· Web viewSulivan Primary School. Our Curriculum. Contents. Context5. Meeting the needs of pupils7. Core Subjects in Key Stage 18. English8. Maths8. Science8. Religious Education8

Sulivan Primary School

Our Curriculum1

http://www.sulivanprimaryschool.co.uk/

ContentsContext..................................................................................................................................................5

Meeting the needs of pupils..................................................................................................................7

Core Subjects in Key Stage 1..................................................................................................................8

English...............................................................................................................................................8

Maths................................................................................................................................................8

Science...............................................................................................................................................8

Religious Education...........................................................................................................................8

Core Subjects in Key Stage 2..................................................................................................................9

English...............................................................................................................................................9

Maths................................................................................................................................................9

Science...............................................................................................................................................9

Religious Education...........................................................................................................................9

Art and Design.....................................................................................................................................10

Year 1...............................................................................................................................................11

Year 2...............................................................................................................................................12

Year 3...............................................................................................................................................13

Year 4...............................................................................................................................................14

Year 5...............................................................................................................................................15

Year 6...............................................................................................................................................16

Computing...........................................................................................................................................17

Year 1...............................................................................................................................................18

Year 2...............................................................................................................................................19

Year 3...............................................................................................................................................21

Year 4...............................................................................................................................................22

Year 5...............................................................................................................................................23

Year 6...............................................................................................................................................24

Design and Technology........................................................................................................................25

Year 1...............................................................................................................................................25

Year 2...............................................................................................................................................26

Year 3...............................................................................................................................................27

Year 4...............................................................................................................................................28

Year 5...............................................................................................................................................29

Year 6...............................................................................................................................................30

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Geography...........................................................................................................................................31

Year 1...............................................................................................................................................31

Year 2...............................................................................................................................................32

Year 3...............................................................................................................................................33

Year 4...............................................................................................................................................34

Year 5...............................................................................................................................................35

Year 6...............................................................................................................................................36

History.................................................................................................................................................37

Year 1...............................................................................................................................................38

Year 2...............................................................................................................................................39

Year 3...............................................................................................................................................41

Year 4...............................................................................................................................................42

Year 5...............................................................................................................................................43

Year 6...............................................................................................................................................44

Modern Foreign Languages.................................................................................................................45

Year 3...............................................................................................................................................45

Year 4...............................................................................................................................................46

Year 5...............................................................................................................................................46

Year 6...............................................................................................................................................47

Music...................................................................................................................................................48

Year 1...............................................................................................................................................48

Year 2...............................................................................................................................................49

Year 3...............................................................................................................................................49

Year 4...............................................................................................................................................50

Year 5...............................................................................................................................................51

Year 6...............................................................................................................................................52

Personal, Social, Emotional and Health Education..............................................................................54

Physical Education...............................................................................................................................60

Year 1...............................................................................................................................................61

Year 2...............................................................................................................................................62

Year 3...............................................................................................................................................64

Year 4...............................................................................................................................................66

Year 5...............................................................................................................................................68

Year 6...............................................................................................................................................70

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Religious Education.............................................................................................................................73

Year 1...............................................................................................................................................73

Year 2...............................................................................................................................................73

Year 3...............................................................................................................................................73

Year 4...............................................................................................................................................73

Year 5...............................................................................................................................................73

Year 6...............................................................................................................................................73

Science.................................................................................................................................................74

Year 1...............................................................................................................................................74

Year 2...............................................................................................................................................76

Year 3...............................................................................................................................................79

Year 4...............................................................................................................................................81

Year 5...............................................................................................................................................83

Year 6...............................................................................................................................................85

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Context

We have developed an outstanding curriculum which helps all children to succeed in their academic and personal development.

Broad, balanced, rigorous and rich that develops profound learning. Meets the educational, social, moral, cultural and pastoral needs of its pupils. Promotes SMCS and British values. Provides enrichment opportunities that expose children to new and varied

experiences that inspire children and creates an ethos and culture of aspiration, resilience and a growth mindset.

Ensures that adults are inspirational and positive role models that value kindness and content of character as equal to academic effort and achievement.

Has high aspirations for every child and ensures pupils are ready for secondary school and beyond.

Curriculum DesignWe ensure that the content is relevant to the children, context and is purposeful.We ensure that the curriculum is engaging by finding inspiring and innovative ways to deliver the content. High standards are at the centre of our curriculum planning and design.We followed the three principles below when planning our curriculum;

The school’s outstanding curriculum provides memorable and rich experiences which enable high-quality learning whilst addressing children’s personal development and well-being.

The curriculum has overall breadth and balance and is amended and customised to meet the changing needs of individuals and groups.

The school plans and provides an outstanding range of enrichment activities which are matched to pupils’ needs and interests using detailed evidence from self evaluation. The take-up of enrichment activities is very high and the majority of children state that they enjoy and are enthusiastic about enrichment activities.

We are developing links with other organisations, businesses and schools to enrich the curriculum and activities it can offer.

Main Principles of Our CurriculumProfound learning occurs when children are taught using meaningful contexts and clearly modelled examples. Children learn best when they are motivated and engaged. Opportunities to enquire and follow through a line of enquiry will allow for deep learning that will be retained and reapplied in a variety of contexts. Children learn when they play and when they collaborate. They need and when they have time and space to work independently at their own pace. They develop a deep knowledge and understanding when the have the opportunity to practise and repeat skills, within a lesson and over time.

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Therefore, our curriculum is: imaginative and creative, and will encourage high achievement using the

opportunities in the ‘excellence and enjoyment’ agenda planned for areas of learning to be interlinked without losing their discrete nature,

thus providing a wide range of connected learning activities. It is evaluated rigorously and will be carefully managed to meet changing

requirements It includes activities which are organised imaginatively and resourced to provide

stimulating learning opportunities. It provides a range of formal and informal links with feeder providers and the next

schools attended by the pupils. The Characteristics of Effective Learning (EYFS, Development Matters) are applicable

and should be developed and considered throughout the years of primary education. Academically rigorous core subjects: Reading, Writing , Maths Nurturing wellbeing programmes: P.S.H.E., P.E. Enquiry-led/ knowledge based foundation subjects: Art and Design, Computing and

Technology, History, Geography, Music, Modern Foreign Languages (KS2 only) RE, Science

In a nurturing environment that values and develops essential skills in critical thinking and language & communication.

Content

It is tailored to the specific needs of its pupils. This personalisation may involve both differentiation of work and the availability of programmes and courses which are highly relevant to the assessed local and individual needs.

It has a broad impact across pupils’ learning and wider personal development and well-being. Its scope and definition are not narrow.

It is more than simply broad and balanced. It is coherent, imaginative and well-planned, building systematically on prior experience.

We have achieved an effective curriculum because we have a balance between statutory and non-statutory content to meet the unique needs of our children in our local community.

We worked together to design a curriculum which covers the statutory content whilst bringing our aims and values to life.

We have highly customised curriculum content which provides appropriate and relevant activities and experiences for all children.

The content is delivered consistently across the school and over time this has made a significant impact on standards.

Engagement

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We ensure engagement of the children by making our curriculum real and relevant, allowing children to design and steer the curriculum and to allow.

We use a wide range of stimulus to engage the children such as visits, artefacts, videos, drama.

We offer a wide range of enrichment activities which are varied and have a high take up across most groups of pupils.

Our curriculum provides ‘memorable experiences’ which helps to deepen children’s learning.

Teachers often incorporate a ‘wow’ dramatic start to engage and enthuse children with the topic.

The curriculum was enriched by first-hand experiences, including visits locally and further afield, contributions from adults with knowledge and skills that could enhance pupils’ learning, and an extensive range of extra-curricular activities.

Children are given lots of opportunities to ask questions and explore what interests them. Teachers will change planning to meet any needs of interests which arise during a topic.

Standards

Our outstanding curriculum strives to improve children’s basic skills and attitudes to learning.

We are aware that planning an engaging curriculum is not enough to raise standards.

We know what we want children to achieve as a result of the outstanding curriculum we provide.

We take the development of standards in non-core subjects very seriously.

Cross-curricular provision, including literacy, numeracy and ICT, is outstanding. As a result, all groups of children benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes.

The curriculum is customised to meet the changing needs of individuals and groups which lead to improved standards and rates of progress for individuals and groups of children.

Short-term plans show that the curriculum and individual lessons are adapted to meet the changing attainment and needs of individual pupils.

A long-term plan take full account of the curriculum to be experienced in future years and ensures that children are well equipped to make the transition to the next phase of their education and can function in society as good citizens.

Creative CurriculumAt the school we believe that Creativity is about:

Connecting: seeing relationships and combining in new ways Risking: having the self-confidence and freedom to fail and keep trying Envisaging: being original and imaginative about what might be Analysing: asking critical and challenging questions

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Thinking: taking time for reflection and soft thinking Interacting: sharing ideas and collaborating Varying: testing options and trying in different ways Elaborating Communicating

At the school we enable pupils and staff to reflect and develop their own creativity by encouraging imagination from the whole school community, making time for staff and children to reflect critically, allowing space for thinking and choice and promoting a culture of risk taking with no fear of failure or trying again.

There is a strong culture of collaboration throughout the school which has created an effective and creative learning culture by sharing values and ethos with the whole school community, learning from others, promoting teamwork and developing a distributed style that shares the ownership of the curriculum.

The community plays an essential part in our outstanding creative curriculum. We actively promote the importance of dynamic partnership, involve parents and carers at every opportunity, focus on the importance of the learning environment and extend involvement into the local community and beyond.

Children are at the centre of our curriculum design and we believe that personal, social and spiritual aspects of the curriculum are as important as academic aspects of the curriculum

Teachers work hard to develop each child’s confidence, self-discipline and understanding of their learning.

Teachers strive to make learning vivid, real and meaningful with many first-hand experiences.

Key Skills

We adopt an approach to the curriculum which has the development of key basic skills at the centre of its development and delivery.

Children are given many opportunities to use and apply the skills they have been taught to ensure retention and fluency of the skill.

We believe that the following key skills are essential to children’s development and ensure that our curriculum allows plentiful opportunities for the key skills to be developed.

Enquiry: e.g. asking relevant questions about why things happen and how things work Problem-solving: e.g. applying prior learning to a problem

Creative thinking: e.g. reflecting critically on ideas, actions and outcomes Information processing: e.g. sorting and classifying information using a given structure

Reasoning: e.g. predicting and anticipating events Evaluation: e.g. using given criteria to make judgements

Communication: using a broad range of skills from the primary and Early Years Foundation Stage (EYFS) frameworks

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Principles of Learning:

Children succeed when they are calm. Children learn when they ask questions. Children are creative. Children learn when they are playing. Children develop when they have access to good spaces, the

outdoors and a greater understanding of the natural world. Children must have their basic needs met before they are able to

function to their potential (Maslow’s Hierarchy of Needs)

Learners who are:

Kind Resilient Patient Thoughtful Ambitious Confident

Core Subjects

Sulivan Primary School follows the National Curriculum programmes of study in English and Mathematics.

The complete programmes of study each year group are included as Appendix 1.

English

Purpose of study English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic

conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range

of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their

understanding and ideas are competent in the arts of speaking and listening, making formal presentations,

demonstrating to others and participating in debate. Spoken language The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking

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clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their English – key stages 1 and 2 4 misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.

Reading

The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

word reading comprehension (both listening and reading).

Writing

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

transcription (spelling and handwriting) composition (articulating ideas and structuring them in speech and writing).

Mathematics Purpose of study Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Aims The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

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can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Spoken language

The national curriculum for English and mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their English and mathematical vocabulary and presenting (mathematical) justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

Therefore, in order to meet our pupils’ needs, Sulivan has developed, in collaboration with the Speech and Language Therapy Service (LBHF), a Spoken Language curriculum that is organised into twelve standards, learning objectives that are progressive from Year 1 to Year 6 and termly themes and focuses that build upon previous learning.

Listen and respond appropriately to adults and their peers Use relevant strategies to build their vocabulary Able to group and name members of categories and suggest possible category names Ask relevant questions to extend their understanding and knowledge Give well-structured descriptions, explanations and narratives for different purposes,

including for expressing feelings Able to use early story language e.g. once upon a time Speak audibly and fluently with an increasing command of standard English Participate in

discussions, presentations, performances, role play, improvisations and debates Gain, maintain and monitor the interest of the listener(s) Select and use appropriate registers for effective communication.

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Art and DesignIn Key Stage 1 pupils will learn

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.

Evaluating and analysing

Reflect on what they and others have done and say what they think and feel about it and suggest ways in which they might change or develop their work.

Art and Artists

Learn about, understand and value the work of artists, craft makers and designers; the differences and similarities between them and making links to their own works.

Exploring and Creating Make and record observations, first-hand and from memory. Develop ideas, try things out and ask questions. Explore thoughts and ideas using their experience and imagination and originality through a range of

creative approaches.

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Year 1

Drawing (pencil, charcoal, inks, chalk, pastels, ICT software)

I am learning to use a variety of drawings tools I am learning to observe patterns I am learning to observe anatomy (faces, limbs)

Colour (painting, ink, dye, textiles, pencils, crayons, pastels)

I am learning to name all the colours I am learning to mix colours that I choose I am learning to find collections of colour I am learning to apply colour with a range of tools

Texture (textiles, clay, sand, plaster, stone)

I am learning to weave I am learning to make collage by sticking different materials to make an image I am learning to sort according to specific qualities I am learning to talk about how textiles create things

Form (3D work, clay, dough, boxes, wire, paper, sculpture, mod roc)

I am learning to construct from my own ideas I am learning to use materials to make objects for a purpose I am learning to carve using different tools and materials I am learning to make simple joins

Printing (found materials, natural materials, wood blocks, press print, lino, string)

I am learning to create patterns. I am learning to use a range of found objects to make prints. I am learning to create simple printing blocks using press printing.

Pattern (paint pencil, textiles, clay, printing)

I am learning to talk about patterns I am learning to make repeating patterns

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Year 2


I am learning to experiment with tools and surfaces I am learning to discuss use of shadows, use of light and dark I am learning to sketch to make quick records


I am learning to make as many tones of one colour as possible using white I am learning to darken colours without using black I am learning to use colour on a large scale


I am learning to use overlapping and overlaying to create effects I am learning to use collage to represent objects and images I am learning to use large eyed needles- running stitches I am learning to explore simple stitches


I am learning to ask and answer questions about natural and man-made forms. I am learning to shape and form from direct observation (malleable and rigid materials) I am learning to copy patterns and textures in a 3D form


I am learning to identify the different forms printing takes I am learning to make printed images using rubbing (frottage). I am learning to create different simple designs by using repeating patterns and overprinting.


I am learning to experiment by arranging, folding, overlapping, regular and irregular patterning and talk about what I notice.

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In Key Stage 2 pupils will learn:

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 About great artists, architects and designers in history.

Year 3


I am learning to experiment with different types of pencil I am learning to draw from close observation I am learning to draw sketches as preparation for painting I am learning to draw accurate drawings of faces


I am learning to make colour wheels I am learning to use different types of brushes I am learning to apply colour using dotting, scratching and splashing


I am learning to use natural and manmade dyes. e.g.tie dye and batik


I am learning to shape, form, model and construct from malleable and rigid materials I am learning to plan and develop my ideas.


I am learning techniques to relief and impressed printing I am learning to record patterns and textures that I like I am learning to mix colour through overlapping of colour prints


I am learning to recognise patterns in the environment I am learning to design my own patterns I am learning to use ICT to make patterns, some with symmetry I am learning to make patterns on a range of surfaces (paper and textiles)

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Year 4


I am learning to identify and draw the effect of light. I am learning to use scale and proportion. I am learning to make accurate drawings of whole people including proportion and

placement I am learning to work on a variety of scales I am learning to make computer generated drawings


I am learning to colour mix and match; tint, tone and shade I am learning to observe colours I am learning to select suitable equipment for the task I am learning to use colour to effect the mood

Texture (textiles, clay, sand, plaster, and stone)

I am learning to comment on and design textual art


I am learning to plan and develop my ideas I am learning to create different surface patterns and textures I am learning to discuss my own work and the work of other sculptors I am learning to analyse and interpret natures and manmade forms of constructions


I am learning to use sketches for recording textures and patterns I am learning to interpret environmental and manmade patterns I am learning to modify and adapt prints


I am learning to explore environmental and manmade patterns I am learning to identify and use tessellation in pattern making

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Year 5


I am learning to understand and use the effect of light on objects and people from different directions

I am learning to interpret the texture of a surface I am learning to produce increasingly accurate drawings of people I am learning to understand the concept of perspective


I am learning to use hue, tint, tone, shades and mood in colour I am learning to explore the use of texture in colour I am learning to use colour for different purposes


I am learning to use stories, music and poems as stimuli I am learning to select and use materials I am learning to embellish work I am learning to knit


I am learning to plan and develop ideas I am learning to use observation or imagination to create models I am learning about the properties of different media


I am learning to combine prints I am learning to design prints I am learning to make connections between different styles and techniques I am learning to discuss and evaluate my own work and work of others


I am learning to create an abstract pattern to reflect personal experiences and expression

I am learning to create patterns for purposes

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Year 6


I am learning to understand and use the effect of light on objects and people from different directions

I am learning to interpret the texture of a surface I am learning to produce increasingly accurate drawings of people I am learning to understand the concept of perspective


I am learning to use hue, tint, tone, shades and mood in colour I am learning to explore the use of texture in colour I am learning to use colour for different purposes I am learning to use colour to express feelings


I am learning to develop skills in embellishing materials I am learning to apply knowledge of different techniques to express feelings I am learning to work collaboratively on a larger skills


I am learning about the properties of different media I am learning to discuss and evaluate my own work and work of other

artists/sculptors


I am learning to draw whole and parts of objects, making a collection, using various techniques

I am learning to make screen printing I am learning to explore printing techniques used by various artists


I am learning to create an abstract pattern to reflect personal experiences and expression

I am learning to create patterns for purpose

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ComputingIn Key Stage 1 pupils will learn to:

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.

We teach 5 computing areas:

1. E-Safety2. Programming3. Multimedia4. Data Handling5. Technology in our lives

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Year 1

Technology in Our Lives

I am learning to recognise the ways we use technology in our classroom.

I am learning to recognise ways that technology is used in my home and community.

I am learning to use links to websites to find information I am learning to begin to identify some of the benefits of using

technology.

Multimedia

I am learning to be creative with different technology tools. I am learning to use technology to create and present my ideas. I am learning to use the keyboard or device to enter text. I am learning to save information in a special place and retrieve it

again.

Programming

I am learning to give instructions to my friend and follow their instructions.

I am learning to describe what happens when I press buttons on a robot.

I am learning to press the buttons in the correct order to make my robot do what I want.

I am learning to describe what actions I will need to do to make something happen and begin to use the word algorithm.

I am learning to begin to predict what will happen for a short sequence of instructions.

I am learning to begin to use software/apps to create movement and patterns on a screen.

I am learning to use the word debug when I correct mistakes when I program.

E-safety (on-going termly)

I am learning to keep my password private. I am learning to tell you what personal information is. I am learning to tell an adult when I see something unexpected or

worrying online. I am learning to talk about why it’s important to be kind and polite. I am learning to recognise an age appropriate website. I am learning to agree and follow sensible e-Safety rules.

Data Handling

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I am learning to talk about the ways in which different information can be shown

I am learning to use technology to collect information including photos, videos and sound.

I am learning to sort different kinds of information and present it to others.

I am learning to add information to pictograph and talk to you about what I have found out.

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Year 2


I am learning to tell you why I use technology in the classroom. I am learning to tell you why I use technology in my home and community. I am learning to start to understand that other people have created the

information I use. I am learning to identify benefits of using technology including finding

information, creating and communicating. I can talk about the differences between the Internet and things in the physical

world.

Multimedia

• I am learning to use technology to organise and present my ideas in different ways.• I am learning to use the keyboard on my device to add, delete and space text for others to read.• I am learning to tell you about an online tool that will help me share my ideas with other people.• I am learning to save and open files on the device I use.

Programming

I am learning to give instructions to my friend (using forward, backward and turn) and physically follow their instructions to move in a shape

I am learning to tell you the order I need to do things to make something happen and talk about this as an algorithm.

• I am learning to program a robot or software to do a particular task. • I am learning to look at my friend’s program and tell you what will happen. • I am learning to use programming software to make objects move.• I am learning to watch a program execute and spot where it goes wrong so that I can debug it.


• I am learning to explain why I need to keep my password and personal information private. • I am learning to describe the things that happen online that I must tell an adult about. • I am learning to talk about why I should go online for a short amount of time. • I am learning to talk about why it’s important to be kind and polite online and in real life. • I am learning to know that not everyone is who they say they are on the Internet.

Data Handling

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I am learning to talk about the different ways I use technology to collect information, including a camera, microscope or sound recorder.

I am learning to make and save a chart or graph using the data I collect I am learning to talk about the data that us shown in my chart or graph. I am learning to start to understand a branching database. I am learning to tell you what kind of information I could use to help me

investigate a question.

In Key Stage 2 pupils will learn to: 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.

We teach 5 computing areas:

1. E-Safety2. Programming3. Multimedia4. Data Handling5. Technology in our lives

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Year 3


• I am learning to save and retrieve work on the Internet, the school network or my own device. • I am learning to talk about the parts of a computer. • I am learning to tell you ways to communicate with others online. • I am learning to describe the World Wide Web as the part of the Internet that contains websites.• I am learning to use search tools to find and use an appropriate website.• I am learning to think about whether I can use images that I find online in my own work.

Multimedia

I am learning to create different effects with different technology tools. I am learning to combine a mixture of text, graphics and sound to share my ideas

and learning. I am learning to use appropriate keyboard commands to amend text on my

device, including making use of a spellchecker. I am learning to evaluate my work and improve its effectiveness. I am learning to use an appropriate tool to share my work online.

Programming

• I am learning to break an open-ended problem up into smaller parts.• I am learning to put programming commands into a sequence to achieve a specific outcome.• I am learning to keep testing my program and can recognise when I need to debug it.• I am learning to use repeat commands.• I am learning to describe the algorithm I will need for a simple task.• I am learning to detect a problem in an algorithm that could result in unsuccessful programming.


• I am learning to I can talk about what makes a secure password and why they are important. • I am learning to can protect my personal information when I do different things online. • I am learning to I can use the safety features of websites as well as reporting concerns to an adult. • I am learning to I can recognise websites and games appropriate for my age.

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• I am learning to I can make good choices about how long I spend online. • I I am learning to ask an adult before downloading files and games from the Internet. • I am learning to I can post positive comments online.

Data Handling

• I am learning to talk about the different ways data can be organised. • I am learning to search a ready-made database to answer questions. • I am learning to collect data help me answer a question. • I am learning to add to a database. • I am learning to make a branching database. • I am learning to use a data logger to monitor changes and can talk about the information it collects.

Year 4


I am learning to save and retrieve work on the Internet, the school network or my own device.

I am learning to talk about the parts of a computer. I am learning to tell you ways to communicate with others online. I am learning to describe the World Wide Web as the part of the Internet that contains

websites. I am learning to use search tools to find and use an appropriate website. I am learning to think about whether I can use images that I find online in my own

work.

Multimedia

I am learning to use photos, video and sound to create an atmosphere when presenting to different audiences.

I am learning to create, modify and present documents for a particular purpose. I am learning to use a keyboard confidently and make use of a spellchecker tor write

and review my work. I am learning to use an appropriate tool to share my work and collaborate online. I am learning to give constructive feedback to my friends to help them improve their

work and refine my own work.

Programming

I am learning to use an efficient procedure to simplify a program. I am learning to use a sensor to detect a change which can select an action within my

program. I am learning to use logical thinking to solve an open-ended problem by breaking it

up into smaller parts. I am learning to know that I need to keep testing my program while I am putting it

together.

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I am learning to use a variety of tools to create a program. I am learning to recognise an error in a program and debug it. I am learning to recognise that an algorithm will help me to sequence more complex

programs.

E-safety

I am learning to choose a secure password when I am using a website. I am learning to talk about the ways I can protect myself and my friends from harm

online. I am learning to use the safety features of websites as well as reporting concerns to

an adult. I am learning that anything I post online can be seen by others. I am learning to choose websites and games that are appropriate for my age. I am learning to help my friends make good choices about the time they spend

online. I am learning to talk about why I need to ask a trusted adult before downloading files

and games from the Internet. I am learning to comment positively

Data Handling

• I am learning to organise and collect data in different ways and identify where it could be inaccurate.• I am learning to plan, create and search a database to answer questions. • I am learning to choose the best way to present data to my friends. • I am learning to use a data logger to record and share my readings with my friends

Year 5


I am learning to identify different parts of computing devices. I am learning to identify different parts of the Internet. I am learning to choose appropriate tools for communication and collaboration and

use them responsibly. I am learning to use effective strategies to search with appropriate search engines. I am learning to talk about the different elements on webpages. I am learning to find out who the information presented on a webpage belongs to.Multimedia

I am learning to use text, photo, sound and video editing tools to refine my work. I am learning to use the skills I have already developed to create content using

unfamiliar technology. I am learning to select, use and combine the appropriate technology tools to create

effects that will have an impact on others. I am learning to select an appropriate online or offline tool to create and share ideas. I am learning to review and improve my own work and support others to improve

their work.

Programming

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I am learning to decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program for a device or onscreen activity.

I am learning to use a variable to increase programming possibilities. I am learning to change an input to a program to achieve a different output. I am learning to use ‘if’ and ‘then’ commands to select an action. I am learning to refine a procedure using repeat commands to improve a program. I am learning to talk about how a computer model can provide information about a

physical system. I am learning to use logical reasoning to detect and debug mistakes in a program. I am learning to use logical thinking, imagination and creativity to extend a program.

E-safety

I am learning to protect my password and other personal information. I am learning to explain why I need to protect myself and my friends and the best

ways to do this, including reporting concerns to an adult. I am learning to that anything I post online can be seen, used and may affect others. I am learning to talk about the dangers of spending too long online or playing a

game. I am learning to explain the importance of communicating kindly and respectfully. I am learning to discuss the importance of choosing an age-appropriate website or

game. I am learning to explain why I need to protect my computer or device from harm.

Data Handling

• I am learning to use a spreadsheet and database to collect and record data.• I am learning to choose an appropriate tool to help me collect data.• I am learning to present data in an appropriate way.• I am learning to search a database using different operators to refine my search.• I am learning to talk about mistakes in data and suggest how it could be checked.

Year 6


• I can tell you the Internet services I need to use for different purposes. • I can describe how information is transported on the Internet.• I can select an appropriate tool to communicate and collaborate online.• I can talk about the way search results are selected and ranked.• I can check the reliability of a website.• I can tell you about copyright and acknowledge the sources of information that I find online.

Multimedia

I can talk about audience, atmosphere and structure when planning a particular outcome.

I can confidently identify the potential of unfamiliar technology to increase my creativity.

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I can combine a range of media, recognising the contribution of each to achieve a particular outcome

I can tell you why I select a particular online tool for a specific purpose. I can be digitally discerning when evaluating the effectiveness of my own work and

the work of others. I can give constructive feedback to my friends to help them improve their work and

refine my own work

Programming

I can deconstruct a problem into smaller steps, recognising similarities to solutions used before.

I can explain and program each of the steps in my algorithm (for a device or onscreen activity).

I can evaluate the effectiveness and efficiency of my algorithm while I continually test the programming of that algorithm.

I can recognise when I need to use a variable to achieve a required output. I can use a variable and operators to stop a program. I can use different inputs (including sensors) to control a device or onscreen action

and predict what will happen. I can link errors in a program to a problem in the algorithm on which it is based.

E-safety

I can protect my password and other personal information. I can explain the consequences of sharing too much about myself online. I can support my friends to protect themselves and make good choices online,

including reporting concerns to an adult. I can explain the consequences of spending too much time online or on a game. I can explain the consequences to myself and others of not communicating kindly and

respectfully. I can protect my computer or device from harm on the Internet.

Data Handling

• I can plan the process needed to investigate the world around me. • I can select the most effective tool to collect data for my investigation.• I can check the data I collect for accuracy and plausibility.• I can interpret the data I collect.• I can present the data I collect in an appropriate way.

Design and Technology In Key Stage 1 pupils will learn:

Year 1

Designing and planning

I am learning to explain what products I am designing and making

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I am learning to describe what my products are for. I am learning to explain how my product will work. I am learning to develop my ideas by talking and drawing. I am learning to select from a range of tools and equipment, explaining my

decision.

Cooking and Nutrition

I am learning that all food comes from plants or animals and has to be farmed, grown or caught.

I am learning to name and sort foods into the five groups. I am learning that everyone should eat at least five portions of fruit and

vegetables every day. I am learning to follow procedures for safety and hygiene. I am learning to measure and weigh ingredients.

Construction

I am learning to follow steps for safety and hygiene. I am learning to use a range of materials and components, including

construction materials and kits, and mechanical components.

Sheet materials

I am learning to use a range of construction materials and kits.

Evaluating

I am learning to talk about designs and what I am making I am learning to give simple thoughts about my products and ideas against

design criteria. I am learning to suggest how my product could be improved.

Year 2

Designing and Planning

I am learning to use simple design criteria to help develop my ideas I am learning to generate ideas from my own experiences. I am learning to use knowledge of existing products to help form ideas

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I am learning to model ideas by exploring materials, components and construction kits and by making templates and mock ups.

I am learning to use ICT where appropriate to develop and communicate ideas.

I am learning to plan next steps for my product. I am learning to select from a range of materials and components according

to their characteristics.

Cooking and Nutrition

I am learning how to prepare simple dishes safely and hygienically, without using a heat source.

I am learning to prepare and assemble a range of ingredients using techniques such as cutting, peeling and grating.

I am learning to use the correct vocabulary to describe food and ingredients including taste, smell, texture and feel.

Textiles

I am learning to measure, mark out, cut, shapes and join textiles. I am learning to assembly, join and combine materials and components. I am learning that a 3D textile product can be assembled from two identical

fabric shapes. I am learning to use the correct technical vocabulary to describe sewing and

joining fabrics and decorations.

Construction & Sheet materials

I am learning to measure, mark out, cut, shape and join materials and components.

I am learning about how freestanding structures can be made stronger, stiffer and more stable.

I am learning to use the correct technical vocabulary to describe different sheet materials, including joining and strengthening.

Evaluating

I am learning to express my likes and dislikes about my finished product. I am learning to explore existing products knowing what they are, who and

what they are for, how they work and what materials they are made from.


Year 3

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I am learning to investigate similar products to get ideas, list key features and understand how they work

I am learning to describe the purpose of my product. I am learning to explain how parts and whole of products work and

how it will be made.

Making and Technical Knowledge

I am learning to select suitable tools, equipment, materials and components.

I am learning to explain my choice of materials and components. I am learning to order the main stages of my making.

Sheet materials

I am learning to understand the use and aesthetic quality of materials

I am learning that materials can be combined and mixed to create more useful characteristics

I am learning to use an increasing and accurate technical vocabulary to describe methods of strengthening and joining different sheet materials

I am learning how to make strong, stiff structures.

Cooking

I am learning that food is grown, reared and caught in the UK, Europe and the wider world.

I am learning know to prepare and cook a variety of dishes safely and hygienically.

I am learning to use a range of cooking techniques. I am learning that a healthy diet is made up from a variety and

balance of different food and drink.

Evaluating

I am learning to express my likes and dislikes of a finished product. I am learning to explain the strengths and areas for development.

Year 4

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I am learning to list key features and describe the purpose of their product.

I am learning to list design features that will appeal to intended users.

I am learning to explain how parts and whole of product work and how it will be made.

Making and Technical Knowledge

I am learning to explain my choice of equipment, materials and components

I am learning to order the main stages of making.

Construction

I am learning to understand the use and aesthetic qualities of materials.

I am learning that materials can be combined and mixed to create more useful characteristics

I am learning to use technical vocabulary to describe different mechanical and electrical mechanisms.

I am learning to understand mechanical systems: levers, cams, pulleys, gears

I am learning to understand how simple electrical circuits and components can be used to create functional products.

Evaluating

I am learning to consider ways to improve designs or products I am learning to evaluate my product against a design success

criteria. I am learning to evaluate existing products – investigating where

and when products are designed and made and whether they can be recycled or re-used.

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Year 5



I am learning to research information about the needs and wants of users – using surveys, interviews, questionnaires and internet resources.

I am learning to develop a simple design specification to inform ideas.

I am learning to use annotated sketches, cross-sectional drawings and diagrams.

Making and Technical knowledge

I am learning to explain my choice of equipment, materials and components to fit the purpose and aesthetic qualities.

I am learning to create a step-by-step guide how to make the product – producing a list of tools, equipment and materials.

Cooking

I am learning that seasons may affect food. I am learning how food is processed into ingredients that can be

eaten or used in cooking. I am learning how to prepare and cook a variety of food safely and

hygienically using a heat source. I am learning to use a range of techniques such as peeling,

chopping, slicing, grating, mixing, spreading, kneading and baking. I am learning to measure, assembly and apply finishing techniques.

Evaluating

I am learning to evaluate the quality of my design and its effectiveness.

I am learning to evaluate my product against my design specification.

I am learning to evaluate existing products – investigating where and when products are designed and made and whether they can be recycled or re-used.

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I am learning about important inventors, designers, engineers, chefs and manufacturers who have developed ground breaking products.

Year 6



I am learning to research information about the needs and wants of users – using surveys, interviews, questionnaires and internet resources.

I am learning to develop a simple design specification to inform ideas.

I am learning to use annotated sketches, cross-sectional drawings and diagrams.

I am learning to use computer-aided design.

Making and Technical knowledge

I am learning to explain my choice of equipment, materials and components to fit the purpose and aesthetic qualities.

I am learning to create a step-by-step guide how to make the product – producing a list of tools, equipment and materials.

Textiles

I am learning to understand functional and aesthetic qualities of materials

I am learning that materials can be combined to create more useful characteristics.

I am learning to use an increasing and correct technical vocabulary I am learning that a 3D textile product can be made from a

combination of fabric shapes.

Evaluating

I am learning to evaluate the quality of my design and its effectiveness.

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I am learning to evaluate my product against my design specification.

I am learning to evaluate existing products – investigating costs, how innovative they are, how sustainable they are, and the impact of them.

I am learning about important inventors, designers, engineers, chefs and manufacturers who have developed ground breaking products.

Geography In Key Stage 1 pupils will learn:Key stage 1 Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Year 1

Geographical skills and fieldwork

I am learning to ask simple geographical questions I am learning to use simple observational skills to study the geography of the

school and its grounds I am learning to use simple maps of the local area I am learning to use locational and directional language (near and far, left and

right) to describe the location of features and routes. I am learning to make simple maps and plans I am learning to 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.

Locational knowledge

I am learning to understand how some places are linked to other places eg) roads and trains.

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I am learning to name and locate the world’s seven continents and five oceans

Human and Physical geography

I am learning to describe seasonal weather changes

Place knowledge

I am learning to name, describe and compare familiar places I am learning to link their homes with other places in their local community I am learning to know about present changes happening in our local

community I am learning to suggest ideas for improving the school environment

Year 2


I am learning to 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.

I am learning to use simple compass directions (North, South, East, West) and locational and directional language eg) near and far; left and right to describe the location of features and routes on a map

I am learning to use aerials 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

Locational knowledge

I am learning to name and location the world’s seven continents and five oceans

I am learning to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom

I am learning to name, locate and identify characteristics of the seas surrounding the United Kingdom.

Human and Physical geography

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I am learning to 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.

I am learning to 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.

I am learning to use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Place knowledge

I am learning to understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and a small area in a contrasting non-European country.

In Key Stage 2 pupils will learn:to extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Year 3


I am learning to ask and respond to geographical questions I am learning to analyse evidence and draw conclusions I learning to recognise that people hold different views about an issue and

begin to understand some of the reasons why I am learning to communicate findings in ways appropriate to the task or for

the audience I am learning to understand and use a widening range of geographical terms

(specific topic vocabulary) I am learning to use basic geographical vocabulary I am learning to make more detailed fieldwork sketches/diagrams I am learning to use fieldwork instruments

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I am learning to use and interpret maps, globes, atlases and digital/computer mapping to locate countries and key features

I am learning to use four figure grid references. I am learning to use the 4 points of a compass I am learning to make plans and maps using symbols and keys

Locational Knowledge

I am learning to locate counties in the UK on a map. I am learning to locate some of the cities of the UK.

Human and Physical Geography

I am learning to identify physical and human features of the locality. I am learning to explain about weather conditions/patterns around the UK and

parts of Europe and a contrasting non-European country.

Place knowledge

I am learning to recognise there are similarities and differences between places.

I am learning to develop an awareness of how places relate to each other.

Year 4


I am learning to understand and use a widening range of geographical terms eg) specific topic vocabulary – contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc

I am learning to measure straight line distances using the appropriate scale

I am learning to explore features on OS maps using 6 figure grid references

I am learning to draw accurate maps with more complex keys I am learning to plan the steps and strategies for an enquiry


I am learning to identify where countries are within Europe; including Russia

I am learning about how the locality is set within a wider geographical context.


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I am learning to describe human features of UK regions, cities and/ or counties.

I am learning to understand the effect of landscape features on the development of a locality

I am learning to describe how people have been affected by changes in the environment

I am learning to explain about key natural resources e.g) water in the locality

I am learning to explore weather patterns around parts of the world

Place knowledge

I am learning about the wider context of places – region, country I am learning to understand why there are similarities and differences

between places. I am learning to compare the human and physical features of a region of

the UK and a region in North America, identifying similarities and differences.

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Year 5


I am learning to understand and use a widening range of geographical terms eg) specific topic vocabulary – climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.


I am learning to identify the physical characteristics and key topographical features of the countries within South America.

I am learning about the wider context of places eg) country, region and country

I am learning to know and describe where a variety of places are in relation to physical and human features.

I am learning about the location of: capital cities of countries of the British Isles and UK, seas around the UK.


I am learning about weather patterns around the world and relate these to climate zones

I am learning about how rivers erode, transport and deposit materials. I am learning about the physical features of coasts and begin to

understand erosion and deposition. I am learning about how humans affect the environment over time I am learning about changes to world environments over time I am learning about why people seek to manage and sustain their

environment

Place knowledge

I am learning to use maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

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Year 6


I am learning to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

I am learning to use the eight points of a compass, four and six-figure grid references, symbols and key to build my knowledge of the UK and the wider world.

I am learning to 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.

I am learning to understand and use a widening range of geographical terms eg) specific topic vocabulary – urban, rural, land use, sustainability, tributary, trade links etc

I am learning to use maps, charts etc to support decision making about the location of places eg) new bypass


I am learning to locate the world’s countries, I am learning to 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.

I am learning to identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones


I am learning to describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.

I am learning to 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.

Place Knowledge

I am learning about geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a range of regions around the world, including Australasia.

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History

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils should be taught about:

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 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

Significant historical events, people and places in their own locality.

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Year 1

Chronological understanding

I am learning to sequence events in my life I am learning to sequence 3 or 4 artefacts from different periods of time I am learning to match objects to people of different ages Range and depth of historical understanding I am learning to recognise the difference between past and present in my own life

and in my family’s lives I am learning to listen to, read and recount episodes from stories about the past

Interpretations of history

I am learning to use stories to know the difference between fact and fiction I am learning to listen to adults talking about the past and ask how reliable are their

memories

Historical enquiry

I am learning to find answers to simple questions about the past from sources of information (artefacts and pictures)

Historical Knowledge

I am developing an awareness of the past. I am learning about significant historical events, people and places in own locality. I am learning about the lives of significant individuals in the past. I am learning about changes within living memory

Organisation and communication

I am learning to communicate what I learn (knowledge) through discussion, debate, drawing, drama and role play, making models, writing, ICT

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Year 2


I am learning to sequence artefacts closer together in time and check my ideas with a reference book

I am learning to sequence photographs and artefacts from different periods in their life

I am learning to describe memories of key events in their lives Range and depth of historical understanding I am learning to recognise why people did things, why events happened and what

happened as a result I am learning to identify differences between ways of life at different times.


I am learning to compare two versions of a past event I am learning to compare pictures or photographs of people of events in the past I am learning to discuss the reliability of photos/accounts/stories

Historical enquiry

I am learning to use a source (observe or handle) to answer questions about the past on the basis of simple observations.


I am learning to develop an awareness of the past. I am learning about events beyond my living memory that are significant nationally

or globally. I am learning about the lives of significant individuals in the past. I am learning about significant historical events, people and places in my locality.



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Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

They should understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

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Year 3

Stone Age- How did technology change from Stone Age to the Bronze Age?

Great Explorers- Marco Polo and Jeanne Baret


I am learning to understand when (on a time line) the period I am studying happened. I am learning to use dates and terms related to the period I am studying. I am learning to use dates and terms related to the passing of time I am learning to sequence several artefacts or events

Range and depth of historical understanding

I am learning to find out about everyday lives of people in the time I am studying I am learning to compare life in the past with life today I am able to identify reasons for and results of people’s actions I am learning to understand why people may have wanted to do something


I am learning to identify and give reasons for different ways in which the past is represented I am learning to distinguish between different sources I am learning to compare two different versions of the same story I am learning to look at representations of the period

Historical enquiry

I am learning to use a range of sources to find out about a period of history, event or person I am learning to observe the small details in artefacts and pictures I am learning to select and record information relevant to the study I am learning to beginning to use reference books and the internet for research


I am beginning to develop knowledge and understanding of British, local and world history.



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Year 4

Ancient Greece- How did the Greeks change our lives?

Great Explorers- Romans in Britain- explorers or invaders?


I am learning to place events from a period studies on a time line I am learning to use terms related to the period and begin to date events I am beginning to understand more complex terms e.g. BC and AD


I am learning to use evidence to reconstruct life in time studied I am learning to identify key features and events of the time I have studied I am learning to look for links and effects in the time studied I am learning to offer a reasonable explanation for some events


I am learning to look at the evidence available I am learning to begin to evaluate the usefulness of different sources I am learning to use text books and historical knowledge

Historical enquiry

I am learning to use evidence to build up a picture of a past event I am learning to choose relevant material to present a picture of one aspect of life in a time

past I am learning to ask a variety of questions I am learning to use reference books and the internet for research


I am beginning to develop a secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.


I am learning to recall, select and organise historical information I am learning to effectively communicate my knowledge and understand to a variety of ways

to an audience

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Year 5

Victorians- How can train change Britain?

Tudor Explorers- Did they make a difference? (Sir Francis Drake and Christopher Columbus)


I am learning to identify and sequence key events of the time I am studying. I am learning to use relevant terms and period names and labels. I am learning to make comparisons between different times in the past


I am learning to study different aspects of different people in history I am learning to study differences between men and women in history I am learning to examine causes and results of great events and the impact they had on

people. I am learning to compare life in early and late periods studied. I am learning to compare an aspect of life with the same aspect in another period.


I am learning to compare accounts of events from different sources. I am learning to give some reasons for different versions of events.

Historical enquiry

I am learning to begin to identify primary and secondary resources I am learning to use evidence to build up a picture of a past event. I am learning to select relevant sections of information I am learning to use the library and internet for research with increasing confidence.


I am learning to develop a secure knowledge and understanding of British, local and world history, establishing clear narratives with and across the periods they study.


I am learning to recall, select and organise historical information I am learning to effectively communicate my knowledge and understand to a variety of ways

to an audience

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Year 6

World War II- Was the Battle of Britain a victory?

Vikings- Criminals or explorers?


I am learning to place the period I am studying on a time line in relations to other studies. I am learning to use relevant dates and terms I am learning to sequence up to 10 events on a time line.


I am learning to find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings.

I am learning to compare beliefs and behaviour with another time studies. I am learning to write another explanation of a past event in terms of cause and effect using

evidence to support and illustrate their explanation. I am learning key dates, characters and events of a time studied.


I am learning to link sources and work out how conclusions were arrived at. I am learning to consider ways of checking the accuracy of interpretations; fact or fiction and

opinion I am learning to be aware that different evidence will lead to different conclusions I am learning to confidently use the library and internet for research

Historical enquiry

I am learning to recognise primary and secondary sources. I am learning to use a range of sources to find out about an aspect of time past. I am learning to suggest omissions and the means of finding out I am learning to bring knowledge gathered from several sources together in a fluent account

of the past.


I am learning to develop a secure knowledge and understanding of British, local and world history, establishing clear narratives with and across the periods they study.


I am learning to select and organise information to produce structured work, making appropriate use of dates and terms

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Modern Foreign Languages In Key Stage 2 pupils will learn to:

listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the

spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those

of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are

reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are

introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas

clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where

relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Year 3

Listening I am learning to listen and understand a few familiar spoken

words and short phrases, spoken slowly and clearly.Speaking

I am learning to repeat familiar words and short simple phrases, using understandable pronunciation and respond to questions in Spanish.

I am learning to read some familiar written words and short phrases. Use the visual cues and context to follow the gist of a short text

I am learning to use songs, stories and rhymes to help learn new vocabulary..

Writing I am learning to write some single words from memory, with

plausible spelling. Use a model to write a few sentences. I am learning to use indefinite articles in the singular with

masculine and feminine nouns. I am learning to use the high-frequency verb forms (I have, it is,

there is/are).

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Year 4

Listening I am learning to listen, understand and respond to a range of

familiar spoken words and short phrases.

Speaking I am learning to speak with another person to answer simple pre-

learned questions from memory and give information (eg say short pre-prepared phrases on a familiar topic), with secure pronunciation.

I am learning to use songs, stories and rhymes to help learn new vocabulary.

Reading I am learning to read and understand a range of familiar written

phrases.

Writing I am learning to write simple words and several short phrases

from memory with understandable spelling. I am learning to use indefinite and definite articles with singular

and plural nouns. I am learning to use prepositions of place and sequencers. I am learning to use a vocabulary list to find words I do not know.

Year 5

Listening I am learning to listen and understand the main points of a short

spoken passage made up of a few familiar words and phrases, delivered slowly and clearly.

Speaking I am learning to speak with another person to ask and answer simple

questions on the current topic. I am learning to produce some short phrases independently within a

familiar topic with good pronunciation. I am learning to use songs, stories and rhymes to help learn new

vocabulary. I am learning to ask questions when I am not confident in my

understanding or pronunciation.

Reading I am learning to read and understand familiar words and simple

sentences.

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Writing I am learning to write words, phrases and short simple sentences

with support, using understandable spelling. I am learning to use different forms of some regular verbs in the

present tense (with the support of a frame). I am learning to use a dictionary and word list.

Year 6

Listening I am learning to listen and understand a short passage made up of familiar words and

basic phrases concerning self, people, places or simple actions when people speak slowly and clearly.

Speaking I am learning to speak with another person to ask and answer simple questions and

give opinions. I am learning to use simple phrases and sentences independently to describe people,

places, things and actions, with good pronunciation. I am learning to ask a range of questions to clarify meaning, pronunciation or spelling.

Reading I am learning to read and understand a short text made up of short sentences on a

familiar topic.

Writing I am learning to write a short, simple text using simple sentences on a familiar topic,

adapting language already learnt with reasonable spelling. I am learning to use high-frequency verb forms, nouns, articles and adjectives to form

simple sentences. I am learning to use a dictionary or word list.

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Music In Key Stage 1 pupils will learn to:

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 interrelated

dimensions of music

Year 1

Use of voice expressively and creatively

I am learning to explore the use of the voice in different ways such as speaking, singing and chanting.

I am learning to discover how the voice can produce rhythm and pulse, high and low(pitch) to create different effects.

I am learning to find out how to sing with expression, confidence and creativity to an audience.

Play tuned and untuned instruments

I am learning to play instruments showing an awareness of others. I am learning to repeat and investigate simple beats and rhythms. I am learning to play sounds linking with symbols. I am learning to understand how to play an instrument with care and

attention.

Listen with concentration and understanding

I am learning to choose sounds to represent different things (ideas, thoughts, feelings, moods)

I am learning to reflect on music and say how it makes people feel, act and move.

I am learning to respond to different composer and discuss different genres of music.

Experiment with, create, select and combine sounds

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I am learning to create a sequence of long and short sounds with help, including clapping longer rhythms.

I am learning to investigate making sounds that are very different (loud and quiet, high and low etc)

I am learning to explore my own ideas and change them as I wish.

Year 2

Use of voice expressively and creatively

I am learning to sing with a sense of the shape of a melody. I am learning to represent sounds with symbols. I am learning to improvise in making sounds with the voice. I am learning to perform songs using creativity and expression and create dramatic effect.

Play tuned and untuned instruments

I am learning to perform simple patterns and accompaniments keeping to a steady pulse. I am learning to recognise and explore how sounds can be organised. I am learning to respond to starting points that have been given. I am learning to understand how to control playing a musical instrument so that they sound

as they should.

Listen with concentration and understanding

I am learning to notice how music can be used to create different moods and effects and to communicate ideas.

I am learning to listen and understand how to improve own composition. I am learning to sort composers in to different genres and instruments in to different types.

Experiment with, create, select and combine sounds

I am learning to choose carefully and order sounds in a beginning, middle and end. I am learning to use sounds to achieve an effect (including the use of ICT) I am learning to create short musical patterns I am learning to investigate long and short sounds I am learning to explore changes in pitch to communicate an idea.

Year 3

Play and perform

I am learning to sing in tune.55

I am learning to perform simple melodic and rhythmic parts. I am learning to improvise repeated patterns I am learning to begin to understand the importance of pronouncing the

words in a song well. I am learning to start to show control in voice. I am learning to perform with confidence.

Improvise and compose music

I am learning to compose music that combines musical elements. I am learning to carefully choose sounds to achieve an effect. I am learning to order my sounds to help create an effect. I am learning to create short musical patterns with long and short

sequences and rhythmic phrases.

Listen with attention to detail and recall sounds

I am learning to notice and explore the way sounds can be combined and used expressively.

I am learning to listen to different types of composers and musicians.

Use and understand staff and other musical notation

I am learning to begin to read music during recorder lessons

Appreciate and understand a wide range of live and recorded music

I am learning to begin to recognise and identify instruments being played. I am learning to comment on likes and dislikes. I am learning to recognise how music elements can be used together to

compose music.

Develop an understanding of the history of music

I am learning to describe the different purposes of music throughout history and in other cultures.

I am learning to understand that the sense of occasion affects the performance.

Year 4

Play and perform

I am learning to sing in tune with awareness of others. I am learning to perform simple melodic and rhythmic parts with

awareness of others. I am learning to improvise repeated patters growing in sophistication. I am learning to sing songs from memory with accurate pitch. I am learning to maintain a simple part within a group

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I am learning to understand the importance of pronouncing the words in a song well.

I am learning to show control in voice I am learning to play notes on instruments with care so they sound clear I am learning to perform with control and awareness of what other in

group are singing or playing.


I am learning to compose music that combines several layers of sound. I am learning to have an awareness of the effect of several layers of

sound. I am learning to compose and perform melodies and songs. (Including

using ICT). I am learning to use sound to create abstract effects. I am learning to recognise and create repeated patterns with a range of

instruments. I am learning to create accompaniments for tunes. I am learning to carefully choose order, combine and control sounds with

awareness of their combined effect.


I am learning to notice, analyse and explore the way sounds can be combined and used expressively.

I am learning to comment on musicians use of technique to create effect.


I am learning to learn to read music during recorder lessons I am learning to use staff and musical notation when composing work. I am learning to know how many beats in a minim, crotchet and semibreve

and I recognise their symbols. I am learning to know the symbol for a rest in music, and use silence for

effect in my music.


I am learning to begin to recognise and identify instruments and numbers of instruments and voices being played.

I am learning to compare music and express growing tastes in music. I am learning to explain how musical elements can be used together to

compose music.


I am learning to understand that the sense of occasion affects the performance. I am learning to combine sounds expressively.

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Year 5

Play and perform

I am learning to create songs with an understanding of the relationship between lyrics and melody.

I am learning, whilst performing by ear and from notations, to maintain my own parts with awareness of how the different parts fit together and the need to achieve an overall effect.

I am learning to breathe well and pronounce words, change pitch and show control in singing.

I am learning to perform songs with an awareness of the meaning of the words. I am learning to hold a part in a round. I am learning to perform songs in a way that reflects there meaning and the occasion. I am learning to sustain a drone or melodic ostinato to accompany singing. I am learning to play an accompaniment on an instrument (e.g. glockenspiel, bass drum or

cymbal).


I am learning to use the venue and sense of occasion to create performances that are well appreciated by the audience.

I am learning to compose by developing ideas within musical structures. I am learning to improvise melodic and rhythmic phases as part of a group performance.

Improvise within a group.


I am learning to notice and explore the relationship between sounds. I am learning to notice and explore how music reflects different intentions


I am learning to know and use standard musical notation of crotchet, minim and semibreve. I am learning to indicate how many beats to play. I am learning to read the musical stave and can work out the notes, EGBDF and FACE. I am learning to draw a treble clef at the correct position on the stave.


I am learning to compare and evaluate different kinds of music using appropriate musical vocabulary.

I am learning to explain and evaluate how musical elements, features and styles can be used together to compose music


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I am learning to understand the different cultural meanings and purposes of music, including contemporary culture.

I am learning to use different venues and occasions to vary my performances.

Year 6

Play and perform

I am learning to perform significant parts from memory and from notations with awareness of my own contribution.

I am learning to refine and improve my own work. I am learning to sing or play from memory with confidence, expressively and in tune. I am learning to perform alone and in a group, displaying a variety of techniques. I am learning to take turns to lead a group. I am learning to sing a harmony part confidently and accurately.


I am learning to improvise melodic and rhythmic material within given structures. I am learning to show thoughtfulness in selecting sounds and structures to convey an idea. I am learning to create my own musical patterns. I am learning to use a variety of different musical devices including melody, rhythms, and

chords.


I am learning to notice, comment on and compare the use of musical devises. I am learning to notice, comment on and compare the relationship between sounds. I am learning to notice, comment on, compare and explore how music reflects different

intentions.


I am learning to use of a variety of notation when performing and composing. I am learning to compose music for different occasions appropriate musical devises. I am learning to quickly read notes and know how many beats they represent. I am learning to use a range of words to help describe music. (e.g. pitch, duration, dynamics,

tempo, timbre, texture, and silence. I am learning to describe music using musical words and use this to identify strengths and

weaknesses in music.


I am learning to analyse and compare musical features choosing appropriate musical vocabulary.

I am learning to explain and evaluate how musical elements, features and styles can be used together to compose music.

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I am learning to notice and explore how music reflects time, place and culture. I am learning to understand and express opinions on the different cultural meanings and

purposes of music, including contemporary cultural I am learning to use different venues and occasions to vary my performances.

Personal, Social, Emotional and Health Education During Key Stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.

Our curriculum is guided by the PSHE Association programme of study. The school ensures all statutory requirements are adhered including the draft statutory guidance on health education and relationships education/ RSE in preparation for the statutory expectations by 2020.

Key Stage 1 pupils will learn:

Core theme 1. Health and Wellbeing

Pupils should have the opportunity to learn: H1. what constitutes, and how to maintain, a healthy lifestyle including the benefits

of physical activity, rest, healthy eating and dental health H2. to recognise what they like and dislike, how to make real, informed choices that

improve their physical and emotional health, to recognise that choices can have good and not so good consequences

H3. to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals

about good and not so good feelings, a vocabulary to describe their feelings to others and to develop simple strategies for managing feelings

H5. about change and loss and the associated feelings (including moving home, losing toys, pets or friends)

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H6. the importance of, and how to, maintain personal hygiene H7. how some diseases are spread and can be controlled; the responsibilities they

have for their own health and that of others; to develop simple skills to help prevent diseases spreading

H8. about the process of growing from young to old and how people’s needs change H9. about growing and changing and new opportunities and responsibilities that

increasing independence may bring H10. the names for the main parts of the body (including external genitalia) and the

bodily similarities and differences between boys and girls H11. that household products, including medicines, can be harmful if not used

properly H12. rules for and ways of keeping physically and emotionally safe including

responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety

H13. about people who look after them, their family networks, who to go to if they are worried and how to attract their attention

H14. about the ways that pupils can help the people who look after them to more easily protect them

H15. to recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets

H16. what is meant by ‘privacy’; their right to keep things ‘private’; the importance of respecting others’ privacy

Core theme 2. Relationships

R1. to communicate their feelings to others, to recognise how others show feelings and how to respond

R2. to recognise that their behaviour can affect other people R3. the difference between secrets and nice surprises (that everyone will find out about

eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid

R4. to recognise what is fair and unfair, kind and unkind, what is right and wrong R5. to share their opinions on things that matter to them and explain their views through

discussions with one other person and the whole class R6. to listen to other people and play and work cooperatively (including strategies to resolve

simple arguments through negotiation) R7. to offer constructive support and feedback to others R8. to identify and respect the differences and similarities between people R9. to identify their special people (family, friends, carers), what makes them special and

how special people should care for one another R10. to judge what kind of physical contact is acceptable, comfortable, unacceptable and

uncomfortable and how to respond (including who to tell and how to tell them) R11. that people’s bodies and feelings can be hurt (including what makes them feel

comfortable and uncomfortable)

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14 R12. to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say

R13. to recognise different types of teasing and bullying, to understand that these are wrong and unacceptable

R14. strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help

Core theme 3. Living in the Wider WorldL1. how they can contribute to the life of the classroom and school L2. to help construct, and agree to follow, group, class and school rules and to understand how these rules help them L3. that people and other living things have rights and that everyone has responsibilities to protect those rights (including protecting others’ bodies and feelings; being able to take turns, share and understand the need to return things that have been borrowed) L4. that they belong to different groups and communities such as family and school L5. what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy)L6. that money comes from different sources and can be used for different purposes, including the concepts of spending and savingL7. about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices L8. ways in which they are all unique; understand that there has never been and will never be another ‘them’ L9. ways in which we are the same as all other people; what we have in common with everyone else L10. about the ‘special people’ who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency.

Key Stage 2 pupils will learn:

Core theme 1. Health and Wellbeing

Building on Key Stage 1, pupils should have the opportunity to learn: H1. what positively and negatively affects their physical, mental and emotional health H2. how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’ H3. to recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet H4. to recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves H5. to reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goalsH6. to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others

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H7. to recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these H8. about change, including transitions (between key stages and schools), loss, separation, divorce and bereavement H9. to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’ H10. to recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience H11. to recognise how their increasing independence brings increased responsibility to keep themselves and others safe H12. that bacteria and viruses can affect health and that following simple routines can reduce their spread H13. how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media H14. to recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong H15. school rules about health and safety, basic emergency aid procedures, where and how to get help H16. what is meant by the term ‘habit’ and why habits can be hard to change H17. which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to othersH18. how their body will, and their emotions may, change as they approach and move through puberty H19. about human reproduction H20. about taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers H21. strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), and safety in the environment (including rail, water and fire safety) H22. strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others H23. about people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safeH24. the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.) H25. how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if they feel uncomfortable or are concerned by such a request

Core theme 2. Relationships

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Building on Key Stage 1, pupils should have the opportunity to learn:R1. to recognise and respond appropriately to a wider range of feelings in others R2. to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationshipsR3. to recognise ways in which a relationship can be unhealthy and whom to talk to if they need support R4. to recognise different types of relationship, including those between acquaintances, friends, relatives and families R5. that civil partnerships and marriage are examples of a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment R6. that marriage is a commitment freely entered into by both people, that no one should marry if they don’t absolutely want to do so or are not making this decision freely for themselves R7. that their actions affect themselves and others R8. to judge what kind of physical contact is acceptable or unacceptable and how to respond R9. the concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’ R10. to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge others’ points of view R11. to work collaboratively towards shared goals R12. to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves R13. that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010) R14. to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help) R15. to recognise and manage ‘dares’ R16. to recognise and challenge stereotypes R17. about the difference between, and the terms associated with, sex, gender identity and sexual orientation R18. how to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media) R19. that two people who love and care for one another can be in a committed relationship and not be married or in a civil partnership R20. that forcing anyone to marry is a crime; that support is available to protect and prevent people from being forced into marriage and to know how to get support for them self or others R21. to understand personal boundaries; to identify what they are willing to share with their most special people; friends; classmates and others; and that we all have rights to privacy

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Core theme 3. Living in the Wider WorldBuilding on Key Stage 1, pupils should have the opportunity to learn: L1. to research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people L2. why and how rules and laws that protect them and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules L3. to understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the ChildL4. that these universal rights are there to protect everyone and have primacy both over national law and family and community practices L5. to know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation (FGM) L6. to realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk L7. that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities L8. to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices L9. what being part of a community means, and about the varied institutions that support communities locally and nationally L10. to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing L11. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom L12. to consider the lives of people living in other places, and people with different values and customs L13. about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer L14. to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)L15. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world L16. what is meant by enterprise and begin to develop enterprise skills L17. to explore and critique how the media present information January 2017 additions: L18. to critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others

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Physical Education In Key Stage 1 pupils will learn:

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:

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.

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Year 1

Dance

I am learning to copy and explore basic movements and body patterns I am learning to remember simple movements and dance steps I am learning to link movements to sounds and music. I am learning to respond to a range of stimuli.

Gymnastics

I am learning to copy and explore basic movements with some control and coordination.

I am learning to perform different body shapes I am learning to perform at different levels I am learning to perform a 2 footed jump I am learning to use equipment safely I am learning to balance with some control I am learning to link 2-3 simple movements

Games

I am learning to travel in a variety of ways including running and jumping. I am learning to begin to perform a range of throws. I am learning to receive a ball with basic control I am learning to begin to develop hand-eye coordination I am learning to participate in simple games

Athletics

I am learning to run at different speeds. I am learning to jump from a standing position I am learning to perform a variety of throws with basic control.

Evaluation

I am learning to comment on my own and others performance I am learning to give comments on how to improve performance. I am learning to use appropriate vocabulary when giving feedback.

Healthy Lifestyles

I am learning to describe the effect exercise has on the body I am learning to explain the importance of exercise and a healthy lifestyle.

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Year 2

Dance

I am learning to copy and explore basic movements with clear control. I am learning to vary levels and speed in sequence I am learning to vary the size of my body shapes I am learning to add a change of direction to a sequence I am learning to uses space well and negotiate space clearly. I am learning to describe a short dance using appropriate vocabulary. I am learning to respond imaginatively to stimuli.

Gymnastics

I am learning to explore and create different pathways and patterns. I am learning to use equipment in a variety of ways to create a sequence I am learning to link movements together to create a sequence

Games

I am learning to confident to send the ball to others in a range of ways. I am learning to Beginning to apply and combine a variety of skills (to a game

situation) I am learning to develop strong spatial awareness. I am learning to develop own games with peers. I am learning to understand the importance of rules in games. I am learning to develop simple tactics and use them appropriately. I am learning to develop an understanding of attacking/ defending

Athletics

I am learning to can change speed and direction whilst running. I am learning to can jump from a standing position with accuracy. I am learning to perform a variety of throws with control and co-ordination.

(preparation for shot put and javelin) I am learning to use equipment safely

Evaluation

I am learning to comment on own and others performance I am learning to give comments on how to improve performance. I am learning to appropriate vocabulary when giving feedback.

Healthy Lifestyles

I am learning to describe the effect exercise has on the body I am learning to explain the importance of exercise and a healthy lifestyle.


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Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:

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 All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

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

Year 3

Dance

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I am learning to begin to improvise independently to create a simple dance. I am learning to begin to improvise with a partner to create a simple dance. I am learning to begin to translate ideas from stimuli into movement with support. I am learning to begin to compare and adapt movements and motifs to create a

larger sequence. I am learning to use simple dance vocabulary to compare and improve work.

Gymnastics

I am learning to apply compositional ideas independently and with others to create a sequence.

I am learning to copy, explore and remember a variety of movements and use these to create my own sequence.

I am learning to describe my own work using simple gym vocabulary. I am learning to begin to notice similarities and differences between sequences. I am learning to use turns whilst travelling in a variety of ways. I am learning to begin to show flexibility in movements I am beginning to develop good technique when travelling, balancing, using

equipment etc

Games

I am learning to understand tactics and composition by starting to vary how they respond.

I am learning to vary skills, actions and ideas and link these in ways that suit the games activity.

I am beginning to communicate with others during game situations. I am learning to use skills with co-ordination and control. I am learning to develop my own rules for new games. I am learning tp make imaginative pathways using equipment. I am learning to work well in a group to develop various games. I am beginning to understand how to compete with each other in a controlled

manner. I am beginning to select resources independently to carry out different skills.

Athletics

I am learning to run at speeds appropriate for the distance. e.g. sprinting and cross country I am learning to perform a running jump with some accuracy I am learning to perform a variety of throws using a selection of equipment. I am learning to use equipment safely and with good control.

Outdoor adventurous activities

I am learning to develop listening skills. I am learning to create simple body shapes. I am learning to listen to instructions from a partner/ adult. I am learning to think activities through and problem solve.

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I am learning to discuss and work with others in a group. I am learning demonstrate an understanding of how to stay safe.

Swimming

I am learning to feel confident in getting in the water and moving around in different directions

I am learning to float in the water on my back or front with the aid of a float I am learning to push off from the side and float across the pool. I am learning to stay safe in water- stay in depth/signal for help/follow instructions

and signs I am learning to jump into the pool with confidence I am learning to blow bubbles with my mouth and nose under water

Evaluation

I am learning to watch and describe performances accurately. I am learning to begin to think about how I can improve my own work. I am learning to work with a partner or small group to improve their skills. I am learning to make suggestions on how to improve their work, commenting

on similarities and differences.

Healthy Lifestyles

I am learning to describe the effect exercise has on the body I am learning to explain the importance of exercise and a healthy lifestyle. I am learning to understand the need to warm up and cool down.

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Year 4

Dance

I am learning to confidently improvise with a partner or on my own. I am beginning to create longer dance sequences in a larger group. I am learning to demonstrate precision and some control in response to stimuli. I am learning to begin to vary dynamics and develop actions and motifs. I am learning to demonstrate rhythm and spatial awareness. I am learning to Modifies parts of a sequence as a result of self-evaluation. I am learning to Uses simple dance vocabulary to compare and improve work.

Gymnastics

I am learning to link skills with control, technique, co-ordination and fluency. I am learning to understand composition by performing more complex sequences. I am beginning to use gym vocabulary to describe how to improve and refine

performances. I am learning to develop strength, technique and flexibility throughout

performances. I am learning to create sequences using various body shapes and equipment. I am learning to combine equipment with movement to create sequences.

Games


I am learning to show confidence in using ball skills in various ways, and can link these together.

e.g. dribbling, bouncing, kicking I am learning to use skills with co-ordination, control and fluency. I am learning to take part in competitive games with a strong understanding of

tactics and composition. I am learning to create their own games using knowledge and skills. I am learning to work well in a group to develop various games. I am learning to compare and comment on skills to support creation of new games. I am learning to make suggestions as to what resources can be used to differentiate

a game. I am learning to apply basic skills for attacking and defending. I am learning to uses running, jumping, throwing and catching in isolation and

combination.

Athletics

I am learning to Beginning to build a variety of running techniques and use with confidence.

I am learning to Can perform a running jump with more than one component.

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e.g. hop skip jump (triple jump) I am learning to Demonstrates accuracy in throwing and catching activities. I am learning to Describes good athletic performance using correct vocabulary. I am learning to Can use equipment safely and with good control.


I am learning to develop strong listening skills. I am learning to use simple maps. I am learning to think activities through and problem solve. I am learning to choose and apply strategies to solve problems with support. I am learning to discuss and work with others in a group. I am learning to demonstrate an understanding of how to stay safe.

Evaluation

I am learning to watch and describe performances accurately. I am learning to think about how they I can improve my own work. I am learning to work with a partner or small group to improve my skills. I am learning to make suggestions on how to improve my work, commenting on

similarities and differences.

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Year 5

Dance

I am learning to exaggerate dance movements and motifs (using expression when moving)

I am learning to demonstrate strong movements throughout a dance sequence. I am learning to combines flexibility, techniques and movements to create a fluent

sequence. I am learning to move appropriately and with the required style in relation to the

stimulus. (e.g using various levels, ways of travelling and motifs.) I am learning to show a change of pace and timing in my movements. I am learning to use the space provided to my maximum potential. I am learning to improvise with confidence, still demonstrating fluency across my

sequence. I am learning to modify parts of a sequence as a result of self and peer evaluation. I am learning to use more complex dance vocabulary to compare and improve work.

Gymnastics

I am learning to select and combine my skills, techniques and ideas. I am learning to apply combined skills accurately and appropriately, consistently

showing precision, control and fluency. I am learning to draw on what I know about strategy, tactics and composition when

performing and evaluating. I am learning to analyse and comment on skills and techniques and how these are

applied in my own and others' work. I am learning to use more complex gym vocabulary to describe how to improve and

refine performances. I am learning to develop strength, technique and flexibility throughout

performances. I am learning to links skills with control, technique, co-ordination and fluency. I am learning to understands composition by performing more complex sequences.

Games


I am learning to show confidence in using ball skills in various ways, and can link these together.

I am learning to use skills with co-ordination, control and fluency. I am learning to take part in competitive games with a strong understanding of

tactics and composition. I am learning to create my own games using knowledge and skills. I am learning to make suggestions as to what resources can be used to differentiate

a game. I am learning to apply basic skills for attacking and defending.

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I am learning to use running, jumping, throwing and catching in isolation and combination.

Athletics

I am learning to build a variety of running techniques and use with confidence. I am learning to perform a running jump with more than one component. (e.g. hop

skip jump (triple jump)) I am learning to record peers performances, and evaluate these. I am learning to demonstrate accuracy and confidence in throwing and catching

activities. I am learning to describe good athletic performance using correct vocabulary. I am learning to use equipment safely and with good control.


I am learning to develop strong listening skills. I am learning to use and interprets simple maps. I am learning to think activities through and problem solve using general knowledge. I am learning to choose and apply strategies to solve problems with support. I am learning to discuss and work with others in a group. I am learning to demonstrate an understanding of how to stay safe.

Swimming

I am learning to swim competently, confidently and proficiently over a distance of at least 25 metres

I am learning to use a range of strokes effectively e.g. front crawl, backstroke and breaststroke.

I am learning to perform safe self-rescue in different water-based situations.

Evaluation

I am learning to watches and describe performances accurately. I am learning to learn from others how I can improve my skills. I am learning to comment on tactics and techniques to help improve performances. I am learning to make suggestions on how to improve their work, commenting on


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Year 6

Dance

I am learning to exaggerate dance movements and motifs (using expression when moving)

I am learning to perform with confidence, using a range of movement patterns. I am learning to demonstrate a strong imagination when creating own dance

sequences and motifs. I am learning to demonstrate strong movements throughout a dance sequence. I am learning to combines flexibility, techniques and movements to create a fluent

sequence. I am learning to move appropriately and with the required style in relation to the

stimulus. (e.g using various levels, ways of travelling and motifs.) I am learning to show a change of pace and timing in their movements. I am learning to move to the beat accurately in dance sequences. I am learning to improvise with confidence, still demonstrating fluency across my

sequence. I am learning to dances with fluency, linking all movements and ensuring they flow. I am learning to demonstrates consistent precision when performing dance

sequences. I am learning to modifies parts of a sequence as a result of self and peer evaluation. I am learning to uses more complex dance vocabulary to compare and improve

work.

Gymnastics

I am learning to plan and perform with precision, control and fluency, a movement sequence showing a wide range of actions including variations in speed, levels and directions.

I am learning to perform difficult actions, with an emphasis on extension, clear body shape and changes in direction.

I am learning to adapt sequences to include a partner or a small group. I am learning to gradually increases the length of sequence work with a partner to

make up a short sequence using the floor, mats and apparatus, showing consistency, fluency and clarity of movement.

I am learning to draw on what I know about strategy, tactics and composition when performing and evaluating.

I am learning to analyse and comment on skills and techniques and how these are applied in my own and others' work.

I am learning to use more complex gym vocabulary to describe how to improve and refine performances.

I am learning to develop strength, technique and flexibility throughout performances.

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Games


I am learning to show confidence in using ball skills in various ways, and can link these together effectively. (e.g. dribbling, bouncing, kicking)

I am learning to keep possession of balls during games situations. I am learning to consistently use skills with co-ordination, control and fluency. I am learning to take part in competitive games with a strong understanding of

tactics and composition. I am learning to create my own games using knowledge and skills. I am learning to modify competitive games. I am learning to compare and comment on skills to support creation of new games. I am learning to make suggestions as to what resources can be used to differentiate

a game. I am learning to apply knowledge of skills for attacking and defending. I am learning to uses running, jumping, throwing and catching in isolation and in

combination.

Athletics

I am learning to build a variety of running techniques and use with confidence. I am learning to perform a running jump with more than one component. (e.g. hop

skip jump (triple jump)) I am learning to record peers performances, and evaluate these. I am learning to demonstrate accuracy and confidence in throwing and catching

activities. I am learning to describe good athletic performance using correct vocabulary. I am learning to can use equipment safely and with good control.


I am learning to develop strong listening skills. I am learning to use and interpret simple maps. I am learning to think activities through and problem solve using general knowledge. I am learning to choose and apply strategies to solve problems with support. I am learning to discuss and work with others in a group. I am learning to demonstrate an understanding of how to stay safe.

Evaluation

I am learning to watch and describe performances accurately. I am learning to learn from others how they can improve their skills. I am learning to comment on tactics and techniques to help improve performances. I am learning to make suggestions on how to improve their work, commenting on


Healthy Lifestyles

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Religious Education

The Key Stage One and Key Stage Two curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

Pupils will develop increasing understanding of wide areas of RE subject knowledge, and also how pupils can develop religious literacy, including the skills of:

investigating religions and worldviews through varied experiences, approaches and disciplines;

reflecting on and expressing their own ideas and the ideas of others with increasing creativity and clarity;

becoming increasingly able to respond to religions and worldviews in an informed, rational and insightful way.

Purpose of study

Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE they learn about and from religions and worldviews7 in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Aims The curriculum for RE aims to ensure that all pupils:

A. Know about and understand a range of religions and worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;

• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom8 found in religions and worldviews;

• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

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• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;

• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;

• appreciate and appraise varied dimensions of religion or a worldview.

C. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can: • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;

• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;

• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. RE in the school curriculum RE is a statutory subject of the school curriculum of maintained schools. Academies and free schools are contractually required through the terms of their funding to make provision for the teaching of RE to all pupils on the school roll. Alongside the subject’s contribution to pupils’ mental, cognitive and linguistic development, RE offers distinctive opportunities to promote pupils’ spiritual, moral, social and cultural development. RE lessons should offer a structured and safe space during curriculum time for reflection, discussion, dialogue and debate. Lessons should also allow for timely and sensitive responses to be made to unforeseen events of a religious, moral or philosophical nature, whether local, national or global. The breadth of RE The law requires that local authority RE agreed syllabuses and RE syllabuses used in academies that are not designated with a religious character ‘must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’. This means that from the ages of 5 to 19 pupils in schools10 learn about diverse religions and worldviews including Christianity and the other principal religions. Some schools with a religious character will prioritise learning about and from one religion, but all types of school need to recognise the diversity of the UK and the importance of learning about its religions and worldviews, including those with a significant local presence.

Attainment target

By the end of each key stage, students are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

http://reonlineorg.wpengine.com/wp-content/uploads/2015/03/RE_Review_Summary-Curriculum-Framework.pdf

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Science

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them.

They will experience and observe phenomena, looking more closely at the natural and humanly constructed world around them.

They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using

different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.

They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.

Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Year 1

Working Scientifically

Planning and predicting

I am learning to suggest what might happen and ways to test my ideas. Investigating and observing I am learning to make observations using appropriate senses. I am learning to explore using my five senses

Recording, analysing and evaluating

I am learning to communicate findings in simple ways. I am learning to collect evidence to try to answer a question.

Animals, including humans

I learning to spot and name a variety of common animals. I am learning to spot and name a variety of common animals that are carnivores,

herbivores and omnivores.

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I am learning to describe and compare the structure of a variety of common animals. I am learning to name, draw and label the basic parts of the human body. I am learning to say which part of the body is to do with each sense.

Materials

I am learning to tell the difference between an object and the material from which it is made.

I am learning to name a variety of everyday materials including wood, plastic, glass, metal, water and rock.

I am learning to describe some everyday materials. I am learning to make groups of materials based on what they are like.

Plants

I am learning to name some common wild and garden plants, including deciduous and evergreen trees.

I am learning to names and describe the basic structure of a variety of common flowering plants, including trees.

Seasonal Changes

I am learning to explain changes through autumn, winter, spring and summer. I am learning to describe the weather in autumn, winter, spring and summer and the

days get longer and shorter.

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Year 2


Planning and Predicting

I am learning, with help, to suggest some ideas and questions. I am learning to think about how to collect evidence I am learning to suggest what might happen. I am learning to think about and discuss whether comparisons and tests are fair or

unfair.

Investigating and observing

I am learning to make observations and comparisons using simple equipment, following simple instructions.

I am learning to use first- hand experience and, with help, simple information sources to answer questions.


I am learning to record findings in simple ways including tables, graphs and charts. I am learning to say whether what happened was what was expected and draw

simple conclusions.


I am learning to explain that animals, including humans, have babies which grow into adults.

I am learning to explain the needs of animals, including humans, for survival. I am learning to explain the importance of exercise, eating healthily and keeping

clean.

Living things and their habitats

I am learning to explain the differences between things that are living, dead and things that have never been alive.

I am learning to explain that most living things live in habitats which suit them and depend on each other.

I am learning to name some plants and animals in their habitats including micro-habitats.

I am learning to explain how animals get their food from plants and other animals using a simple food chain.

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Materials

I am learning to say why I would choose a material for a particular job. I am learning to explain how objects are made from some materials can be changed.

Plants

I am learning to explain how seeds and bulbs grow into plants. I am learning to describe how plants need water, light and suitable temperature to

grow and stay healthy.

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The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them.

They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.

They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.

They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge.

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.

They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.

At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.

They should also begin to recognise that scientific ideas change and develop over time.

They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information.

Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

Pupils should read, spell and pronounce scientific vocabulary correctly.

Year 3

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I am learning to respond to suggestions and with help put forward ideas about testing.

I am learning to make predictions. I am learning, with help, to consider what constitutes a fair test. I am learning, with help, to plan and carry out a fair test.


I am learning to make observations and comparisions. I am learning to measure length, volume of liquid in standard measures using simple

measuring equipment. I am learning to use first- hand experience and simple information sources to answer

questions.


I am learning to communicate findings in a variety of ways. I am learning to say whether what happened was what was expected


I am learning to identify that animals, including humans, need the right type s and amounts of nutrition.

I am learning that animals, including humans, get nutrition from what they eat. I am learning to explain why humans and some other animals have skeletons and

muscles.

Forces and magnets

I am learning to compare how things move on different surfaces. I am learning to understand that some forces need contact between two objects but

magnetic forces can act at a distance. I am learning to observe how magnets attract or repel each other and attract some

materials and not others. I am learning to compare and group some materials on the basis of whether they are

attracted to a magnet and identify some magnetic materials. I am learning to describe magnets as having two poles. I am learning to predict whether two magnets will attract or repel each other,

depending on which poles are facing.

Light

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I am learning to explain that I need light in order to see things and that dark is the absence of light.

I am learning to show that light is reflected from surfaces. I am learning to explain that light from the sun can be dangerous and that there are

ways to protect eyes. I am learning tot show how shadows are formed when the light from a light source is

blocked by a solid object. I am learning to show that there are patterns in the way that the size of shadows

change.

Plants

I am learning to explain what different parts of flowering plants do. I am learning to explore the requirements of plants for life and growth and how they

vary from plant to plant. I am learning to investigate the way in which water is transported within plants. I am learning to explore the part that flowers play in the life cycle of flowering plants,

including pollination, seed formation and seed dispersal.

Rocks

I am learning to examine and do practical experiments on various types of rocks in order to group them on the basis of their appearance and simple physical properties.

I am learning to simply describe how fossils are formed when things that have lived are trapped within a rock.

I am learning to explain that soils are made from rocks and organic matter.

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Year 4



I am learning to recognise why it is important to collect data and answer questions. I am learning to suggest questions that can be tested I am learning to put forward ideas about testing and make predictions. I am learning, with help, to consider what constitutes a fair test.


I am learning to make relevant observations and comparisons I am learning to make measurements of temperature, time and forces as well as

measurements of length. I am learning to begin to think about why measurements of length should be

repeated. I am learning, with help, to carry out a fair test recognising and explaining why it is

fair.


I am learning to explain what the evidence shows in a scientifuic way and whether it supports predictions.

I am learning to suggest improvements in their work.


I am learning to explain some parts of the digestive system in humans. I am learning to explain the different types of teeth in humans and what they do. I am learning to describe and explain a variety of food chains, naming producers,

predators and prey.

Electricity

I am learning to talk about common appliances that run on electricity. I am learning to construct and draw with labels a simple series electrical circuit which

includes cells, wires, bulbs, switches and buzzers. I am learning to predict if a lamp will light or not in a simple series circuit, based on

whether or not the lamp is part of a complete loop with a battery. I am learning to explain that a switch opens and closes a circuit and associate this

with whether or not a lamp lights in a simple series circuit. I am learning to show that some materials are conductors and some are insulators,

and can explain that metals are good conductors.

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I am learning to show that living things can be grouped together in various ways. I am learning to explore and use classification keys to help group, identify and name

a variety of living things. I am learning to explain that environments can change and that this sometimes

means that living things are put in danger. I am learning to explain how sounds are made, and show that some of them are

linked to vibrations. I am learning to explain that vibrations from sounds travel through a medium to the

ear. I am learning to find patterns between the pitch of a sound and features of the

objects that produce it. I am learning to show that there is a pattern between the volume of a sound and the

strength of the vibrations that produce it. I am learning to show that sounds get fainter as the distance from the sound source

increases.

States of Matter

I am learning to group materials together, according to whether they are solids, liquids or gases, including gels, foams, mists and pastes.

I am learning to demonstrate and explain that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius.

I am learning to correctly talk about the part played by evaporation and condensation in the water cycle and can show a link between the rate of evaporation and temperature.

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Year 5



I am learning to recognise that scientific ideas are based on evidence and creative thinking.

I am learning to make predictions based on scientific ideas I am learning to suggest methods of testing including a fair test. I am learning to suggest how to collect evidence. I am learning to select suitable equipment.


I am learning to carry out a fair test explaining why it is fair. I am learning to understand why observations and measurements need to be

repeated. I am learning to select information from provided sources.


I am learning to communicate findings in a variety of ways. I am learning to identify simple trends and patterns. I am learning to communicate findings in the tables, bar charts and lines graphs,

whilst making appropriate use of ICT. I am learning to identify trends and patterns and offer explanations for these. I am learning to draw conclusions and communication them in appropriate scientific

language. I am learning to suggest improvements in their work giving reasons.


I am learning to describe the changes as humans develop into old age.

Earth and Space

I am learning to describe the movement of Earth, and other planets, relative to the Sun in the solar system.

I am learning to describe the movement of the Moon relative to the Earth. I am learning to describe the Sun, Earth and Moon as approximately spherical

bodies. I am learning to explain day and night and the apparent movement of the sun across

the sky using the idea of the Earth’s rotation.

Forces and magnets

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I am learning to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.

I am learning to demonstrate the effects of air resistance, water resistance and friction, that act between moving surfaces.

I am learning to show that some mechanisms, including levels, pulleys and gears allow a smaller force to have a greater effect.

Living things and their habitats I am learning to describe the differences in the life cycles of a mammal, an

amphibian an insect and a bird. I am learning to describe how some animals and plants reproduce.

Materials

I am learning to 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.

I am learning to explain that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution.

I am learning to use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.

I am learning to give reasons, based on evidence from comparative and fair tests for the particular use of everyday materials, including metals, wood and plastic.

I am learning to demonstrate that dissolving, mixing and changes of state are reversible changes.

I am learning to 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.

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Year 6



I am learning to consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

I am learning to make predictions based on scientific knowledge and understanding. I am learning to suggest methods of testing including a fair test and how to collect

evidence, ensuring it is sufficient and appropriate.


I am learning to carry out a fair test, identifying key factors to be considered. I am learning to make a variety of relevant observations and measurements using

simple apparatus correctly. I am learning to decide when observations and measurements need to be checked

by repeating, to give more reliable data. I am learning to select information from a range of sources.


I am learning to communicate findings in tables, bar charts, and line graphs, while making appropriate use of ICT.

I am learning to identify trends and patterns and results that do not appear to fit the pattern.

I am learning to provide explanations for the differences in observations and measurements.

I am learning to draw conclusions and communicate them in appropriate scientific language.

I am learning to make practical suggestions for improving methods in my work giving suggestions.


I am learning to identify and name the main parts of the human circulatory system. I am learning to describe the functions of the heart, blood vessels and blood. I am learning to recognise the impact of diet, exercise, drug and lifestyle on the way

the body functions. I am learning to describe the ways in which nutrients and water are transported

within animals, including humans.

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Electricity

I am learning to show that the brightness of a lamp or the volume of a buzzer depends on the voltage of cells used in the circuit.

I am learning to 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 am learning to draw a diagram using recognised symbols to represent a simple circuit.

Evolution and inheritance

I am learning to explain that the kinds of living things that live on the earth now are different from those that inhabited the Earth millions of years ago and that fossils provide this information.

I am learning to explain that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

I am learning to give examples of how animals and plants are adapted to suit their environment in different ways.

I am learning to explain that adaptation may lead to evolution.

Light

I am learning to show that light appears to travel in straight lines and that objects are seen because they give out or reflect light into the eye.

I am learning to demonstrate and 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 am learning to demonstrate that light travels in straight lines to show why shadows have the same shapes as the objects that cast them.


I am learning to describe how plants and animals and micro –organisms are classified into broad groups according to common observable characteristics and based on similarities and differences.

I am learning to give reasons for classifying plants and animals based on specific characteristics.

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Documents

· Web viewSulivan Primary School. Our Curriculum. Contents. Context5. Meeting the needs of pupils7. Core Subjects in Key Stage 18. English8. Maths8. Science8. Religious Education8