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Art and Design

End of year

expectations Generating ideas Skills Evaluating Breadth of study

Year 3

Gather and review information,

references and resources

related to ideas and

intentions.

Use sketchbooks for different

purposes including

observations and planning and

shaping ideas.

Drawing

Experiment with different

grades of pencil and other

implements. Plan, refine and alter

their drawings as necessary. Use

their sketchbook to collect and

record visual information from

different sources. Draw for a

sustained period of time at their

own level. Use different media to

achieve variations in line, texture,

tone, colour, shape and pattern.

Painting

Mix a variety of colours and know

which primary colours make

secondary colours. Use a

developed colour vocabulary.

Experiment with different

effects and textures including

blocking in colour, washes,

thickened paint etc. Work

confidently on a range of scales

e.g. thin brush on small picture

etc.

Take the time to reflect up on

what they like and dislike

about their work in order to

improve it.

Work on their own, and

collaboratively with others, on

projects in 2 and 3 dimensions

and on different scales. Use

ICT. Investigate art, craft and

design in the locality and in a

variety of genres, styles and

traditions.

Outcomes: To know about and describe the

work of some artists/crafts

people/architects/designers.

To be able to explain how to be

able to use some of the tools

and techniques they have

chosen to work with.

Printing

Print using a variety of materials,

objects and techniques including

layering. Talk about the

processes used to produce a

simple print. To explore pattern

and shape, creating designs for

printing.

Textiles/Collage

Use a variety of techniques,

including printing, dying, quilting,

weaving, embroidery, paper and

plastic trappings and appliqué.

Name the tools and materials

they have used. Develop skills in

stitching, cutting and joining.

Experiment with a range of media

e.g. overlapping, layering etc.

3D Form

Join clay adequately and work

reasonably independently.

Construct a simple clay base for

extending and modelling other

shapes. Make a simple papier-

mache object. Plan, design and

make models.

Year 4

Select and use relevant

resources and references to

develop ideas.

Use sketchbooks/drawing

purposefully to improve

understanding, inform ideas

and plan for an outcome

(sketchbooks will show

developments in ideas and

proposed outcomes.)

Drawing

Make informed choices in drawing

inc. paper and media. Alter and

refine drawings and describe

changes using art vocabulary.

Collect images and information

independently in a sketchbook.

Use research to inspire drawings

from memory and imagination.

Explore relationships between

line and tone, pattern and shape,

line and texture.

Painting

Make and match colours with

increasing accuracy. Use more

specific colour language e.g. tint,

tone, shade, hue. Choose paints

and implements appropriately.

Plan and create different effects

and textures with paint according

to what they need for the task.

Show increasing independence

and creativity with the painting

process.

Printing

Research, create and refine a

print using a variety of

techniques. Select broadly the

kinds of material to print with in

order to get the effect they

Regularly reflect upon their

work and use comparisons with

the work of others (pupils and

artists) to identify how to

improve.








traditions.

Outcomes:

To understand and describe

some of the key ideas,

techniques and working

practises of a variety of

artists/crafts people/

architects and designers that

they have studied.

To know about and to be able to

demonstrate how tools they

have chosen to work with should

be used effectively and safely.

want. Resist printing including

marbling, silkscreen and cold-

water paste.

Textiles/Collage

Match the tool to the material.

Combine skills more readily.

Choose collage or textiles as a

means of extending work already

achieved. Refine and alter ideas

and explain choices using an art

vocabulary. Collect visual

information from a variety of

sources, describing with

vocabulary based on the visual

and tactile elements.

Experiments with paste resist.

3D Form

Make informed choices about the

3D technique chosen. Show an

understanding of shape, space

and form. Plan, design, make and

adapt models. Talk about their

work understanding that it has

been sculpted, modelled or

constructed. Use a variety of

materials.

Year 5

Engage in open-ended research

and exploration in the process

of initiating and developing

their personal ideas.

Confidently using sketchbooks

for a variety of purposes

including: recording

observations; developing ideas;

testing materials: planning and

recording.

Drawing

Use a variety of source material

for their work. Work in a

sustained and independent way

from observation, experience and

imagination. Use a sketchbook to

develop ideas. Explore the

potential properties of the visual

elements, line, tone, pattern,

texture, colour and shape.

Painting

Demonstrate a secure knowledge

about primary and secondary,

warm and cold, complementary

and contrasting colours. Work on

preliminary studies to test media

and materials. Create imaginative

work from a variety of sources.

Printing

Explain a few techniques, inc’ the

use of poly-blocks, relief, mono

and resist printing. Choose the

printing method appropriate to

task. Build up layers and

colours/textures. Organise their

work in terms of pattern,

repetition, symmetry or random

printing styles. Choose inks and

overlay colours.

Regularly analyse and reflect

on their progress taking

account of what they hope to

achieve.








traditions.

Outcomes:

To research and discuss the

ideas and approaches of various

artists/crafts people/artists

and architects taking account of

their particular cultural context

and intentions.

To know how to describe the

processes they are using and

how they hope to achieve high

quality outcomes.

Textiles/Collage

Join fabrics in different ways,

including stitching. Use different

grades and uses of threads and

needles. Extend their work within

a specified technique. Use a

range of media to create collage.

Experiment with using batik

safely.

3D Form

Describe the different qualities

involved in modelling, sculpture

and construction. Use recycled,

natural and manmade materials to

create sculpture. Plan a sculpture

through drawing and other

preparatory work.

Year 6

Independently develop a range

of ideas which show curiosity,

imagination and originality.

Systematically investigate and

test ideas and plans using

sketchbooks and other

appropriate approaches.

Drawing

Demonstrate a wide variety of

ways to make different marks

with dry and wet media. Identify

artists who have worked in a

similar way to their own work.

Develop ideas using different or

mixed media, using a sketchbook.

Manipulate and experiment with

the elements of art: line, tone,

pattern , texture, form, space,

colour and shape

Painting

Create shades and tints using

black and white. Choose

appropriate paint, paper and

implements to adapt and extend

their work. Carry out preliminary

studies, test media and materials

and mix appropriate colours.

Work from a variety of sources,

including those researched

independently. Show an

awareness of how paintings are

created (composition).

Printing

Describe varied techniques. Be

familiar with layering prints. Be

confident with printing on paper

and fabric. Alter and modify

Provide a reasoned evaluation

of both their own and

professionals’ work which

takes account of the starting

points, intentions and context

behind their work.








traditions.

Outcomes:

To know how to describe,

interpret and explain the work,

ideas and working practises of

some significant artists/crafts

people/ designers and

architects taking account of the

influence of the different

historical, cultural and social

context in which they worked.

To recall technical vocabulary

and techniques for modifying

the qualities of different

materials and processes.

work. Work relatively

independently.

Textiles/Collage

Awareness of the potential of

the uses of material. Use

different techniques, colours and

textures etc. when designing and

making pieces of work. To be

expressive and analytical to

adapt, extend and justify their

work.

3D Form

Develop skills in using clay

including slabs, coils, slips, etc.

Make a mould and use plaster

safely. Create sculpture and

constructions with increasing

independence.

Design and Technology

End of year

expectations Cooking and nutrition Processes

Year 3

Start to know that food is

grown (such as tomatoes, wheat

and potatoes), reared (such as

pigs, chickens and cattle) and

caught (such as fish) in the UK,

Europe and the wider world.

Start to understand how to

prepare and cook a variety of

predominantly savoury dishes

safely and hygienically including,

where appropriate, the use of a

heat source.

Begin to understand how to use

a range of techniques such as

peeling, chopping, slicing,

grating, mixing, spreading,

kneading and baking. Start to

understand that a healthy diet

is made up from a variety and

balance of different food and

drink, as depicted in ‘The Eat

well plate.’ Begin to know that to

be active and healthy, food and

drink are needed to provide

energy for the body.

With growing confidence generate ideas for an item, considering its purpose and the user/s. Start

to order the main stages of making a product. Identify a purpose and establish criteria for a

successful product. Understand how well products have been designed, made, what materials have

been used and the construction technique. Learn about inventors, designers, engineers, chefs and

manufacturers who have developed ground-breaking products. Start to understand whether

products can be recycled or reused. Know to make drawings with labels when designing. When

planning explain their choice of materials and components including function and aesthetics.

Select a wider range of tools and techniques for making their product i.e. construction materials

and kits, textiles, food ingredients, mechanical components and electrical components. Explain

their choice of tools and equipment in relation to the skills and techniques they will be using. Start

to understand that mechanical and electrical systems have an input, process and output. Start to

understand that mechanical systems such as levers and linkages or pneumatic systems create

movement. Know how simple electrical circuits and components can be used to create functional

products. Measure, mark out, cut, score and assemble components with more accuracy.

Start to work safely and accurately with a range of simple tools. Start to think about their ideas

as they make progress and be willing to change things if this helps them to improve their work.

Start to measure, tape or pin, cut and join fabric with some accuracy.

Start to evaluate their product against original design criteria e.g. how well it meets its intended

purpose Begin to disassemble and evaluate familiar products and consider the views of others to

improve them. Evaluate how the key designs of individuals in design and technology has helped

shape the world.

Year 4

Understand that food is grown

(such as tomatoes, wheat and

potatoes), reared (such as pigs,

chickens and cattle) and caught

(such as fish) in the UK, Europe

and the wider world.

Understand how to prepare and

cook a variety of predominantly

savoury dishes safely and

hygienically including, where

appropriate, the use of a heat

source.

Know how to use a range of

techniques such as peeling,

chopping, slicing, grating,

mixing, spreading, kneading and

baking. Know that a healthy diet

is made up from a variety and

balance of different food and

drink, as depicted in ‘The Eat

well plate.’ Know that to be

active and healthy, food and

drink are needed to provide

energy for the body.

Start to generate ideas, considering the purposes for which they are designing- link with

Mathematics and Science. Confidently make labelled drawings from different views showing

specific features. Develop a clear idea of what has to be done, planning how to use materials,

equipment and processes, and suggesting alternative methods of making, if the first attempts fail.

Identify the strengths and areas for development in their ideas and products. When planning

consider the views of others, including intended users, to improve their work. Learn about

inventors, designers, engineers, chefs and manufacturers who have developed ground -breaking

products. When planning explain their choice of materials and components according to function

and aesthetic.

Select a wider range of tools and techniques for making their product safely. Know how to

measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and

techniques. Start to join and combine materials and components accurately in temporary and

permanent ways. Know how mechanical systems such as cams or pulleys or gears create movement.

Understand how more complex electrical circuits and components can be used to create functional

products. Continue to learn how to program a computer to monitor changes in the environment and

control their products. Understand how to reinforce and strengthen a 3D framework. Now sew

using a range of different stitches, to weave and knit. Demonstrate how to measure, tape or pin,

cut and join fabric with some accuracy. Begin to use finishing techniques to strengthen and improve

the appearance of their product using a range of equipment including ICT.

Evaluate their products carrying out appropriate tests. Start to evaluate their work both during

and at the end of the assignment. Be able to disassemble and evaluate familiar products and

consider the views of others to improve them. Evaluate how the key designs of individuals in design

and technology has helped shape the world.

Year 5

Understand that food is grown

(such as tomatoes, wheat and





Begin to understand that

seasons may affect the food

available. Understand how food

is processed into ingredients

that can be eaten or used in

cooking. Know how to prepare

and cook a variety of

predominantly savoury dishes

safely and hygienically including,

where appropriate, the use of a

heat source.

Use a range of techniques such

as peeling, chopping, slicing,

grating, mixing, spreading,

kneading and baking. Begin to

understand that different food

and drink contain different

substances – nutrients, water

and fibre – that are needed for

health.

Start to generate, develop, model and communicate their ideas through discussion, annotated

sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces. Begin to use research

and develop design criteria to inform the design of innovative, functional, appealing products that

are fit for purpose. With growing confidence apply a range of finishing techniques, including those

from art and design. Draw up a specification for their design- link with Mathematics and Science.

Use results of investigations, information sources, including ICT when developing design ideas.

With growing confidence select appropriate materials, tools and techniques. Start to understand

how much products cost to make, how sustainable and innovative they are and the impact products

have beyond their intended purpose.

Select appropriate materials, tools and techniques e.g. cutting, shaping, joining and finishing,

accurately. Select from and use a wider range of materials and components, including construction

materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Understand how mechanical systems such as cams or pulleys or gears create movement. Know how

more complex electrical circuits and components can be used to create functional products and how

to program a computer to monitor changes in the environment and control their products.

Understand that mechanical and electrical systems have an input, process and output. Begin to

measure and mark out more accurately. Demonstrate how to use skills in using different tools and

equipment safely and accurately. With growing confidence cut and join with accuracy to ensure a

good-quality finish to the product. Weigh and measure accurately (time, dry ingredients, liquids).

Use finishing techniques to strengthen and improve the appearance of their product using a range

of equipment including ICT.

Start to evaluate a product against the original design specification and by carrying out tests.

Evaluate their work both during and at the end of the assignment. Begin to evaluate it personally

and seek evaluation from others. Evaluate the key designs of individuals in design and technology

has helped shape the world.

Year 6

Know that food is grown (such

as tomatoes, wheat and





Understand that seasons may

affect the food available.

Understand how food is

processed into ingredients that

can be eaten or used in cooking.

Know how to prepare and cook a

variety of predominantly

savoury dishes safely and

hygienically including, where

appropriate, the use of a heat

source.

Confidently use a range of

techniques such as peeling,

chopping, slicing, grating,

mixing, spreading, kneading and

baking. Know different food and

drink contain different

substances – nutrients, water

and fibre – that are needed for

health.

Generate, develop, model and communicate their ideas through discussion, annotated sketches,

cross-sectional and exploded diagrams, prototypes, pattern pieces. Use research and develop

design criteria to inform the design of innovative, functional, appealing products that are fit for

purpose. Accurately apply a range of finishing techniques, including those from art and design.

Draw up a specification for their design - link with Mathematics and Science. Plan the order of

their work, choosing appropriate materials, tools and techniques.

Suggest alternative methods of making if the first attempts fail. Identify the strengths and areas

for development in their ideas and products. Know how much products cost to make, how

sustainable and innovative they are and the impact products have beyond their intended purpose.

Confidently select appropriate tools, materials, components and techniques and use them. Use tools

safely and accurately. Assemble components to make working models. Aim to make and to achieve a

quality product. With confidence pin, sew and stitch materials together to create a product.

Demonstrate when to make modifications as they go along. Construct products using permanent

joining techniques. Understand how mechanical systems such as cams or pulleys or gears create

movement.

Know how more complex electrical circuits and components can be used to create functional

products and how to program a computer to monitor changes in the environment and control their

products. Know how to reinforce and strengthen a 3D framework. Understand that mechanical and

electrical systems have an input, process and output. Use finishing techniques to strengthen and

improve the appearance of their product using a range of equipment including ICT.

Evaluate their products, identifying strengths and areas for development, and carrying out

appropriate tests. Evaluate their work both during and at the end of the assignment. Record their

evaluations using drawings with labels. Evaluate against their original criteria and suggest ways

that their product could be improved. Evaluate the key designs of individuals in design and

technology has helped shape the world.

Music

End of year

expectations Performing

Improvising and

composing Listening and reviewing Dimensions

Lower KS2

• Sing rounds (canons) and

partner songs, maintaining own

part with some support.

• Sing songs with a simple

ostinato part.

• Sing with a developing

understanding of expression

and dynamics.

• Perform simple rhythmic and

melodic patterns on variety of

percussion instruments.

• Read and play 3 notes on an

instrument (eg recorders)

with care and a degree of

accuracy.

• Represent sounds on a

graphic score with symbols

for a group performance.

• Create a soundscape using

tuned and un-tuned

percussion. • Compose four

bars of music using 3 notes

with an understanding of note

value and time signature.

• Staff notation: recognise

notes on the stave and note

values of quaver, crotchet and

minim.

• Understand and use Italian

musical terminology within

vocal and instrumental

composition.

• Begin to take part in

improvisation sessions with

confidence.

• Recognise the family groups

within the orchestra and the

importance of the conductor.

• Describe and give opinions

of the music heard with some

use of musical vocabulary.

• Discuss the emotional impact

of a piece.

• Identify some of the

structural and expressive

aspects of the music heard

(starts slowly and gets

faster). Share ways to

improve the composition of

others

• Pitch: recognise and respond to

higher and lower sounds and

general shapes of a melody. Begin

to recognise steps, leaps and

repeated notes.

• Duration: distinguish between a

pulse and rhythm. Understand

that rhythmic patterns fit to the

beat. Begin to understand 4

metre rhythm pattern and

syncopated rhythms.

• Dynamics: understand getting

louder and quieter in finer

graduations.

• Tempo: understand getting

faster and slower in finer

graduations.

• Timbre: identify a range of

instruments by name and how

they are played.

Discuss the quality of ‘voice’ of

both instrumental and vocal

pieces.

• Texture: recognise different

combinations of layers in music.

• Structure: develop an

understanding of repetition

(ostinato) and contrast

(verse/chorus) structures and

repeat signs.

Upper KS2

• Confidently sing part songs

and canons with control,

expression, phrasing and

dynamics.

• Play percussion instruments

with an understanding of

pitch, 2, 3 and 4 metre and

syncopated rhythms.

• Accurately maintain an

independent part within a

group in both instrumental

and vocal performance.

• Read and play at least 5

notes on an instrument (eg

recorders) with greater

accuracy and independence.

• Perform with control,

dynamics and awareness of

others.

• Represent sounds on a

graphic score with symbols

for group performance with

an awareness of balance,

tempo and dynamics

• Improvise with confidence

and an awareness of rhythm,

context and purpose.

• Group soundscape

composition with instruments

and vocals and a conductor.

• Compose four bars of music

using up to 5 notes with an

understanding of note value

and time signature and

melody. • Staff notation:

recognise notes on the stave

and note values of semiquaver,

quaver, crotchet, minim and

semibreve.

• Identify different ensemble

combinations and instruments

heard and their role within

the ensemble (e.g. ostinato;

melody).

• Describe and give opinions

of the music heard with

confident use of an extended

range of musical terminology.

• Listen to music of differing

genres (e.g. jazz, classical,

blues) and compare and

contrast the different styles.

• Discuss ways to improve the

composition of others using

musical dimensions as a guide.

• Pitch: identify steps, leaps

and repeated notes. Identify

a major scale pattern and use

pitch knowledge to recreate a

piece on tuned instruments.

• Duration: understand 2, 3

and 4 metre and how rhythms

fit into a steady beat.

Recognise and use a

syncopated rhythm.

• Dynamics: understand how a

wider range of dynamics can

be used for expressive effect.

• Tempo: understand how a

wider range of tempi can be

used for expressive effect.

• Timbre: Discuss the ‘quality’

of voice of vocal and

instrumental pieces. Identify

families of instruments and

ensemble combinations

(samba, choir).

• Texture: begin to

understand different types of

harmony (simple parts, use of

chords, acappella).

• Structure: develop an

understanding of conventional

musical structures (repeat

signs, coda, drone/ostinato,

rondo, theme and variations).

Languages

End of year

expectations Listening Speaking Reading Writing Grammar

Year 3

• Listen and respond to

familiar spoken words

and phrases

• Use a gesture, hold up

a picture to identify

specific words when

listening to songs,

poems, simple stories.

• Recognise numbers 1-

20 and begin to

understand numbers

from 20 – 31.

• Understand and

respond to simple

classroom instructions

•Communicate with

others using simple

words, phrases and

short sentences

• Use simple greetings

• Ask and answer simple

questions about self.

• Express simple likes

and dislikes.

•Recognise and

understand some

familiar written words

and phrases

• Read and understand

familiar nouns and

simple adjectives and a

few high frequency

verbs e.g. I like, I play.

• Read aloud familiar

words and phrases from

stories, songs and

rhymes with reasonable

accuracy.

• Write some familiar

simple words using a

model and some from

memory.

• Write one or two

simple sentences, using

a model.

Understand some basic

grammar appropriate to

the language being

studied:

• gender – masculine,

feminine – nouns

(singular)

• word order of

adjectives

• how to form the

negative.

Year 4

• Pick out phonemes,

words and phrases in

songs, stories and

rhymes.

• Understand higher

numbers including

multiples of 10

• Listen to up to three

simple sentences using

• Explore the patterns

and sounds of language

to help develop accurate

pronunciation and

intonation.

• Use a wider range of

familiar nouns and

adjectives to talk about


familiar written words,

phrases and short texts

made of simple

sentences

• Read a wider range of

words, phrases and

sentences aloud

• Write a short text

using a model

• Write a few simple

sentences from memory

• Apply phonic

knowledge to support

writing



the language being

studied:


feminine neuter – nouns

(singular and plural);

adjectives, pronouns

familiar vocabulary and

answer questions in

English

• Respond to a wider

range of classroom

instructions.

themselves, animals,

story characters.

• Ask and answer

questions using a wider

range of question

forms.

• Express preference

about what they like.

• Follow text while

listening and reading at

the same time.

• Apply phonic

knowledge to support

reading and read words,

phrases and sentences

aloud with increasingly

accurate pronunciation.

• Write a few simple

sentences using a word

bank to describe

• Experiment with

writing new words.

• verbs - 1st, 2nd 3rd

persons in questions and

answers

• how to form the

negative.

Year 5

Listen attentively and

understand more

complex phrases and

sentences.

• Identify key points in

a new context e.g. a

story, which contains

familiar language.

• Understand higher

numbers e.g. in prices,

numeracy activities.

• Follow instructions and

directions e.g. a recipe

or simple directions.

• Recognise letters of

the alphabet when they

hear them.

Take part in short

conversations using

familiar structures and

vocabulary Use simple

conjunctions to build

more complex sentences

and present information

to others Understand

and express more

complex opinions Explore

the patterns and sounds

of language to help

develop accurate

pronunciation and

intonation.

• Seek help and

clarification.

• Give simple instructions

and directions.

• Begin to understand and

express future

intentions.

Read a variety of short

simple texts in

different formats and

in different contexts

Focus on correct

pronunciation and

intonation, using tone of

voice and gesture to

convey meaning when

reading aloud.

• Practise reading aloud

a poem to perform in

assembly.

• Read a variety of

short simple texts.

Write simple sentences

and short texts using a

model.

Use a dictionary to

check the spelling of

words.

• Write three or four

sentences using a

word/phrase bank

linked to a recent area

of learning.

•Use simple

conjunctions such as

and, but, because, to

form more complex

sentences.

• Change elements in a

given text.



the language being

studied:


feminine, neuter –

adjectives, possessive

pronouns.

• verbs – how to form

the future tense,

conjugation of present

tense verbs.

• Take part in

conversations expressing

likes, dislikes and

preferences.

Year 6

Understand the main

points and simple

opinions in spoken

sources e.g. story, song

or passage.

Understand longer and

more complex phrases

or sentences e.g.

descriptions,

information,

instructions.

• Listen to longer texts

children should be

listening to texts read

by people other than

their teacher.

• Understand numbers

in context.

Use spoken language to

initiate and sustain

simple conversations on

familiar topics and to

describe incidents or

tell stories from own

experience.

Understand and begin

to use the past tense to

describe events.

• Present to an

audience.

• Understand and use

numbers in context.

• Understand and use

transactional language.

• Give a description e.g.

of a town, geographical

features in a country

• Seek clarification of

meaning.

• Talk about the past in

simple terms.

• Express and justify

opinions.

Read aloud from a text

with good expression

Read and understand

the main points and

some detail from a

short written passage.

• Read in groups, simple

play scripts, poems,

their own written work

such as geographical

features in a country,

description of a town.


the main points and

some detail from a

short written passage.

Write sentences and

construct short texts

using a model. Write a

few sentences from

memory, using

knowledge of words,

text and structure.

• Use adjectives to add

interest and detail to a

description.

• Use some simple

adverbs to make

sentences more

interesting.

• Make statements

about what they read.

• Have some

understanding of how to

use the past tense.



the language being

studied:

• verbs –begin to use

the past tense,

reinforce understanding

of future tense.

• adverbs.

Geography

Intent - We want to inspire our pupils with a curiosity and fascination of the world and its people for the rest of their lives.

- We will use shared language across the school to enhance our pupils’ technical vocabulary as they are not ordinarily exposed to this.

- We will support children to deepen their understanding of the interaction of both physical and human geography, not simply memorising facts.

- Our teaching will equip pupils with knowledge about diverse places including both human and physical geography.

- We will give our pupils opportunities to practically explore local geography through field work.

Map and Atlas Skills Comparison skills Recording Skills Field Work

Year

3

Use maps, atlases, globes and

digital/computer mapping to

locate countries and describe

features studied with support.

Use simple colour keys,

glossaries and contents pages

to search for information and

build knowledge of the United

Kingdom and the wider world.

Make a comparison between

different locations (UK and

worldwide) using aerial pictures,

photographs, temperatures and

population. Compare different

features of human and physical

geography (UK and worldwide),

offering different explanations

for those. Recognise that

different people hold different

views about an issue and begin to

understand some reasons why.

Construct questionnaires, charts,

graphs, field sketches (simple

keys and symbols), simple sketch

maps, using thought showers and

key vocabulary.

Use fieldwork in the school

grounds to observe, measure,

record and present human and

physical features using sketching

skills and/or simple fieldwork

instruments, e.g. cameras and rain

gauge.

Year

4




features studied with some

support. Use keys, glossaries

and simple co-ordinates to find

information and places and

build knowledge of the United

Kingdom and the wider world.

Make comparisons between

locations (UK and worldwide)

using photos, pictures and maps.

Recognise that people have

differing qualities of life living in

different locations and

environments. Compare and

contrast how areas of the world

have capitalised on their physical

and human features.

Collect and record evidence.

Show questionnaire results in

simple charts or colour coded

maps and show patterns. Draw a

scale map developing keys that

are more complex.

On an educational trip (e.g. West

Stow/Verulamium), observe,

measure and record human and

physical features. Use digital

collection and presentation of

data as well as drawing sketch

maps and plans to support

observations. Use simple

fieldwork instruments eg:

cameras and trundle wheels.

Year

5




features studied. Use keys,

glossaries, contents and index,

political and physical maps. Use

the 8 points of a compass,

four-figure grid references,

simple symbols and keys

(including some OS map work)

to build knowledge of the

United Kingdom and the wider

world.

Analyse evidence and draw

conclusions for example

comparing historical maps of

varying scales, temperature and

location and consider its location

on people (UK and worldwide).

Design and use questionnaires to

obtain views of a community on a

particular subject. Use overlays

to show changes over time. Field

sketches should show

understanding of pattern,

movement and change.

Local river visit, observe,

measure and record. Digital

collection and presentation of

data as well as drawing sketch

maps and plans to support

observations. Measure the flow,

depth and width of a river using

fieldwork instruments. Sketch

the profile of a river.

Year

6




features studied. Use keys,

glossaries, contents and index,

political and physical maps,

contour maps. Use the 8 points

of a compass, four- and six-

figure grid references, simple

symbols and keys (including OS

maps) to build knowledge of

the United Kingdom and the

wider world.

Draw conclusions from fieldwork

comparing land use and

temperatures. Explain different

views of people, including

themselves, and justify in detail

(UK and worldwide).

Draw accurately to scale. Design,

use and analyse questionnaires.

Give an extended description of

human features of different

places around the world. Use a

range of graphs and begin to use

other date presentation

techniques.

Draw conclusions from fieldwork

comparing land use and

temperatures. Explain different

views of people, including

themselves, and justify in detail

(UK and worldwide).

Physical Education

Year

3

Throw and catch displaying with accuracy, in isolation and varied environments

Demonstrate changes of direction, speed & level in competitive environments or during performances

Demonstrates a clear understanding of how the body changes/functions during exercise

Moves in a fluent and expressive manner

Plan, perform and repeat sequences of movements in a group

Competent in the fundamentals of movement (jog, sprint, hop, weight on hands, jump, balance & coordination)

Use fundamentals of movement to employ simple tactics in competitive environments

Displays an understanding of fair play, respect and working well with others

Explore a range of swimming strokes and begin to swim unaided

Identify proficient swimming stroke

Introduction to water safety and water confidence

Year

4

Utilise changes of direction, speed & level during performances/competition to succeed

Select and utilise appropriate tactics and techniques to cause problems for opponents

Demonstrates a developed understanding of how the body changes/functions during exercise

Create movements that convey a clear stimulus, refining these movements into sequences

Displays an understanding of fair play, working well with others and leading a small group

Plan, perform & repeat sequences of movements, experimenting with ways of travelling and complex movements

Can adapt throwing technique to ensure success in a variety of activities (distance, accuracy, control)

Change running styles according to distance, with the intention of beating personal best's

Refine a range of swimming strokes and begin to build swimming stamina

Consolidation of water safety

Year

5

Uses knowledge of the relationship between the body and exercise to improve various fitness components

Compose creative and imaginative dance sequences with a clear stimulus, performing expressively and precisely

Create complex and well executed sequences containing a variety of gymnastic components

Display an understanding of fair play, working well with others and leading a medium sized group

Field, defend and attack tactically by anticipating the direction of play

Utilise new skills in competitive situations, as an individual or part of a team

Utilise knowledge of technique to perform at an optimum level in different types of throw, jump and run

Begin to practise safe self-rescue in water-based situations, use a range of strokes over a distance building towards 25m

Year

6

Uses knowledge of the relationship between the body and exercise to improve all fitness components

Compose and perform creative and imaginative dance sequences with a clear stimulus, performing expressively and precisely

Create complex, demanding and well executed sequences containing a variety of gymnastic components

Display an understanding of fair play, working well with others and leading a large group

Field, defend and attack tactically by anticipating and reacting to the direction of play

Utilise new skills in competitive situations, as an individual or part of a team

Utilise knowledge of technique to perform at an optimum level in different types of throw, jumps and runs (sprints, middle distance and

hurdles)

Perform safe self-rescue in different water-based situations, use a range of strokes effectively and swim competently, confidently and

proficiently over a distance of at least 25 metres.

History

Intent In the chosen history periods we will look at:

The complexity of lifestyles

Diversity of societies

Identify significance of the period

Make connections and contrasts between periods of history - To use shared language across the school to enhance our pupils’ technical vocabulary as they are not ordinarily exposed to this.

- To enhance our pupils’ reading comprehension skills through using written sources, e.g. diary entries, newspapers and historical extracts

- To develop our pupils’ ability to retain key historical information through using songs, games, rhymes, mnemonics, and recapping previous

content (pop quiz/starters etc)

- To work together and will complete collaborative research/projects

- To work independently and will complete activities which are not guided by the teacher

- To encourage critical thinking through debates, presentations, persuasive text

- To create reality through our history curriculum by inviting visitors into school, arranging workshops and organising historical visits.

End of year expectations

Year 3

Interpreting sources - use pictures and texts to deduce information (focus on primary sources)

Research skills - draw informed conclusions (including using internet research)

Sequencing the past – chronologically order many of the main features of a period of history

Historical terms – use and understand shared subject specific vocabulary (concrete high frequency nouns, labelling diagrams)

Identifying significance (significance of events/people) - to know significant people and events within a period of history

Making Links (continuity and change/similarity and difference) – to compare and explain differences between two periods of

history

Cause and effect – Describe and question some reasons and effects on some key events

Year 4

Interpreting sources - choose appropriate pictures, texts and artefacts and use them to deduce information. (Focus on primary

sources)


Sequencing the past - chronologically order and offer some comment why a range of events, structures and artefacts belong to a

period of history

Historical terms – use and understand shared subject specific vocabulary (concrete high frequency nouns, through writing)

Identifying significance (significance of events/people) – to know significant people and events within a period of history

Making Links (continuity and change/similarity and difference) – to compare, question, explain and begin to research differences

between two interlinked periods of history

Cause and effect – explain why some reasons and effects were important to an event

Year 5

Interpreting sources - with guidance, question the usefulness and reliability of sources relating to the topic. Beginning to talk

about bias. (Primary and secondary sources)


Sequencing the past - chronologically order significant events and people within topics using appropriate dates, period labels and

terms (on an annotated timeline)

Historical terms – use and understand shared subject specific vocabulary (concrete and abstract high frequency nouns, through

discussion and writing)

Identifying significance (significance of events/people) - Understand that the same person in the past can be interpreted

differently by different people

Making Links (continuity and change/similarity and difference) – To conduct and present research, between different periods of

history

Cause and effect – Place valid causes and effects in order of importance

Year 6

Interpreting sources - independently, question the usefulness and reliability of sources relating to the topic. (Primary and

secondary sources)

Research skills - Draw informed conclusions (including using internet research)

Sequencing the past – Begin to explain the variations in different places and over time within a period of history

Historical terms – use and understand a range of shared subject specific vocabulary (concrete and abstract high frequency nouns,

through discussion and writing)

Identifying significance (significance of events/people) - Understand that the same person/event in the past can be interpreted

differently by different people

Making Links (continuity and change/similarity and difference) – To conduct, present and explain research, between different

periods of history

Cause and effect – explain the roles and significance of different causes and effects

art and design€¦ · art and design end of year expectations generating ideas skills evaluating...

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