 I can name some electrical appliances. I can name some components of a simple electrical circuit I can describe the effects of making and breaking a contact in a circuit I know the dangers associated with mains electricity. I can communicate observations of changes in movement that result from actions such as pushing or pulling objects. I can identify some objects that are attracted to magnets. I know that pushing or pulling things can make them start or stop moving. I can describe changes in light, sound or movement when something is done. (Eg. pushing pulling, switching.) I know that sound and light come from lots of sources and I can name them, with special attention to the Sun. I know that a shiny object needs a light source if it is to shine. I know it is dangerous to look at the Sun I know the sun is a source of light far from the Earth I know that the weather changes according to the time (season) of the year. I can make suggestions about how objects can be made to move and test them to see if I was right. I know that sound is heard through my ears. I can describe what happened when I move further away from the sound source I know that light is essential for seeing things 2 I can compare the way bulbs work in different electrical circuits e.g. describing brightness. I can construct and make drawings of simple working circuits. I can explain why some circuits work and others do not. I know that batteries (cells) are sources of electricity. I can describe the speed and direction of moving objects in terms off speed, direction, acceleration or change of shape. I can describe what happens when wind hits objects. I know that pushes and pulls are forces and I can group them. I can predict which objects will be attracted to a magnet. I can compare the brightness and colour of lights. I can compare the loudness and pitch of sounds. I identify changes that happen when the sun goes behind a cloud. I know that darkness is the absence of light. I know that ears give information about where sound comes from. I know that when sound is made by objects, something moves or vibrates I can describe how the position of the Sun appears to change during the day. I can generalise that when the Sun is behind an object the shadow is in front. I know that shadows are shortest in the middle of the day. I know that shadows can be used to tell the approximate time of day. I can describe changes during each of the four seasons of the year. 3 I use my knowledge of physical processes to link cause and effect and explain that a bulb doesn t light because of a break in an electrical circuit. I can construct circuits with more than one bulb. I know that the amount of electricity depends on the number of cells. I can construct a homemade switch and homemade bulb holder without help (Level 3a). I use my knowledge of physical processes to link cause and effect and explain a push or pull affecting the speed or movement of an object. I can describe the direction of forces between magnets or between a spring. I classify materials as magnetic or non-magnetic. I make statements about physical processes such as; the fainter the sound, the further I am from the source. I know that sound travels through air. I can explain that shadows are formed when light from a source is blocked. I can compare and order sounds in order of magnitude. I recognise that even some transparent objects block some light and form shadows. I can explain that the changes in shadow from the Sun over the course of a day arises from the movement of the Earth. 11

12 Science Sc4: Physical Processes Electricity Forces Light and Sound Earth and Space 4 I can build a circuit to test which materials let electricity pass through. I can explain that metals are good conductors and plastics good insulators. I know how more than one cell in a circuit needs to be connected. I can predict the effect of including additional cells in a circuit. I can draw diagrams, using standard symbols, of the series circuits I have created. I can make predictions about how to change the brightness of a bulb or speed of a motor in a circuit. I make generalisations about physical phenomena. (Eg. motion is affected by forces, including gravitational attraction, magnetic attraction and friction.) I can describe how to increase air and water resistance. I can explain that friction is a force between two moving surfaces and how it can be increased or decreased. I can use a force meter to measure forces accurately. I know gravity as the pull of the Earth on objects. I use physical ideas to explain phenomenon. (Eg. the formation of shadows, sounds being heard through a variety of materials.) I can tell the difference between loudness and pitch of sounds. I can suggest how to change the pitch and loudness of sounds produced by a range of musical instruments. I know that vibrations produce sound and describe ways in which the pitch of a sound can be raised or lowered. I recognise that sounds travel through solids, water and air. I can explain in terms of rotation of the Earth why shadows change and the Sun appears to move across the sky during the course of the day. I know that the Sun does not move and that it looks like it moves because the Earth is spinning on its axis. I know that the Moon orbits the Earth. I can identify patterns in data about sunrise and sunset. I know that it is daylight in the part of the Earth facing the sun. I know that the planets are approximately spherical. I use ideas to explain how to make a range of changes e.g. altering the current in a circuit. I can set up a circuit which can be used to investigate an ideas. I know that weight is measured in Newtons. I can describe the forces acting on a stationary object as balance and that unbalanced forces can alter the speed or direction of movement of an object,. I describe some ideas such as objects are seen when light enters the eye. I can indicate direction of light using straight lines or arrows. I use models to explain effects that are caused by the movement of the earth. (Eg. length of the day or year.) I can explain the changes in the appearance of the Moon over a period of 28 days. 5 I use my knowledge about electrical conductors and insulators to answer questions about circuits. I know that the current flow is the same at all parts of the circuit (Lev I can draw diagrams using arrows showing the direction of forces acting on an object I recognise that when an object falls, air resistance is the frictional force of air on objects moving through it and acts in the opposite direction to weight. I recognise that light from and objects can be reflected by a mirror, the reflected light enters our eyes and we see the object. I can identify factors affecting the size and position of shadows. I can independently represent the times of sunrise and sunset in graphs. I can explain that the Earth and objects are pulled towards each other and that this gravitational attraction causes objects to have weight. I can explain how, when several forces act on an object, they can either reinforce or oppose each other. I can make generalisations about the types of materials that muffle or conduct sound well. I know that sound can travel through solids, liquids and gases. 6 I can compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. I can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. I recognise that some mechanisms, including gears, pulleys, levers and springs, allow a smaller force to have a greater effect. I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. I can explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. I can describe the movement of the Earth and other planets relative to the Sun in the solar system. 12

13 Science National Curriculum Programmes of Study KS1 Year Groups Completed During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: One Two asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions Living Things and their habitats explore and compare the differences between things that are living, dead, and things that have never been alive identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, identify and name a variety of plants and animals in their habitats, including micro-habitats describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food Plants identify and name a variety of common wild and garden plants, including deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including trees observe and describe how seeds and bulbs grow into mature plants find out and describe how plants need water, light and a suitable temperature to grow and stay healthy 13

14 Science National Curriculum Programmes of Study KS1 Year Groups Completed Animals, including humans One Two identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense notice that animals, including humans, have offspring which grow into adults find out about and describe the basic needs of animals, including humans, for survival (water, food and air) describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene Everyday Materials distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching Seasonal Changes observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. 14

15 Science National Curriculum Programmes of Study Lower KS2 Year Groups Completed During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Three Four asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings Living Things and their habitats recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment recognise that environments can change and that this can sometimes pose dangers to living things describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food 15

16 Science National Curriculum Programmes of Study Lower KS2 Year Groups Completed Plants Three Four identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Animals, including humans identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some other animals have skeletons and muscles for support, protection and movement describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey Rocks compare and group together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter 16

17 Science National Curriculum Programmes of Study Lower KS2 Year Groups Completed Light Three Four recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by a solid object find patterns in the way that the size of shadows change Forces and Magnets compare how things move on different surfaces notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials describe magnets as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing States of Matter compare and group materials together, according to whether they are solids, liquids or gases observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius ( C) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature 17

18 Science National Curriculum Programmes of Study Lower KS2 Year Groups Completed Sound Three Four identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases Electricity identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors 18

19 Science National Curriculum Programmes of Study Upper KS2 Year Groups Completed During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: Five Six planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments Living Things and their habitats describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals give reasons for classifying plants and animals based on specific characteristics Forces Five Six explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object identify the effects of air resistance, water resistance and friction, that act between moving surfaces recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect 19

20 Science National Curriculum Programmes of Study Upper KS2 Year Groups Completed Animals, including humans Five Six describe the changes as humans develop to old age identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans Evolution and Inheritance recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Properties and changes of materials compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda 20

21 Science National Curriculum Programmes of Study Upper KS2 Year Groups Completed Earth and Space Five Six describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky Light recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the ey explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Electricity associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram 21

22 Autumn Spring Summer Science Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 22

23 Drawing... Painting... Collage... 3D... Printing... Textiles... ICT... National Curriculum POS KS1/KS2... Teaching Overview... p24 p25 p26 p27 p28 p29 p30 p31 p32 23

24 Art Drawing Investigating and Making Knowledge and Understanding I can draw with crayons and pencils. I can draw lines of different shapes and thicknesses. I can describe the shapes and patterns I see. I use pencils, pastels and charcoal in my drawings. I show patterns and textures in my drawings by adding dots and lines. I show different tones using coloured pencils. I use a number of sketches to base my work on. I use a viewfinder to help me in my sketching. I annotate my sketches in my art sketchbook to explain my ideas. I sketch lightly (so I do not need to use a rubber). I select the most suitable drawing materials for the type of drawing I want to produce. I use shading to add interesting effects to my drawings, using different grades of pencil. I explain the ideas behind my images in my art sketchbook. I select appropriate drawing materials. I know when different materials can be combined and use this to good effect. I am developing my own style of drawing. I choose appropriate techniques to convey the meaning of my work. I can colour in neatly, following the lines very carefully. I know about different materials I can use to draw. I make a variety of lines of different sizes, thickness and shapes. I have looked at drawings by other artists. I use different grades of pencil at different angles to show different tones. I use hatching and cross hatching to show tone and texture in my drawings. I explore comics throughout the 20 th and 21 st centuries to see how styles are used for effect. I use a variety of different shaped lines to indicate movement in my drawings. I use shading to show shadows and reflections on 3D shapes. I have studied other artists drawings and have experimented with some of these styles. My drawings communicate movement. My drawings of still life include shadows and reflections. My work includes historical studies of technical drawings, such as ancient architecture. 24

25 Art Painting Investigating and Making Knowledge and Understanding I can use thick and thin brushes. I can use ready mixed or powder paints to show my ideas. I paint pictures of what I see. I mix primary colours to make secondary colours. I add white to colours to make tints. I add black to colours to make tones. I mix colours using tints and tones. I use watercolour paint to produce washes for backgrounds and then add detail. I experiment in creating mood and feelings with colour. I can name the primary and secondary colours. I can say how an artist has used colour. I know the positions of primary and secondary colours in relation to each other on the colour wheel. I link colours to natural and man-made objects. I use a number of brush techniques using thin and thick brushes, to produce shapes, textures, patterns and lines. I make notes in my sketchbook of how artists have used paint and paint techniques to produce pattern, colour, texture, tone, shape, space, form and line. 4 I can create colours by mixing to represent images I have observed in the natural and man-made world. I experiment with different colours to create a mood. My paintings use colour and shapes to reflect feelings and moods. I sketch (lightly) before I paint so as to combine lines with colour to produce images that convey a purpose. 5 My painting techniques are well developed. I am developing a style of my own. My paintings convey a purpose. Some of my paintings include texture gained through paint mix or brush technique. My paintings are based on observations and can convey realism or an impression of what I observe. I combine colours and create tints, tones and shades to reflect the purpose of my work. The lines in my paintings are sometimes stark and cold and at other times warm to reflect different features or intentions. 25

26 Art Collage Investigating and Making Knowledge and Understanding 1 2 I have explored and experimented with lots of collage materials. I cut and tear paper, textiles and card for my collages. I can sort and arrange collage materials for a purpose. I create collages sometimes in a group and sometimes on my own. I mix paper and other materials with different textures and appearances. I use paste, glue and other adhesives. I use shapes, textures, colours and patterns in my collages. I can say how other artists have used texture, colour, pattern and shape in their work My cutting skills are precise. My skills now include coiling and overlapping. I know the striking effect work in a limited colour palette can have, through experimentation. I can make paper coils and lay them out to create patterns or shapes. I use mosaic. I use montage. I experiment with techniques that use contrasting textures, colours or patterns. (rough/smooth, light/dark, plain/patterned). I have experimented with ceramic mosaic techniques to produce a piece of art. My work reflects a purpose, which I write about in my art sketchbook. I choose the most appropriate materials for my collages to fit the purpose. My collage work has a definite theme that is apparent to any viewer. I can modify and change materials to be used in my collage I use tessellation and other patterns in my collage. I use my cutting skills to produce repeated patterns. I look at mosaic, montage and collage from other cultures. My collage is based on observational drawings. My collage reflects a real purpose and I write about this in my art sketchbook. My collage combines both visual and tactile qualities. My collage takes inspiration from artists or designers. My collage has a striking effect because of: its colour choices, pattern, lines, tones or shapes. I write about the visual and tactile qualities of my work in my sketchbook. 26

27 Art 3D Investigating and Making Knowledge and Understanding 1 2 I have used clay, dough and plasticine. I add texture to my models using tools. I make shapes from rolled up paper, straws, paper and card I have made a clay pot. I have made a carving using dry clay. I can cut materials. I can roll materials. I can coil materials. I have added lines and shapes to my clay work. I have added texture to my clay work by adding clay and using tools. 3 4 I can make nets of shapes to create recognisable forms. I can join these together to create abstract forms. I experiment with making life size models. I use a variety of tools and techniques for sculpting in clay, papier-mache and other mouldable materials. I use carvings to a surface to create shapes, texture and pattern. I explore paper techniques such as pop- -up books and origami. I use my clay techniques to apply to pottery studied in other cultures. My 3D work has a well thought out purpose. I use the technique of adding materials to create texture, feeling, expression or movement (e.g. wrinkles on a portrait sculpture). I add paper curlings or other objects to a surface to embellish. I use carving techniques to reflect images I have observed and drawn in the natural world. 5 My portraiture work has a life like quality gained by choosing and applying the most appropriate techniques. My models on a range of scales communicate my observations from the real or natural world. My 3D work reflects an intention that is sometimes obvious, but at other times is open to interpretation of the viewer. My 3D work contains both visual and tactile qualities. I choose from all of the techniques from levels 1-4 to embellish my work, as appropriate. 27

28 Art Printing Investigating and Making Knowledge and Understanding 1 2 I use printing tools such as fruit, vegetables and sponges. I can print onto fabric or paper. I make my own printing blocks (e.g. string patterns or plasticine shapes). I have printed by pressing, rolling, rubbing and stamping. I have looked at print making in the environment (e.g. wallpapers, fabrics etc). I explore techniques such as repeating, overlapping, rotating and arranging shapes. I have created a print in response to the work of an artist or designer. I have looked at how artists and designers have used colour, shapes and lines to create patterns I make my own printing blocks and experiment with different materials. I can make a one coloured print. I can build up layers of colours to make prints of two or more colours. My printing uses a number of colours built up in a sequence. I make precise repeating patterns by creating accurate printing blocks. My print work includes printing onto fabrics, papers and other materials. I use drawings and designs to bring fine detail into my work. I build up colours in my prints. I know how printing is used in the everyday life of designers or artists. I compare the methods and approaches of different designers in their print techniques. I have explored printing from other cultures and time periods. My printing replicates patterns I have observed in either the natural or man-made world and are based on my observational drawings. I have studied printmaking from other cultures or other time periods. My prints combine a range of visual elements to reflect a purpose. My prints are based on a theme from other cultures. My prints have a starting point from a designer in history. 28

29 Art Textiles Investigating and Making Knowledge and Understanding 1 I sort threads and fabrics. I group fabrics and threads by colour and texture. I make weavings with fabrics and thread. I make a fabric by weaving or teasing out wool. I look at examples of thread and textiles used to create pictures, objects or patterns (e.g. patchwork) I use glue to join fabrics. I use running stitch to join fabrics. I have explored plaiting and understand the basic method. I have the basics of cross-stitch and back-stitch. I know how to colour fabric and have used this to add patterns. I can make weavings such as God s Eyes. I have the basics of quilting, padding and gathering fabric. I have a sound understanding of how to use the techniques of sewing (cross and back stitch), applique, embroidery, plaiting and finger knitting. I know how to dip dye to produce fabric of contrasting colours. I have looked at examples of patchwork and then designed and made my own, using glue or stitching. I know how to colour fabric and have used this to add pattern. I create texture in my textiles work by tying and sewing threads or by pulling threads. I use my textiles skills to create artwork that is matched to an idea or purpose. I am aware of textiles work from other cultures and times. I combine some of the techniques I know to create hangings. My work is based on tapestries, artefacts and hangings throughout history and in other cultures. 5 My textile techniques are precise and help me to convey the purpose of my work. I have developed a preference for the type of textile work I prefer and am developing a range of pieces in a particular style, for a range of purposes. My textile work sometimes combines visual and tactile elements, fit for purpose. My textile work is sometimes based on historical or cultural observations. 29

30 Art ICT Investigating and Making Knowledge and Understanding 1 2 I use a computer to draw pictures with lines and shapes. I change the pen colour and rub out and change my work. I use a paint program to draw pictures. I edit my work using cut, copy, paste and erase. I can draw my ideas and tell others what they are. I can describe my work using key words: line, tone, texture, shape I use a digital camera to take images of things people have made. I write about my ideas and add sketches to my art sketchbook. I use the internet to research ideas or starting points for art. I take digital photographs and enhance them using computer software. I use the internet to research. I keep notes in my sketchbook about how I might develop my work further. I create digital images with some animation or video sound to communicate my ideas. I look at the work that I have produced, and that of others, discussing whether it meets its purpose. I keep notes in my art sketchbook about my methods of working and the methods of others. I use a digital camera to capture textures, colours, lines, tones, shades and inspiration from the natural and manmade world. My work communicates a meaning, idea, thought, feeling or emotion and this is explained in a short piece of writing to accompany each piece of artwork or technique. My work combines visual and tactile qualities to communicate an intention or purpose. 30

31 Art National Curriculum Programmes of Study KS1/2 Year Groups Completed During Key Stage One, children should be taught: One Two to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 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 During Key Stage Two, children should be taught: Three Four Five Six to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history 31

32 Autumn Spring Summer Art Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 32

33 Textiles... Food... Mechanisms... Structures... National Curriculum POS KS1... National Curriculum POS KS2 Teaching Overview... p34 p35 p36 p38 p41 p42 p43 33

34 Design and Technology Textiles Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components 1 I think of ideas and with help, can put them into practice. I know the features of familiar products. I use pictures and words to describe what I want to do. I use accurate measurements in cm. I use scissors precisely when cutting out. I join textiles using glue, staples, tying or a simple stitch. I talk about my own and others work. I describe how a product works. I know that textiles have different properties: touch, insulation, texture and waterproof. I select the appropriate textile so that it does the job I want it to. I have made a textile product that has a good finish and can do the job it was made for. 2 I think of ideas and plan what to do next, based on what I know about materials and components. I select the appropriate tools, techniques and materials, explaining my choices. I use models, pictures and words to describe my designs I use scissors precisely when cutting out. I join textiles using glue, staples, tying or a simple stitch. I have made a textile product that has a good finish and can do the job it was made for. I recognise what I have done well in my work. I suggest things I could do in the future. 3 I generate ideas and recognise that my designs have to meet a range of different needs. I make realistic plans to achieve my aims. I think ahead about the order of my work, choosing appropriate tools, materials and techniques. I clarify my ideas using labelled sketches and models to communicate the details of my designs. I select the appropriate textile(s) for my product. I use sharp scissors accurately to cut textiles. I know that the texture and other properties of materials affect my choice. My designs improve as I go along. I identify where my evaluations have led to improvements in my products. I combine materials to add strength or visual appeal. 4 I generate ideas by collecting and using information. I take the views of users into account when designing. I produce step-by-step plans. I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design. My textile work incorporates the views of intended users and for the purpose. I use my art textiles skills such as stitching to help create a product that is sturdy and fi\t for purpose. I reflect on my designs and develop them bearing in mind the way they will be used. I identify what is working well and what can be improved. My textile products include structural changes, such as plaiting or weaving to create new products such as rope, belts, bracelets etc. 5 I draw on and use various sources of information. I use my understanding of familiar products to help develop my own ideas. I work from my own detailed plans, modifying them where appropriate. I clarify my ideas through discussion, drawing and modelling. My products have an awareness of commercial appeal. I experiment with a range of materials until I find the right mix of affordability, appeal and appropriateness for the job. I combine art skills to add colour and texture to my work. I mark out using my own patterns and templates. I reflect on my designs and develop them bearing in mind the way they will be used. I test and evaluate my products, showing that I understand the situations my products will have to work. I am aware that resources may be limited (budget, time, availability). I evaluate my products and how I used information sources to inform my design. I join textiles using art skills of stitching, embroidering and plaiting to make a durable and desirable product. 34

35 Design and Technology Food Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components 1 I think of ideas and with help, can put them into practice. I know the features of familiar products. I use pictures and words to describe what I want to do. I describe the properties of the food ingredients: taste, smell, texture, and consistency. I weigh or measure my ingredients accurately. I prepare food safely and hygienically and can describe what this means. I talk about my own and others work. I describe how a product works. 2 I select the appropriate tools, techniques and materials, explaining my choices. I think of ideas and plan what to do next, based on what I know about materials and components I use models, pictures and words to describe my designs. I describe the properties of the food ingredients: taste, smell, texture, and consistency. I weigh or measure my ingredients accurately. I prepare food safely and hygienically and can describe what this means. I recognise what I have done well in my work. I suggest things I could do in the future. I learn how to best store my product for long-life and hygiene. I generate ideas and recognise that my designs have to meet a range of different needs. I select the most appropriate techniques and tools to make my product. I identify where my evaluations have led to improvements in my products. My product has been cooked or chilled to change the nature of the raw ingredients. 3 I make realistic plans to achieve my aims. I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques. I come up with solutions to problems as they happen. My product has a good finish so that a user will find it both useful and attractive. I describe my food product in terms of taste, texture, flavour and relate this to the intended purpose of the food. 4 I generate ideas by collecting and using information. I take the views of users into account when designing my products. I produce step-by-step plans. I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design.. My food product uses a selection of ingredients to meet an identified need. (e.g.. lunchtime snack, healthy sandwich, low gluten). I work in a safe and hygienic way. My food is well presented and packaged using other DT skills. I persuade others to take an interest in my product I reflect on my designs and develop them bearing in mind the way they will be used. I identify what is working well and what can be improved. I understand that some foods may not be eaten raw, as it is unsafe. I understand that cooking alters the flavour and texture of foods and use this knowledge in my designs. 5 I draw on and use various sources of information. I use my understanding of familiar products to help develop my own ideas. I work from my own detailed plans, modifying them where appropriate. I clarify my ideas through discussion, drawing and modelling. I communicate my ideas. I use my science knowledge of micro-organisms to store and prepare food properly. I use my science knowledge of irreversible changes to create food products that combine to make a new material, that I can then describe using its sensory qualities. I reflect on my designs and develop them bearing in mind the way they will be used. I test and evaluate my products, showing that I understand the situations my products will have to work. I am aware that resources may be limited (budget, time, availability). I evaluate my products and how I used information sources to inform my design. 35

36 Design and Technology Mechanisms Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components 1 I think of ideas and with help, can put them into practice I know the features of familiar products. I use pictures and words to describe what I want to do. I have made a product that moves using a turning mechanism (e.g. wheels, winding) or a lever or a hinge (to make a movement). I cut materials using scissors. I describe the properties of the materials I have used. I talk about my own and others work. I describe how a product works. I have explored how moving objects work. I have looked at wheels, axels, turning mechanisms, hinges and simple levers. 2 I think of ideas and plan what to do next, based on what I know about materials and components. I select the appropriate tools, techniques and materials, explaining my choices. I use models, pictures and words to describe my designs. I have made a product that uses movement. The materials I use are just right for the job and this helps my product to work well. I have used a number of materials and joined them so they are strong. I use my art skills to add design or detail to my product. I recognise what I have done well in my work. I suggest things I could do in the future. I know that my product needs to be made from materials that are suitable for the job. 36

37 Design and Technology Mechanisms Electrical and Mechanical Components Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components I generate ideas and recognise that my designs have to meet a range of different needs. I select the most appropriate techniques and tools to make my product. I identify where my evaluations have led to improvements in my products. I know the application of mechanisms to create movement. 3 I make realistic plans to achieve my aims. I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques. I clarify my ideas using labelled sketches and models to communicate the details of my designs. I come up with solutions to problems as they happen. I have made a product that uses both electrical and mechanical components. My product has a good finish so that a user will find it both useful and attractive. I combine a number of components well in my product. I use simple circuits to either illuminate or create motion. 4 I generate ideas by collecting and using information. I take the views of users into account when designing my products. I produce step-by-step plans. I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design. I have chosen components that can be controlled by switches or by ICT equipment. My product is improved after testing. My product is well finished in a way that would appeal to users. I reflect on my designs and develop them bearing in mind the way they will be used. I identify what is working well and what can be improved. I have explored mechanical movement using hydraulics and pneumatics. 5 I draw on and use various sources of information. I use my understanding of familiar products to help develop my own ideas. I work from my own detailed plans, modifying them where appropriate. I clarify my ideas through discussion, drawing and modelling. I communicate my ideas. I use my science skills (resistance, batteries in series or parallel, variable resistance to dim lights or control speed) to alter the way my electrical products behave. My products are well finished using a range of art and other finishing techniques. I use precise electrical connections. I reflect on my designs and develop them bearing in mind the way they will be used. I test and evaluate my products, showing that I understand the situations my products will have to work. I am aware that resources may be limited (budget, time, availability). I evaluate my products and how I used information sources to inform my design. I use other DT skills to create housings for my mechanical components. 37

38 Design and Technology Structures Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components 1 I think of ideas and with help, can put them into practice. I know the features of familiar products. I use pictures and words to describe what I want to do. I have made a structure I describe the materials I have used to make my structure. I measure and mark out the materials I need for my structure. I talk about my own and others work. I describe how a product works. I have found out how to make materials for my structure stronger by folding, joining or rolling. I think of ideas and plan what to do next, based on what I know about materials and components. I finish off my work so it looks neat and tidy. I recognise what I have done well in my work. I suggest things I could do in the future. 2 I select the appropriate tools, techniques and materials, explaining my choices. I use models, pictures and words to describe my designs. 38

39 Design and Technology Structures Stiff and Flexible Sheet Materials Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components 3 I generate ideas and recognise that my designs have to meet a range of different needs. I make realistic plans to achieve my aims. I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques. I use scoring, and folding to shape materials accurately. I make cuts (scissors, snips, saw) accurately. I make holes (punch, drill) accurately. My methods of working are precise so that products have a high quality finish. I identify where my evaluations have led to improvements in my products. I join materials to make products using both permanent and temporary fastenings. I clarify my ideas using labelled sketches and models to communicate the details of my designs. 4 I generate ideas by collecting and using information. I take the views of users into account when designing my products. I produce step-by-step plans. I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design. I measure using mm and then use scoring, and folding to shape materials accurately with a focus on precision. I make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my technique. I make holes (punch, drill) accurately. My methods of working are precise so that products I reflect on my designs and develop them bearing in mind the way they will be used. I identify what is working well and what can be improved. My joins are strong and stable, giving extra strength to my products. Some joins are flexible to allow for dismantling or folding. 5 I draw on and use various sources of information. I use my understanding of familiar products to help develop my own ideas. I work from my own detailed plans, modifying them where appropriate. I clarify my ideas through discussion, drawing and modelling. I communicate my ideas. I select materials with cost and workability in mind. I make very careful and precise measurements so that joins, holes and openings are in I ensure that edges are finished by sometimes adding other materials. (e.g. edging strips). My product is well received by intended users. I reflect on my designs and develop them bearing in mind the way they will be used. I test and evaluate my products, showing that I understand the situations my products will have to work. I am aware that resources may be limited (budget, time, availability. I evaluate my products and how I used information sources to inform my design. I hide some joints for aesthetic effect. 39

40 Design and Technology Structures Mouldable Materials Developing, Planning and Communicating Ideas Working with Tools, Equipment and Components Evaluating Processes and Products Knowledge and Understanding of Materials and Components I generate ideas and recognise that my designs have to meet a range of different needs. I use the most appropriate mouldable material suitable for the purpose of my product. I identify where my evaluations have led to improvements in my products. I describe the qualities of my material and say why it will be the most suitable choice. 3 I make realistic plans to achieve my aims. I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques. I shape my product carefully, using techniques and tools that lead to a high quality finish. I use my art skills to apply texture or design to my product. I clarify my ideas using labelled sketches and models to communicate the details of my designs. 4 I generate ideas by collecting and using information. I take the views of users into account when designing my products. I produce step-by-step plans. I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design. I use suitable, mouldable materials selected for the purpose of my product. My product is fit for purpose and I improve it in response to a user s point of view. I apply a high quality finish (e.g. using carving, paint, glaze, varnish or other finishes. I use both my hands and other tools to mould materials into very accurate shapes that will do the intended job well. I reflect on my designs and develop them bearing in mind the way they will be used. I identify what is working well and what can be improved. I know that my product may need further improvement as the material changes as it dries or when it is heated (e.g. kiln or oven). 5 I draw on and use various sources of information. I use my understanding of familiar products to help develop my own ideas. I work from my own detailed plans, modifying them where appropriate. I clarify my ideas through discussion, drawing and modelling. I communicate my ideas. I select materials based on the final finished product s use. My products have a high degree of precision and do the intended job well (e.g. a handle on a cup is designed to be an insulator). My products are carefully finished to add extra appeal. This sometimes includes the addition of other materials (e.g. container for a wax candle). I reflect on my designs and develop them bearing in mind the way they will be used. I test and evaluate my products, showing that I understand the situations my products will have to work. I am aware that resources may be limited (budget, time, availability). I evaluate my products and how I used information sources to inform my design. 40

41 Design and Technology National Curriculum Programmes of Study KS1 Year Groups Completed Design One Two design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical Knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products 41

42 Design and Technology National Curriculum Programmes of Study KS2 Year Groups Completed Design Three Four Five Six 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 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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 Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical Knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products 42

43 Autumn Spring Summer Design and Technology Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 43

44 Chronological Understanding... Knowledge and Understanding... Historical Interpretation... National Curriculum POS KS1/KS2... Teaching Overview... p45 p46 p47 p48 p49 44

45 History Chronological Understanding 1 2 I understand the difference between things that happened in the past and the present. I know about things that happened to me in the past. I know some things that happened to other people in the past. I understand how to put a few events or objects in order of when they happened. I use words and phrases such as: now, yesterday, last week, when I was younger, a long time ago, a very long time ago, before I was born, when my parents/carers were young. I understand and use the words past and present when telling others about an event. I can recount changes in my own life over time. I understand how to put people, events and objects in order of when they happened, using a scale the teacher has given me I use a time line to place events I have found out about. I understand that a time line can be divided into BC (Before Christ and AD Anno Domini). I can divide recent history into the present, using 21 st Century, and the past using 19 th and 20 th Centuries. I can name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line. I use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time. I use a time line to place events I have found out about both in this country and abroad. I understand that a time line can be divided into periods: Before Christ (Ancient Civilizations such as Ancient Greeks and Egyptians or Maya etc) AD Romans (AD 43), Anglo-Saxons, Tudors (AD 1485) Stuarts (AD 1603), Georgians (AD 1714), Victorians (AD 1837), Today (AD ). I can describe the main changes in a period of history (using words such as social, religious, political, technological and cultural. I can name the date of any significant event from the past that I have studied and place it in the right place on a time line. I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time. I use a time line to place events, periods and cultural movements (linked to art, music and architecture) I have found out about from all around the world. I use a time line to demonstrate changes and developments in culture, technology, religion and society. My time lines use the following key periods as reference points for my descriptions of the past: Before Christ (Ancient Civilizations such as Ancient Greeks and Egyptians or Maya etc) AD Romans (AD 43), Anglo-Saxons, Tudors (AD 1485) Stuarts (AD 1603), Georgians (AD 1714), Victorians (AD 1837), Today (AD 1939 ). I can describe the main changes in a period of history (using words such as social, religious, political, technological and cultural. I can name the date of any significant event from the past that I have studied and place it in the right place on a time line. 45

46 History Knowledge and Understanding of Past Events, People and Changes 1 2 I have found out some facts about people long ago (before living memory). I have found out some facts about events that happened long ago. I can say why people may have acted as they did. I have used information to describe the past. I use information I have found out about the past to describe the differences between then and now. I look at evidence to give and explain reasons why people in the past may have acted in the way they did. I can recount the main events from a significant event in history (giving some interesting details). I use evidence to: describe the houses and settlements; the culture and leisure activities; the clothes, way of life and actions; the buildings and their uses; the things people believed in; what was important to people and how the lives of rich and poor people differed in the past 3 I use evidence to give reasons why changes may have occurred. I show on a time line, the changes that I have identified. I can describe some similarities and differences between some people, events and objects (artefacts) I have studied. I can describe how some of the things I have studied from the past affect life today. 4 With help, I choose reliable sources of factual evidence to: describe the houses and settlements; the culture and leisure activities; the clothes, way of life and actions; the buildings and their uses; the things people believed in; what was important to people and how the lives of rich and poor people differed in the past. I give my own reasons why changes may have occurred, backed up by evidence I have researched. I show on a time line, the changes that I have identified. I can describe similarities and differences between some people, events and objects (artefacts) I have studied. I can describe how some of the things I have studied from the past affect life today. 5 I choose reliable sources of factual evidence to: describe the houses and settlements; the culture and leisure activities; the clothes, way of life and actions; the buildings and their uses; the things people believed in; what was important to people and how the lives of rich and poor people differed in the past I make links between some of the features of past societies. (e.g. religion, houses, society, technology). 46

47 History Historical Interpretation, Enquiry and Representation Historical Interpretation Historical Enquiry Historical Representation 1 I have looked at books to help me find out about the past. I have listened to stories about the past. I look at pictures and ask, Which things are old and which are new? I answer questions about events, using before and after to describe when something happened. I look at objects from the past and ask, What were they used for? and try to answer. I look at pictures from the past and ask, What were people doing? I can sort events or objects into groups (then and now). I can say when my birthday is. I use time lines to order events or objects. I tell stories about the past (sometimes using role-play). I write in sentences things I have found out about the past. I draw pictures and write about them to tell others about the past. 2 I have looked at books and pictures (and: listened to stories, eye witness accounts, pictures, photographs, artefacts, historic buildings, visit to a museum, visit to a gallery, visit to an historical site, used the internet). I ask, What was it like for people in the past? and use information to help me answer the question. I ask, What happened in the past? and use information to help me answer the question. I ask, How long ago did an event happen? and try to work it out (using language such as a little while ago, a very long time ago etc). I estimate the ages of people (younger, older) by studying and describing their features. I can write my date of birth. I use time lines to order events or objects. I use time lines to place an event or a significant person. I tell stories about the past using my story writing skills. I draw labelled diagrams and write about them to tell others about people, objects or events from the past. 3 I have looked at two versions of the same event in history and have identified differences in the accounts. I give reasons why there may be different accounts of history. I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past. I ask, What was it like for a... (child, rich person, etc) during... I suggest sources of evidence to help me answer questions. I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills. I use dates and terms accurately. I discuss the most appropriate way to present my information, which I realise is for an audience. 4 I have looked at different versions of the same event in history and have identified differences in the accounts. I know that people both now and in the past represent events or ideas in a way that persuades others. I know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history. I give clear reasons why there may be different accounts of history. I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to historical questions. I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills. I use dates and terms accurately. I use the key vocabulary of the time to convey my understanding of the past I choose the most appropriate way to present my information, which I realise is for an audience. 5 I evaluate evidence, which helps me to choose the most reliable forms. I know that people both in the past and now, including myself, have a point of view and that this can affect interpretation of the past. I give clear reasons why there may be different accounts of history, linking this to factual understanding of the past. I realise realising that there is often not a single answer to historical questions. 47

48 History National Curriculum Programmes of Study KS1 Year Groups Completed During Key Stage One, children should be taught to: One Two changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]. the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]. significant historical events, people and places in their own locality During Key Stage Two, children should be taught to: Three Four Five Six changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain Britain s settlement by Anglo-Saxons and Scots the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor a local history study a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 the achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Greece a study of Greek life and achievements and their influence on the western world a non-european society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD

49 Autumn Spring Summer History Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 49

50 Developing Ideas... Finding Things Out... National Curriculum POS KS1/KS2... Teaching Overview... p51 p52 p53 p54 50

51 Computing Developing Ideas and Making Things Happen Text Graphics Multimedia Controlling and Making 1 On a keyboard, I write my ideas. I can use the spacebar, back space, enter, shift and arrow keys. I can use art software to: click and drag a brush, change colour, clear the screen and fill a shape. I can move images and text on the screen. I can add a picture using clip art. I can add words to a picture. I understand forwards, backwards, up and down I can put together 2 instructions to control a programmable toy. 2 I can type a piece of text. I can insert/ delete a word using the mouse and arrow keys. I highlight text to change its format. (B, U, I). I use the shape tools to draw. I use solid, pattern and gradient fills. I change the width of brush, spray and lines. I can resize an object I experiment with text, pictures and animation to make a simple slide show. I can control a programmable toy using forwards, backwards, left, right, up, down. I can control a character in an adventure or quest game on screen. 3 I highlight text to copy and paste. I can create a text box and position it. I change the font, format and size of my text. I use the automatic spell checker to edit my spellings. I align my text using the left, right and centre tools. I copy graphics from a range of sources and paste them into a desktop publishing program. I use CTRL C to copy and CTRL V to paste. I resize graphics and text to suit the document I am making. I use ICT to capture still images. I have created a simple presentation of 3-5 slides. My presentation moves on with the click of the mouse. My presentation has some animation. I can draw a square, rectangle and other regular shapes on screen, using commands (e.g. pen up, pen down, repeat etc). I change the page layout (landscape/ portrait) independently. I can save an image document as a gif or jpeg file format, using the save as command. I use ICT to record sounds and capture both still and video images. I use an ICT program to control an external device that is electrical and/or mechanical. 4 My layout is thoughtful and is very readable. I confidently format all text to suit the purpose of my document. I use the word count tool to check the length of my document. I can save work into my folder. I can make an information poster using my graphics skills to good effect. I make multimedia presentations that contain sound, animation, video and buttons to navigate. I have made a home page for a web site that contains links to other pages. I capture my own sounds, images and video. I use ICT to measure sound or light or temperature using sensors. I explore What if questions by playing adventure or quest games. I use the bullets and numbering tools confidently. 5 I confidently choose the correct page set up option when creating my document. I confidently use text-formatting tools, including heading and body text. I incorporate graphics where appropriate, using the most effective text wrapping formats. I use the hanging indent tool to help format work where appropriate (e.g. a play script). I explore the menu options and experiment with my images. (Colour, effects, options, snap to grid, grid settings etc). I add special effects to alter the appearance of a graphic. I save as gif or jpeg wherever possible to make the file size smaller (for e mail and downloading). I can make an information poster using my graphics skills to good effect. I use an ICT program to control an external device that is electrical and/or mechanical. My device can have more than one pre- determined actions I use ICT to measure sound or light or temperature using sensors. I explore What if questions by playing adventure or quest games. 51

52 Computing Finding Things Out and Sharing Information Databases Web Sites and Messages I can enter information into a template on a computer to make a graph. I look at web sites with the teacher and discuss what I see. I understand that there are different ways of sending a messages. I can talk about the results shown on my graph. I click on links in a web site. I recognise what an address looks like. 1 I use the back button on a website. I have joined in sending a class e mail message. I can find key and check that addresses are in lowercase. I can fill in a data collection sheet. I know that information can be found using the internet. I send and reply to messages sent by a safe partner (within school). 2 I can enter information to make a graph and I can print this. I click links in a web site. I can print a web page to use as a resource. 3 I recognise the grid layout of a spreadsheet programme. I use the terms cells, rows, and columns. I enter data, highlight it and make bar charts. I can conduct a search on a web site. I can refine my search to get more accurate results. I send and reply to messages sent to other schools or contacts, (giving no personal details: address, telephone no etc). I copy and paste the graph and use it in a WP document. 4 I search databases for Information using symbols such as = > or <. I create databases, planning the fields, rows and columns carefully. I create charts, graphs and tables that I copy and paste into other documents. I search for the most suitable web site, refining my search as appropriate. I can copy extracts of text to paste into a document for editing. I can conduct a video chat with someone elsewhere in the school or in another school. I can send an e mail with an attached file. I can conduct a video chat with more than one person at a time. I can send an with more than one attached file. 5 52

53 Computing National Curriculum Programmes of Study KS1/KS2 Year Groups Completed During Key Stage One, children should be taught to: One Two understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school 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 During Key Stage Two, children should be taught to: Three Four Five Six design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 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 use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact 53

54 Autumn Spring Summer ICT Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 54

55 Geographical Enquiry... Geographical Skills... Knowledge and Understanding: Places... Knowledge and Understanding: Patterns... National Curriculum POS KS1... National Curriculum POS KS2... Teaching Overview... p56 p57 p59 p61 p62 p63 p64 55

56 Geography Geographical Enquiry Questioning Collecting Evidence Analysing Evidence Handling Information Viewpoint I ask what is this place like? I can look at a map or globe to find information I use words, pictures, bar charts, and pictograms to help me describe places. 1 2 I ask what is this place like? What and who will I see in this place? Why are these people here and what are they doing? I can use basic fieldwork skills (e.g. marking on a map of a school). I use words, pictures, bar charts, Venn diagrams, pictograms, and tables to help me describe places. I tell others the things I like and dislike about a place and give clear reasons that I write in clear sentences. 3 I ask, Which PHYSICAL features does this place have? I ask, Which HUMAN features does this place have? I give reasons for why some of those features are where they are. I describe different points of view on an environmental issue affecting a locality. I find out about places and the features in those places by either going to that place to observe or by looking at information sources. I use my maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc). I use my writing skills to communicate what I know. 4 I ask, Which PHYSICAL features does this place have? I ask, Which HUMAN features does this place have? I give reasons for why some of those features are where they are. I ask, What may this place be like in the future? I collect statistics about people and places and present them in the most appropriate ways. I find out about places and the features in those places by either going to that place to observe or by deciding which will be the best sources of information to look at. I choose the most appropriate maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc). I describe different points of view on an environmental issue affecting a locality and give my opinion on the issue, giving reasons. I choose the most appropriate writing skills to communicate what I know. I choose which of my ICT skills to use to help me find out information and present what I have found out. 5 I ask, Which PHYSICAL and HUMAN features does this place have? I give reasons for those features using geographical language. I ask, What may this place be like in the future? and describe the possibilities, giving reasons that I back up with my evidence. I collect statistics about people and places and present them in the most appropriate ways. I map land use of a location and devise my own criteria. (e.g. leisure, shopping, residential etc). I find out about places and the features in those places by either going to that place to observe or by deciding which will be the best sources of information to look at. I choose the most appropriate writing skills to communicate what I know and combine these skills with mathematics and ICT skills. I summarise different points of view on an environmental issue affecting a locality and give my opinion on the issue, giving reasons. 56

57 Geography Geographical Skills Identify Features and Language Fieldwork Mapping Secondary Information and ICT Drawing Maps and Plans I describe places using geography words such as hill, river, motorway, near, far, north, south etc. I take digital photographs of a locality and use them back in the classroom to help describe a place. I can mark on a map of the British Isles, where I live and any other locations I know about. I use books, stories, and other information to find out about places. I can map the classroom (building up from a map of the desk that shows a birds eye view of the layout.) 1 I look at places and draw features I like or dislike, sorting them into groups. I can mark on a map of the world, The British Isles, my country of birth (if different) and any other locations I have discussed in class. I can make drawings of an area I am finding out about. I can mark on a map of the local area, the location of the school. 2 I describe places using geography words such as natural and built. I look at places and draw features I like or dislike, sorting them into groups. I take digital photographs of a locality and use them back in the classroom to help describe a place, adding geographical words. I can mark on a map of the British Isles, where I live and any other locations I know about. I can mark on a map of the world, The British Isles, my country of birth (if different) and any other locations I have discussed in class. I can mark on a map of the local area, the location of the school and any other fea- I use books, stories, and other information to find out about places and I keep this in an organised way I can make a map of the things I see in the place I am visiting or finding out about. My maps are labelled with geography words I have learned (and may include teacher drawn NWSE compass rose). My maps have grid references (A1, B1 etc). My maps contain a key with symbols or colours to help identify features. 3 I use the terms PHYSICAL and HUMAN accurately and can describe these features. I am building up a list of geography words I make detailed sketches of the features of a location. I devise questionnaires to find out local opinions on an issue I look at maps of areas I am studying and identify features. I draw maps and plans of localities I have studied that include keys, grid references, four figure grid references (e.g:05,15), a scale (e.g. 1 square =1KM), a compass rose indicating North and some standard Ordnance Survey symbols. I use the contents and index pages of an Atlas to find places quickly. I use the internet to help find out about a location, including aerial photographs (e.g. Google Earth). I can plan a route using eight points of the compass. I have looked at how a map is a flat representation of a place on the globe. I have used a globe to explore the nature of our world and can point out the North and South poles. 57

58 Geography Identify Features and Language Geographical Skills cont... Fieldwork Mapping Secondary Information and ICT Drawing Maps and Plans 4 I use the terms PHYSICAL and HUMAN accurately and can describe these features. I am confidently using geographical words I make detailed field sketches of the features of a location, labelling them with appropriate geographical words. My field sketches show layouts, patterns or movement (as appropriate). I make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record these in the most suitable way. (Including use of ICT). I look at and make detailed maps of areas I am studying. I use the contents and index pages of an Atlas to find places quickly, and use my knowledge of the 7 continents to help me locate places in the contents. I know that globes are divided into lines of latitude and meridian of longitude and those time zones are identified using meridian of longitude. I understand the term GMT. I use aerial photographs to match features on a map to the photograph. I use aerial photographs to help describe a location in more detail. I identify buildings and land use by using aerial photographs. I use the internet to help find out about a location (e.g. Google Earth). I draw maps and plans of localities I have studied that include keys, grid references, four figure grid references (e.g. :05,15), a scale (e.g. 1 square =1KM), a compass rose, indicating North and standard Ordnance Survey symbols. 5 I understand how the physical features of a location can affect the human activity and can give examples of this (e.g. leisure and tourism in a hot country, cities near rivers etc). I am confidently using geographical words (see recommended geography words list ). I make detailed field sketches and combine these with digital images of the features of a location, labelling them with appropriate geography words. My field sketches and digital images/data show layouts, patterns or movement (as appropriate). I make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record these in the most suitable way. (Including use of ICT) I look at and make detailed maps of areas I am studying, including any patterns that are apparent using appropriate colour coding to show these patterns. I use the contents and index pages of an Atlas with confidence and speed. I use knowledge of time zones to work out journey times around the world. I understand scales of maps, such as 1: ( 1cm represents cm in real life). I use aerial photographs to identify patterns (such as ribbon development, industry around rivers, ports etc). I use the internet to help find out about a location (e.g. Google Earth). I use ICT to help in geographical investigations (e.g. creating data files to analyse fieldwork). I draw maps and plans of localities I have studied that include keys, four figure grid references and I can use these four figure references to find 6 figure references. (e.g.: 221,151), a scale (e.g. 1 square =1KM), a compass rose, indicating North and standard Ordnance Survey symbols. 58

59 Geography Knowledge and Understanding of Places Describing Places Naming and Explaining Locations and Identifying Change in the Past, Present Comparing Places Linking Places in the World and Future 1 I can say what type of buildings are in a place (houses, shops, offices, flats, farm buildings etc). I say what places are like using words and phrases such as built up, noisy, busy, quiet, farm land, hills, streets, roads, woods and coastline. I know that paths, roads, air, and sea link places to others. I also know some of the reasons places are linked: holidays, leisure, work, food, people moving to another country/place I can say where somewhere is using words such as close to the school, far away from the school, town or city name, and locality within the town or city. I can say how a place is like another place (This is a busy/built up/ farming/ seaside/countryside place, just like This is a quiet place but is a busy, noisy place) 2 I can say what type of buildings are in a place (houses, shops, offices, flats, farm buildings etc) and use this to decide whether a place is a city, town, village, coastal or rural area. I say what places are like using words and phrases such as built up, noisy, busy, quiet, farm land, hills, streets, roads, woods, coastline. I can say where somewhere is using words such as the city or town name, and the region (or continent for studies further afield). I can name and identify the equator and the tropics. I can say why places have become as they are (lots of shops bring lots of people/ farmland is quiet because people don t have much need to go there). I can say how a place is changing (e.g. new houses being built, getting busier as it becomes more popular, in decline as people move elsewhere, not as popular as it once was for leisure activities). I can say how a place is like another place. (This is a busy/built up/ farming/ seaside/countryside place, just like This is a quiet place but is a busy noisy place). I know that paths, roads, air, and sea link places to others. I also know some of the reasons places are linked: holidays, leisure, work, food, and people moving to another country/place. I can describe a place using information I have found out using my geography words well. When I describe where a place is I use the 8 points of the compass to describe its position. When I describe where a place is, I use country, region and names of towns, cities, and rivers. I can name the significant places and features of a location I am studying (and of my country of birth). I know where the British Isles are and can name The United Kingdom (England, Scotland, Wales & Northern Ireland), and The Republic of Ireland. I can name and locate the capital cities London, Dublin, Edinburgh, Cardiff and Belfast. I can identify how a place where people live (settlement) has changed over time and give some reasons for this, giving precise observations or research as evidence for this. I use both physical and human factors in my explanation. I compare places that I have studied using the physical and human features for my comparisons. I give some reasons for the similarities and differences between places, using geographical language. I can compare places where people live and give reasons for the differences. 3 I can name and identify the Cambrian Mountains, the Grampian Mountains, the Lake District, and the Pennines. I can name and identify the three longest rivers in the UK (Severn, Thames, Trent). I can name and identify the seas around the United Kingdom (The English Channel, the Irish Sea and the North Sea). I can name and locate France (Paris), Germany (Berlin) Italy (Rome), and Spain (Madrid). I can name and locate the largest mountain range in 59

60 Geography Knowledge and Understanding of Places cont... Describing Places Naming and Explaining Locations and Identifying Change in the Past, Present Comparing Places Linking Places in the World and Future I can describe a place using information I have found out using my geographical words well. When I describe where a place is I use the 8 points of the compass to describe its position. When I describe where a place is, I use continent, country, region and names of towns, cities, and rivers. When I describe places, I do so in terms of its economic development as well as other features. I can name and locate all places and features learned previously and: I can name and locate the River Rhine (longest river in Europe). I can name the two largest seas around Europe (the Mediterranean Sea, the North Sea). I can name the significant places and features of a location I am studying (and of my country of birth). I compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy. I give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries. 4 I can name and locate the continents (Africa, Asia, Europe, North America, South America, Antarctica) I can name the largest cities in each continent (Lagos, Tokyo, Paris, New York, Sydney, and Sao Paulo). I can name the six countries with the highest populations ( Brazil, China, India, Indonesia, Russia, and USA. I can name and locate the areas of origin of the main ethnic minority groups in the United Kingdom (Bangladesh, the Caribbean, India, Pakistan, the Republic of Ireland). 5 I can describe a place using information I have found out using my geographical words well. When I describe where a place is I use the 8 points of the compass to describe its position. When I describe where a place is, I use continent, country, region and names of towns, cities, and rivers. When I describe places, I do so in terms of economic development as well as other features. I can name and locate all places and features learned previously and: The three largest mountain ranges in the world: The Andes, the Himalayas and the Rocky Mountains. I can name and identify the three longest rivers in the world: The River Nile, the Amazon and the Mississippi. I can name and identify the largest desert in the world, The Sahara. I can name and identify the oceans: The Arctic, Atlantic, Indian and Pacific. I can name and locate the two canals linking seas or oceans: The Panama and the Suez Canals. I compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy. I give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries. I can compare places where people live and give reasons for the differences. I recognise how places fit within a wider geographical context (e.g. as part of a bigger region or country), and are interdependent (e.g. through the supply of goods, movements of people). I can name and identify the main lines of latitude (poles, equator, tropics, the prime meridian). 60

61 Geography Knowledge and Understanding of Patterns, Processes and Environment Patterns and Processes Environmental Change and Stability 1 I can make observations about where things are located (e.g. a pedestrian crossing near the school gates) I can suggest ways I could improve somewhere near the school. I keep a class weather chart throughout the school year and discuss changes. 2 I can recognise some changes in physical and human features (e.g. heavy rain flooding fields). I keep a class weather chart throughout the school year and discuss changes. I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. I can suggest solutions to different points of view as to how a locality can be improved I can identify the parts of a river and understand how land use is different along the river s course (source, meander, mouth) and areas around (flood plains) or the parts of a coastline (river mouth, beach, cliffs, stacks, caves). I can explain the process of erosion and deposition (at either the coast or in a river). I know how erosion, deposition and flooding can affect people. I can identify the parts of a river (source, meander, mouth) and areas around (flood plains) or the parts of a coastline (river mouth, beach, cliffs, stacks, caves). I can explain the process of erosion and deposition (at either the coast or in a river). I know how erosion, deposition and flooding can affect people. I can describe a place in terms of how economically developed it is. I can identify how a place where people live (settlement) has changed over time and give some reasons for this, using both physical and human factors in my explanation. I keep a class weather chart throughout the school year and discuss weather around the world. I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. I can summarise an environmental issue either in the local area or an area I am studying. I can suggest solutions to different points of view as to how a locality can be improved. I know how I can contribute to a reduction in climate change. I keep a class weather chart throughout the school year and discuss changes, relating this to news and opinions about climate change. I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. I can summarise an environmental issue, its possible causes, and solutions either in the local area or an area I am studying. I can suggest more than one solution as to how a locality can be improved. I know how I can contribute to a reduction in climate change. I can summarise ways that people are trying to manage an environment I keep a class weather chart throughout the school year and discuss changes, relating this to news and opinions about climate change. I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. I can summarise an environmental issue, its possible causes and solutions either in the local area or an area I am studying. I can suggest more than one solution as to how a locality can be improved. I know how I can contribute to a reduction in climate change. I can summarise ways that people are trying to manage an environment. 61

62 Geography National Curriculum Programmes of Study KS1 Year Groups Completed Locational Knowledge One Two name and locate the world s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place Knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-european country Human and Physical Geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment 62

63 Geography National Curriculum Programmes of Study KS2 Year Groups Completed Locational Knowledge Three Four Five Six locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/ Greenwich Meridian and time zones (including day and night) Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and Physical Geography describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills and Fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies 63

64 Autumn Spring Summer Geography Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 64

65 Listening and Understanding... Controlling... Creating and Responding... National Curriculum POS KS1/KS2... Teaching Overview... p66 p68 p69 p70 p71 65

66 Music Listening and Understanding Elements of Music Applying Understanding Context and Purpose 1 Pitch: I identify low and high sounds. Duration: I can recognise when there is a beat or no beat, I can recognise long and short sound patterns. Dynamics: I describe sound as loud, quiet or silent. Tempo: I identify fast or slow. Texture: I identify a single sound, or a combination of sounds. Timbre: I can identify wooden, vocal, metallic, skinned and electronic instruments and their properties by sound. Structure: I recognise musical echoes, repeating patterns, and beginning, middle and end. I can recall sounds with increasing aural memory I can recognise that sounds can be made in different ways (e.g. sung, body, instrumental, environmental, electronic). I use music for a different purpose e.g. lullabies, signals, game songs, greetings, farewells. I use a range of different stimuli to generate musical ideas (e.g. stories, pictures, poems, rhymes, chants, patterns, number sequencing, movement, dance, environment). 2 Pitch: I identify lower and higher sounds, and respond to the overall shape of melodies. Duration: I can distinguish between rhythm and beat, and can understand how rhythmic patterns fit to the beat. Dynamics: I am beginning to understand when music gets louder or quieter. Tempo: I am beginning to understand when music gets faster or slower. Texture: I recognise how different pieces use different layers of sound. Timbre: I can identify how sounds are made: blown, plucked, shaken, struck, vocalised, strummed, electronically. Structure: I understand and identify repetition and contrast in music, including question and answer (A-B-A), and verse and chorus. I can recognise and recall musical structures. I can identify how the choice of sound source can contribute towards the mood or effect in the music heard or performed. I can use and explore a variety of signs or symbols linked to understanding of elements to communicate own musical ideas. 3 Pitch: I can distinguish between steps, leaps and repeats in melodies; major, minor and pentatonic scales. Duration: I can understand how rhythmic patterns fit to a beat, I recognise and understand 2,3 and 4 metre. Dynamics: I can understand and identify, sound getting louder and quieter. Tempo: I can understand and identify, sound getting faster and slower. Texture: I identify the difference between solo, unison, harmony and layers. Timbre: I can identify a range of non-percussion instruments by name, and distinguish between different ways of playing percussion instruments. Structure: I can develop understanding of a range of repetition and contrast structures, including ostinato. I can identify how combinations of elements are used in a variety of musical styles to communicate. I can identify different families of instruments and their qualities. I can use notations which are linked to an understanding of elements to communicate own musical ideas (including pitch and texture). I can identify composer s intent in music heard and performed. I can identify how music is produced, including use of ICT. I listen to music and perform in a range of styles (e.g. historical or geographical music such as Calypso, Indian, Jazz, Blues). I understand that music is performed for different purposes (e.g. adverts, theme tunes, rituals, films). I can use a range of non-musical stimuli to create music (e.g. images, localities, abstract ideas, dramatic themes). 66

67 Music Listening and Understanding cont... Elements of Music Applying Understanding Context and Purpose 4 5 Pitch: I can recognise and identify a range of different scale patterns, for example: major, minor, pentatonic and raga. Duration: I understand more complex rhythmic patterns and metres including 6/8. Dynamics: I understand how a range of dynamics can be manipulated for effect. Tempo: I understand how a range of tempi can be manipulated for effect. Texture: I understand types of harmony, ie: blocks of sound, including clusters of notes and the use of chords as an accompaniment. Timbre: I identify families of instruments, and different ensemble combinations, eg: jazz band, orchestra, choir. Structure: I understand chord sequences, leitmotif, ABACADA, etc. Pitch: I can recognise and identify a range of different scale patterns, for example: major, minor, pentatonic and raga. Duration: I understand irregular rhythmic groupings, such as fives and sevens. Dynamics: I understand how the full range of dynamics can be manipulated for expressive effect. Tempo: I understand how the full range of tempi can be manipulated for expressive effect. Texture: I can distinguish between different textures, and how they can be used for expressive effect. I understand different chord structures. Timbre: I identify families of instruments, and different ensemble combinations, eg: jazz band, orchestra, choir. Structure: I understand and identify contrasting style arrangements, theme and variations. I can identify how elements and resources have combined to communicate moods, changes of mood and ideas, and a variety of musical styles. I can identify instruments within different families of instruments. I can use and explore notations which are linked to understanding of elements to communicate own musical ideas, including expressive markings. I can identify composer s intent in music heard and performed. I can identify how music is produced in different ways, including the use of ICT. I listen to music and perform in a range of styles (e.g. historical or geographical music such as Calypso, Indian, Jazz, Blues). I understand that music is performed for different purposes (e.g. adverts, theme tunes, rituals, films). I can use a range of non-musical stimuli to create music (e.g. images, localities, abstract ideas, dramatic themes). 67

68 Music Controlling Singing Use of Instruments Performance 1 2 I show vocal shape when singing relative to speaking voice I can control pitching from C-A I am beginning to develop control of diction and dynamics when speaking, singing songs and chanting I enjoy singing familiar nursery and action songs from memory I can extend accuracy of vocal range from C-C I develop expressive effect and quality of sound when speaking, singing songs and chanting through increased control of diction, dynamics and tempi I can sing songs with simple patterns as accompaniments I can create body sounds I am beginning to control playing techniques using my dominant hand on a limited range of appropriate percussion, using identified words in songs or poems as aural signals I can maintain a steady beat using body percussion or by copying simple word rhythm patterns I demonstrate an accuracy and control of technique on an appropriate range of tuned and untuned percussion. I can perform simple patterns and accompaniments keeping to a steady pulse, including ostinato. I take account of musical instructions when rehearsing and performing I rehearse and perform individually, in pairs and as a class I follow hand and eye signals to direct and lead I improve my own work I can rehearse and perform individually, in pairs, small groups and as a class 3 I can extend accuracy of vocal range from low A-C I continue to develop expressive effect and quality of sound when speaking, singing songs and chanting through increased control of diction, dynamics and tempi I can sing rounds and partner songs, maintaining accuracy of pitch and showing awareness of different vocal lines I demonstrate an accuracy and control of technique on a a full range of untuned percussion, and am beginning to use classroom keyboards and own instruments. I can use two beaters on tuned percussion. I can use and follow hand and eye signals to direct and lead I make improvements to my work, whether individual, in pairs, in groups or as a whole class, commenting on the intended effect I can maintain rhythmic and melodic ostinati as an accompaniment in 2,3 and 4 metre. 4 I can extend accuracy of vocal range from low A-E I show an awareness of expression and interpretation through the control of musical elements and phrasing when singing I sing simple part songs with awareness of pitch and balance I continue to develop use of own instruments and technique on a wider range of classroom percussion, including ethnic, chromatic instruments and classroom keyboards I have developed an ability to rehearse and present performances in independent groups, showing awareness of their own part in relation to others I can control more complex rhythmic patterns and sequences, including those n 6/8 5 I can extend accuracy of vocal range to include pitching of chromatic patterns I show an increased awareness of expression and interpretation through the control of musical elements and phrasing when singing I sing with confidence in two parts I can use a wide range of instruments with confidence demonstrating knowledge of correct technique I can control irregular rhythmic groupings, such as fives and sevens I rehearse and present performances in independent groups, commenting on how intentions have been achieved I can maintain my own part with an awareness of how different parts fit together I can maintain ostinati patterns and sequences in all metres 68

69 Music Creating and Responding Exploration Composition Responding and Reviewing 1 I explore and enjoy how sounds can be made and changed. I can create and choose sounds in response to a range of given starting points. I respond to changes in mood and character within pieces of music though movement, dance and art work. I can discuss sounds I have made and heard using descriptive words I improve my own work. I explore how sounds can be made, changed and used to create musical patterns. I can structure sounds in an order appropriate to a specific purpose in response to a given starting point. I respond to changes in mood and character within pieces of music though a range of creative outlets 2 I can compose accompaniments to songs using a repertoire of known rhythms. I have built an appropriate musical vocabulary and use when talking about music and developing the ability to express an aesthetic response I improve my own work 3 4 I explore the way sounds can be combined and used expressively. I can improvise repeated rhythmic patterns, building a repertoire of patterns and sequences. I am beginning to improvise in a variety of styles, using scales as a base. I can improvise melodic and rhythmic phrases as part of a group performance. I can vary and refine ideas. I can combine layers of sound with awareness of the combined effect. I use melodies and accompaniments including drones, ostinati and layers. I experiment with capturing, repeating and re-ordering soundpatterns and sections of music. I can develop ideas within musical structures. I use specific patterns of pitch and rhythm to give pieces shape and coherence. I am beginning to use simple chord sequences to structure pieces. I compare and contrast music heard and performed with an awareness of the music s context and purpose. I use a variety of art forms to respond to character, mood and other elements of music. I have built an appropriate musical vocabulary and use when talking about music and developing the ability to express an aesthetic response. I improve my own and others work with an awareness of the music s context and purpose. I can capture, change and combine sounds for a specific musical purpose. I can improvise in a variety of styles, using scales as a base. I develop ideas within musical structures. 5 I can improvise melodic and rhythmic phrases as part of a group performance. I can vary and refine ideas. I use simple chord sequences to structure pieces. I can capture, change and combine sounds for a specific musical purpose. 69

70 Music National Curriculum Programmes of Study KS1 Year Groups Completed During Key Stage One, children should be taught to: One Two use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music During Key Stage Two, children should be taught to: Three Four Five Six play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music 70

71 Autumn Spring Summer Music Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 71

72 Knowledge, Skills and Understanding... Application of Skills... National Curriculum POS KS1/KS2... Teaching Overview... p73 p74 p75 p76 72

73 Physical Education Knowledge, Skills and Understanding Acquiring and developing skills Selecting and Applying Skills, Tactics and Evaluating and Improving Perfor- Knowledge and Understanding of Fitness Compositional Ideas mance and Health 1 I can copy, repeat and explore simple skills and actions showing basic control and co-ordination. I can link skills and actions together in ways which suit the different activities. I can describe and comment on my own and others work. I understand the need for warm-up and cool down. I can talk about how the body feels during exercise. I can talk about how to exercise safely. 2 I can explore simple skills. I can copy, remember, repeat and explore simple actions showing control and co-ordination. I can vary my skills, actions and ideas. I can link skills, actions and ideas in ways which suit different activities. I start to show some understanding of simple tactics and basic compositional ideas. I can talk about differences between my own and others work. I can suggest improvements. I can recognise a change in temperature and heart rate during exercise. I understand the need for warm-up and cool down. I can consolidate my knowledge of simple skills, and am beginning to build upon these. I can combine skills, actions and ideas and apply them with co-ordination and control. I see how my work is different from and similar to other pupils work. I can recognise a change in heart rate, temperature and breathing rate. 3 I can use skills, actions and ideas appropriately. I demonstrating an understanding of tactics and composition by starting to vary how I respond. I use this comparison to improve my own performance. I understand the importance of working safely. I recognise changes in my body. I can give reasons why PE is good for my health. 4 My performance has precision, control and fluency. I can link skills, actions and ideas together and use them accurately and appropriately. I show an understanding of tactics and composition. I can modify my own performance and that of others as a result of observation and basic understanding of the structure of the body. I can compare and comment on skills, techniques and ideas used in my own and other student s work.. I use the information from this evaluation to improve my own performance. I can describe changes in my body when I completing exercise. I can explain safety rules when preparing for exercise. I know and 1can describe how exercise is valuable to my fitness and health 5 I can select skills, techniques and ideas together and use them accurately and appropriately. I consistently show that my performance has precision, control and fluency. I use what I know about strategy, tactics and composition when performing. I show an understanding of different rules and conventions for sporting activities. I analyse and comment on skills and techniques. I explain how these are used in my own and others work.. I can change and refine skills and techniques to improve my performance. I understand and can explain the short and long-term effects of exercise. I explain how the body reacts during different types of exercise. I understand the need for specific warm-up and cooldown. I demonstrate all round safe practise. 73

74 Physical Education Application of Skills Athletics Dance Activities Games Activities Gymnastic Activities 1 I can run at different speeds. I can jump from a standing position. I can throw an object with one hand. I can explore basic body patterns and movements. I can remember simple dance steps and perform in a controlled manner. I can choose actions link them with sounds and music. I can stop a ball with basic control. I can send a ball in the direction of another person. I can take part in sending and receiving. I can copy and explore basic actions with some control and co-ordination. I have begun to choose and link basic actions. I can recognise and use space appropriately. I can describe and discuss others work. I can watch and discuss my own work and that of my peers. 2 I can change speed and direction whilst running. I can jump accurately from a standing position. I can throw a variety of objects with one hand. I can perform with control and co-ordination. I can respond imaginatively to a variety of stimuli. I can vary dynamics, levels, speed and direction. I can create dances with simple movements. I can discuss my own and others performance with simple vocabulary. I can stop / catch a ball with control. I can pass a ball to someone else. I can take part in opposed conditioned games. I can use simple tactics to attack and defend. I can copy, remember, explore and repeat simple actions varying speed and levels. I am beginning to select simple actions to construct basic sequences. I am beginning to identify the difference between my performance and that of others. 3 I can run at a speed appropriate to the distance I am running. I can take a running jump. I can demonstrate a range of throwing actions using a variety of objects. I can improvise freely on my own and with a partner. I can translate ideas from a variety of stimuli into movement. I can compare, develop and adapt movement and motifs to create longer dances. I can use dance vocabulary to compare and improve my work. I am beginning to influence opposed conditioned game. I can control and catch a ball with movement. I can accurately pass to someone else. I can move with a ball (e.g. unihoc / football). I can copy, remember, explore & repeat simple actions, and link & vary ideas with control & co-ordination. I can apply compositional ideas to sequences alone & with others. I can describe my own & others work noting similarities & differences. I can make suggestions for improvements. I can improve and sustain running technique at different speeds. I can demonstrate precision, control and fluency in response to stimuli. I can control and catch a ball & accurately pass whilst moving. I can link ideas, skills & techniques with control, precision & fluency when performing basic skills. 4 I can demonstrate accuracy and technique in a range of throwing and jumping actions. I can vary dynamics and develop actions with a partner or as part of a group. I can take part in conditioned game with understanding of tactics & rules. I understands composition by performing more complex sequences. I can identify and explain good athletic performance. I continually demonstrate rhythm and spatial awareness. I can move with a ball in opposed situations. I can describe how to refine, improve & modify performances. 5 I can demonstrate good control, strength, speed and stamina in a variety of athletic events. I understand how to apply athletic skills and tactics to the competitive situation. I can explain how to improve technique in a variety of events. I can perform and create motifs in a variety of dance styles with accuracy and consistency. I can select and use a wide range of compositional skills to demonstrate ideas. I can suggest ways to improve quality of performance showing sound knowledge and understanding. I can control movement with a ball in opposed situation whilst moving. I can combine accurate passing skills / techniques in game. I can advise and help others in their techniques in a game. I can perform & create movement sequences with some complex skills & displaying accuracy & consistency. I can select & use a wide range of compositional skills in complex sequences alone & in groups. I show an ability to innovate. 74

75 Physical Education National Curriculum Programmes of Study KS1/KS2 Year Groups Completed During Key Stage One, children should be taught to: One Two master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns During Key Stage One, children should be taught to: Three Four Five Six use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best Swimming and Water Safety (in either Key Stage) Year Group Taught swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations 75

76 Autumn Spring Summer Physical Education Overview Summery of work covered during each year group and by term: Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 76

77 Learning About Religions... Learning From Religions... Non-Statutory Breadth of Study KS1... Non-Statutory Breadth of Study KS2... Teaching Overview... p78 p79 p80 p81 p 77