art and design · specific colour language e.g. tint, tone, shade, hue. choose paints and...
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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.
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 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.
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 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.
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 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
potatoes), reared (such as pigs,
chickens and cattle) and caught
(such as fish) in the UK, Europe
and the wider world.
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
potatoes), reared (such as pigs,
chickens and cattle) and caught
(such as fish) in the UK, Europe
and the wider world.
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
• Read and understand
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
Understand some basic
grammar appropriate to
the language being
studied:
• gender – masculine,
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.
Understand some basic
grammar appropriate to
the language being
studied:
• gender – masculine,
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.
• Read and understand
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.
Understand some basic
grammar appropriate to
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
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
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
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
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
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
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)
Research skills - draw informed conclusions (including using internet research)
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)
Research skills - draw informed conclusions (including using internet research)
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