Sarisbury Infant School

Subject Progression of Skills

2019-2020

ArtYear R Year 1 Year 2 Artist

suggestionsExploring and developing ideas

-Record and explore ideas from first hand observation, experience and imagination.-Make decisions for exploring a variety of materials in a range of ways-Begin to look at work of artists, craftspeople and designers.

-Record and explore ideas from first hand observation, experience and imagination.-Ask and answer questions about the starting points for their work.-Explore the differences and similarities within the work of artists, craftspeople and designers.

-Record and explore ideas from first hand observation, experience and imagination.-Ask and answer questions about the starting points for their work and the processes they have used. Develop ideas.-Explore the differences and similarities within the work of artists, craftspeople and designers.

Evaluating and developing work

-Select and adapt own work where necessary.

-Review what they and others have done and say what they think/feel about it.-Identify what they might change in their current work or develop in future work.

-Review what they and others have done and say what they think/feel about it.-Identify what they might change in their current work or develop in future work. -Annotate work.

Drawing -Begin to use a variety of drawing tools e.g. fingers, sticks, pencils,

-Use a variety of tools – pencils, rubbers, crayons, pastels, felt

-Layer different media e.g. crayons, pastels, felt tips, charcoal and

Leonardo Da VinciVincent Van

pens, pastels, chalk-Begin to explore different lines – thick, thin, wavy, straight.-Explore different textures and experiment with mark making.

tips, charcoal, ballpoints, chalk.-Begin to explore line, shape and colour.

ballpoint.-Work out ideas for drawings.-Draw for sustained period of time from the figure and real objects.-Experiment with the visual elements of line, shape, pattern and colour.

GoghPoonca

Painting - Experiment with a range of painting media.-Explore mark making using sponges, different brushes and tools.-Record from observation and imagination.-Work in different scales and sizes.

-Use a variety of tools and techniques including different brush sizes and types.-Mix and match colours to artefacts and objects.-Work on different scales.-Mix secondary colours and shades using different types of paint.-Create different textures of paint.

- Mix a range of secondary colours, shades and tones.-Experiment with tools and techniques, incl layering, mixing media, scraping through etc.-Work on a range of scales e,g large brush on large paper.-Mix and match colours using artefacts and objects.

Jackson PollockClaude MonetChagallBen MoseleyVincent Van Gogh

Printing -Experiment printing with a variety of objects and rubbings.-Print with block colours.

-Make marks in print with a variety of objects, including natural and man-made.-Carry out different printing techniques

-Use a variety of techniques including carbon printing, relief, press and fabric printing and rubbings.-Design patterns of increasing complexity

PicassoDan MatherAndy WarholPaul Klee

e.g. monoprint, block, relief and resist.-Make rubbings-Build a repeating pattern and recognise pattern in the environment.

and repetition.-Print using a variety of materials, objects and techniques.

Textiles/Collage -Explore weaving and threading skills.-Experiment with handling, manipulating and enjoying using different materials.-Experiment with simple collages and joining of materials.

-Use a variety of techniques e.g. weaving, sewing, fabric crayons.-Learn how to thread a needle, cut, glue and trim material.-Create images from imagination, experience or observation.-Use a wide variety of media.

-Use a variety of techniques e.g. weaving, knitting, tie-dyeing, wax or oil resist and embroidery.-Create textured collages from a variety of media.-Make simple mosaics.-Stitch, knot and use other manipulative skills.

Linda CaverleyMolly Williams William Morris Gustav Klimt

3D form -Explore handling, feeling, enjoying and manipulating materials.-Construct models in different forms.-Shape and model with a range of malleable materials.

-Manipulate clay in a variety of ways. e.g rolling, kneading, shaping.-Explore sculpture with a range of malleable media.-Experiment with, construct and join recycled, natural and man-made materials.-Explore shape and

-Manipulate clay for a variety of purposes inc pots simple coil pots and models.-Build a textured relief tile.-Understand the safety and basic care of materials and tools.-Experiment with., construct, and join recycled, natural and

Andy GoldsworthyBarbara Hepworth Henry Moore

form. man-made materials more confidently.

ComputingYear R Year 1 Year 2 Suggested

Apps/websites

Programming and Algorithms (Computer Science)

Introduce idea of action and reaction.

Programme Beebot to get from one location to another using simple one-step instructions.

Algorithms unplugged-children to explore the use of algorithm through play (CT/ children to be given commands like computer/Beebot).

Introduce the term algorithm and its meaning. Discuss idea of algorithm being a sequence of instructions.

Algorithms unplugged- human crane cards, create algorithm for making sandwich/ brushing teeth.

Using trial and error to create a sequence of

Get Beebot to specified location but have additional constraints (e.g. avoid certain squares, have to collect items on route, pausing at specific points, only using 2 buttons).

Create plan of algorithm and record this using trial and error approach.

Debug algorithm when problems occur.

Human Crane Challenge Cards (on system)Scratch Computer Programme Beebot App (connects to BluBots)

instructions to move a Beebot to a specified location on a grid or mat.

Begin to discuss debugging and why this is important.

Some children may begin to record/ make marks/ code for their algorithms.

E-Safety Introduce importance of looking after technology

Intro key ideas/rules when using technology

Create Class Charter (use school one to guide) all children to sign this

Create Class Charter Highlight/discuss any E-

Safety key points as and when they arise within the class

Stress importance of keeping personal information private

Highlight where to go if worried

Discuss digital footprint and what this means

Highlight importance of staying safe online (online gaming, chat rooms etc).

Discuss Caring Carla class charter rules

Create Class Charter Highlight/discuss any E-

Safety key points as and when they arise within the class

Understand the importance of keeping personal information private

Recall where to go if worried

Chicken Clicking (Book)Digiducks Big Decision (Book)Webster’s Email (Book)Once Upon a Time Online (Book)

Smartie the Penguin (Website) Think U Know (Website)

Information technology

Learn how technology can be used for a purpose e.g. signing in

CT to use internet to find information with class (e.g. CT showing

Use voice recording technology independently with

Kids Rex Search Engine for

for lunch. Select technology for

suitable purpose (e.g. camera for taking picture).

Discuss how technology is used in other places like home/ school/ people who help us (phones, computers, walkie talkies, chip and pin card reader).

Use Bug Club and Education City Log in

Record voices using voice recorders

Unplugged- encouraged through play to use tally charts- collect information.

Data collection- encouraged to make tally charts and record data through play (e.g. football scores).

Use voice recording App within play

websites of local attractions and using Google Earth.

Use voice recording technology with children using image provided e.g. a character from a story.

Use internet search engine to retrieve information on set topics.

Use video recording software and Green Screen app exploring adding different backgrounds depending on what they are recording.

children finding, saving and retrieving images from the internet e.g. a character from a story which they insert into the App.

Identify the uses of ICT beyond school, e.g. library, supermarket.

Navigate and sort information in a database

Create simple pictograms and graphs and use them to find answers to questions.

Make own video clips using Green Screen App about circus skills. Use camera, record button, discuss frames, import image from google.

safe child safe search findings Green Screen App by Do InkGoogle Earth Expeditions App (visit key places/ attractions)Chatterpix- voice recorderFx Guru (Special Effects)

Word processing (linked to Information Technology

Make marks using 2simple paint programmes learning how to change colour, use rubber and

The children will learn to open Wordpad. They will learn to type a simple sentence/ their name into a word document.

Touch typing recap- Dance Mat Typing(Phase 2 and 3)

Apply typing skills by word processing work.

Dance Mat Typing BBC Bitesize

). print/new page. Introducing laptops-

Children learn how to turn laptops on/off safely. Log on/log off introduced (Year 1 log in for transition support).

Children to save their work into set file.

Print word document correctly.

As a class create email to specific senders e.g. to authors.

Save word document into specific file and retrieve existing documents.

Explore text manipulation features of Microsoft word (e.g. changing font, colour and size).

Design and TechnologyEarly Years

DesignDeveloping, planning and

MakeWorking with tools, equipment,

EvaluateProcesses and products

communicating ideas materials and components to make quality products

Explain what they are making and which materials they are using

Select materials from a limited range that will meet a simple design criteria e.g. shiny

Select and name the tools needed to work the materials e.g. scissors for paper

Describe simple models or drawings of ideas and intentions

Discuss their work as it progresses

Begin to create their design using basic techniques

Start to build structures, joining components together

Use simple technical vocabulary when appropriate

With support begin to use scissors to cut straight and curved edges; use hole punches to punch holes

Explore using basic tools Use adhesives to join different materials

With support use split pins

Begin to talk about their designs as they develop and identify good and bad points

Start to talk about changes made during the making process

Discuss how their finished products meet their design criteria

Cooking and Nutrition Begin to develop a food vocabulary using taste, smell, texture

Explore familiar food products e.g. fruit and vegetables

Begin to think about the need for a variety of foods in diet and that they give us energy

Measure and weigh foods using non statutory measures

Begin to understand how to work safely and washing hands is important to keep clean

Observe adults using the hob, oven, toaster, microwave

With close supervision, prepare

Cutting SkillsWith close supervision: Use the bridge hold to cut e.g. playdough

Use the claw grip to cut e.g. playdough

Mash cooked foods e.g. potatoes with a masher

Grate soft food using a grater e.g. cheese

Mixing and MouldingWith close supervision: Sift flour into a bowl Mix, stir and combine liquid and dry ingredients e.g. muffins

Use hands to rub fat into flour e.g. rock buns

Use a small table knife for spreading e.g. soft spreads onto bread or cake decorating

Use hands to shape dough into small balls or shapes

Assemble and arrange cold ingredients e.g. fruit kebabs, sandwiches

food for cooking or baking e.g. greasing tins

Year One

DesignDeveloping, planning and

communicating ideas

MakeWorking with tools, equipment,

materials and components to make quality products

EvaluateProcesses and products

Explore and use mechanisms for example levers and sliders, wheels and axles in their products

Experiment with levers and sliders to find different ways of making things move in a 2D plane.

Understand that different mechanisms produce different type of movement

Attach wheels to a chassis using an axle

Draw on their own experience to help generate and suggest ideas

Carry out some research and recognise simple characteristics of familiar products

Develop ideas through simple plans by talking, pictures, drawings and labels

Explain what they are going to do Identify a target group for what

Make design using appropriate techniques

Explain what is being made and why

Select appropriate tools and equipment with purpose

With help, measure, mark out, cut and shape a range of materials

Begin to use templates Explore using tools e.g. scissors and a hole punch safely

Assemble, join and combine materials and components together using a variety of temporary methods e.g. PVA glue, masking tape, split pins

Develop idea of how a combination of materials can strengthen

Use simple finishing techniques to improve the appearance of the product e.g. tearing, cutting, folding

Evaluate their products as they are developed, identifying strengths and possible changes they might make

Evaluate their product by discussing how well it works in relation to the purpose, using design criteria and how it could be improved

they intend to design and make Follow set design criteria Make mock ups and models in card and paper

Select materials and explain why they are being used

Cooking and Nutrition Begin to understand that all food comes from plants or animals

Begin to understand that food has to be farmed, grown or caught

Begin to understand how to name and sort food into groups

Begin to understand healthy, unhealthy foods and moderation

Begin to understand that everyone should eat at least 5 pieces of fruit and vegetables every day

Begin to understand the importance of working safely

Begin to understand the importance of working hygienically

Observe adults using the hob, oven, toaster, microwave

With close supervision, prepare food for cooking or baking e.g. greasing tins

Cutting SkillsWith close supervision: Use the bridge hold to cut harder foods using a serrated vegetable knife e.g. apple

Use the claw grip to cut soft foods using a serrated vegetable knife e.g. tomato

Peel soft foods using a peeler e.g. cucumber

Peel hard foods using a peeler e.g. potatoes

Cut foods into evenly sized large pieces e.g. apple

With moderate supervision: Mash cooked foods e.g. potatoes with a masher

Grate soft food using a grater e.g. cheese

Drain away liquids from packaged food using a sieve or colander e.g. tuna or sweetcorn

Use a lemon squeezer

Mixing and MouldingWith close supervision: Crack an egg and beat it together using a fork

With moderate supervision: Sift flour into a bowl Mix, stir and combine liquid and dry ingredients e.g. muffins

Use hands to rub fat into flour e.g. rock buns

Use a small table knife for spreading soft spreads onto bread

Use hands to shape dough into small balls or shapes

Assemble and arrange cold ingredients e.g. fruit kebabs, sandwiches

Year Two

DesignDeveloping, planning and

communicating ideas

MakeWorking with tools, equipment,

materials and components to make quality products

EvaluateProcesses and products

Begin to build structures, exploring how they can be made stronger, stiffer and more stable

Investigate different techniques for stiffening materials. Test different methods of enabling structures to remain stable

Demonstrate how to cut, shape and join fabric to make a simple product. Use basic sewing techniques. Add details using sequins, fabric pens, dyeing and block printing

Generate ideas by drawing on their own and other people’s experiences

Propose more than one design idea Conduct research and explain characteristics of familiar products

Develop design ideas through discussion, observation, drawing and modelling. Use drawings to record ideas as they are developed. Add notes to help

Explain what is being made and why the intended audience will like it.

Choose appropriate tools and equipment with the correct vocabulary. Describe and explaining why they are being used and the effect the tools will have.

With accuracy, measure, cut and score. Use templates independently

Learn to use hand tools safely and appropriately, with increasing independence.

Assemble, join and combine materials in order to make a product e.g. gluing, nailing, screwing, stapling. Begin to use a glue gun

Choose and use appropriate finishing techniques based on own ideas.

Talk about own and pre-existing products, saying what is good or bad about them.

Evaluate their products as they are developed, identifying strengths and possible changes they might make

Evaluate their product by discussing how well it works in relation to the purpose, using design criteria and how it could be improved

Evaluate what would be done differently e.g. processes to improve final product

explanations Make mock ups of ideas using different materials.

Explore ideas by rearranging materials

Understand how to identify a target group

Identify a purpose for what they intent to design and make

Create a design criteria Select materials and explain why they are being used depending on their characteristics

Cooking and Nutrition Explain where food comes from either plants or animals

Explain what foods have to be farmed, grown or caught

Understand how to name and sort food into groups

Explain how to keep a healthy lifestyle. Explain why moderation of unhealthy foods is important and the impact of it.

Explain the importance of eating 5 pieces of fruit and vegetables every day

Explain the importance of working safely

Explain the importance of working hygienically

Cutting SkillsWith close supervision: Use the bridge hold to cut harder foods using a serrated vegetable knife e.g. apple

Use the claw grip to cut soft foods using a serrated vegetable knife e.g. tomato

Cut foods into evenly sized large pieces e.g. apple

With moderate supervision: Peel soft foods using a peeler e.g. cucumber

Peel hard foods using a peeler e.g. potatoes

Independently: Grate soft food using a grater e.g.

Mixing and MouldingWith moderate supervision: Crack an egg and beat it together using a fork

Measure ingredients using standard units

Independently: Sift flour into a bowl Mix, stir and combine liquid and dry ingredients e.g. muffins

Use hands to rub fat into flour e.g. rock buns

Use a small table knife for spreading soft spreads onto bread

Use hands to shape dough into small balls or shapes

Assemble and arrange cold

Observe adults using the hob, oven, toaster, microwave

With close supervision, prepare food for cooking or baking e.g. greasing tins

cheese Mash cooked foods e.g. potatoes with a masher

Drain away liquids from packaged food using a sieve or colander e.g. tuna or sweetcorn

Use a lemon squeezer

ingredients e.g. fruit kebabs, sandwiches

GeographyYear R Year 1 Year 2

Locational knowledge

Talk about similarities and differences in relation to immediate environment – Link to Welly Walks. Talk about people and places beyond the local environment.

Name and locate the countries that make up the British Isles and explore the capital cities. Name the seas that surround the UK.

Locate and name the 7 continents and 5 oceans - link to topic on Christopher Columbus and plotting the route he took.

Place knowledge

Talk about features of their immediate environment - school, playground, Holly Hill. Talk about own homes and where they live. Explore their way around school and their journey to school.

Compare a Non-European country to Sarisbury by looking at the similarities and differences of the human and physical features.

Identify similarities between the two countries.

Compare Holly Hill woods to a Brazilian rainforest focusing on the human and physical features. Compare Sarisbury with a Brazilian village by exploring local environment – walks to church, junior school, allotments, newsagents, Holly Hill. Then use Google Earth, globes, books, pictures, internet sources to aid comparison.

Human and physical geography

Talk about changes they see in the environment – Welly Walks and weather observations through the seasons. Express views on features of the local environment.

Use geographical vocab to refer to physical and human features connected to the playground. Identify seasonal and daily weather patterns. Ask and respond to questions about places.

Locate hot and cold areas of the world in relation to the Equator and the North and South poles. Visit RVCP and consider features of the waterfront location. Compare Southampton to London looking at landmarks. Consider uses of the Thames. Compare the countryside to the City considering the human and physical features – (linked to Through The Door topic) Look at weather patterns such as global warming – supported through

sessions looking at “First News”Geographical skills

Use simple, big atlases, world floor mats and large scale globes.

Use infant atlases, world maps, globes and grounds plans of the school and playground.

Use infant/simple junior atlases, world maps, globes, local street maps and contrasting locality maps.

Use everyday language of position - next, behind etc - link to work on Beebots.

Play NSEW games and use directional language to describe routes on a map – include left and right. Use relative vocab – such as bigger and smaller.

Use compass points to describe position and number and letter coordinates.

Plot routes on a play mat, locate features on a map of the classroom, immediate locality maps and story book maps.

Locate features on simple plans/maps of a local area. Follow a simple map route and recognise features.

Locate places using coordinates. Plan and follow a simple route (Link to trip to RVCP) Locate features in locality. Use a map to describe the location of features.

Make picture maps/small world maps and model maps of personal journeys and imaginary ones. Use ground shots.

Make pictorial maps, model maps, rough plans and simple maps. Use personal units of measurement and appropriate symbols to represent features. Introduce concept of aerial view when making a map of the playground.

Make own plans and maps – connected to RVCP and pirate treasure maps. Use personal agreed symbols to represent features – encourage use of recognisable symbols from published maps to produce own basic key. Use aerial photos and plan perspectives to recognise landmarks and human and physical features – link to topic on London.

HistoryEnd of Year R End of Year 1 End of Year 2

Chronology -Birthdays-Days, months, seasons-Understanding of changes in their own lifetime.- Uses everyday language related to time.- Can talk about past and present events in their own lives and lives of family members.

-Creates simple timeline to sequence processes, events, objects within their own experience.-Confidently use vocabulary associated with the past eg old/new, then/now

-Realises that historians use dates to describe events.-Uses phrases describing intervals of time eg before, after, at the same time, etc.

Characteristic features - Can talk about past and present events in their own loves and lives of family members.- Learn about key national events (eg Remembrance Day)

- Recognises that buildings, clothing, transport or technology could be different in the past.-Shows awareness of significant features not seen today (eg outside toilets in houses, hand horns on cars)

- Recognises and describes in simple terms some characteristics features of a person or period studied.- Increasingly uses period specific language in explanations.

Continuity and Change -Can order and - Can match old objects to - Can talk about similarities

sequence events in day- Visual timetable- Can talk about things they did at weekend, yesterday etc

people or situations from the past.- Can describe how some aspects of life today differ from the past using simple historical vocabulary.

and differences not just between then and now but between then and another then.

Cause and consequence

- Looks closely at similarities, differences, patterns and change.

- Can give simple explanations why a person from the past acted as they did and talk about the consequences of these actions (eg Guy Fawkes)

- Can describe in simple terms the causes and/or consequences of an important historical event offering more than one example of its results.

Historical significance - Can talk about past and present events in their own lives and lives of family members.

- Can recognise and describe special times or events for family and friends.

- Can recognise and talk about who was important e.g. in a simple historical account.

Historical Interpretation

- Can recount an event verbally.- Can represent their own ideas, thoughts and feelings through design technology, art, music, dance, role play and stories.

- Can identify and talk about different accounts of real historical situations.

- can identify and talk about differences in accounts relating to people or events both from the time (primary source) and from the present (secondary source).

Historical Enquiry -Looks closely at similarities, differences, patterns and change.- Can answer how and why questions- Knows that

- Can talk about similarities and differences between two or more historical sources using simple historical terms (eg picture, diary, newspaper report)

- Can gather information from simple sources to ask and answer questions about the past.- Can explain events and actions rather than just

information can be retrieved from books and computers.

- Can talk about past events and use captions (may be scribed) to identify important features of picture sources and artefacts etc.

retell the story.

Music

Year R Year 1 Year 2

Use

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Sing echo songs and perform movements to a steady beat. Explore singing at different speeds and pitch to create moods and feelings. Discover how to use the voice to create loud and soft sounds.

Explore the use of the voice in different ways such as speaking, singing and chanting. Discover how the voice can produce rhythm and pulse, high and low (pitch) to create different effects. Find out how to sing with expression, confidence and creativity to an audience

Sing with a sense of the shape of a melody. To represent sounds with symbols. To improvise in making sounds with the voice. Perform songs using creativity and expression and create dramatic effect

Play

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Play instruments to a steady beat. Understand how to hold and play an instrument with care. Explore the different sounds instruments make. Choose an instrument to create a specific sound

Play instruments showing an awareness of others. Repeat and investigate simple beats and rhythms. Learn to play sounds linking with symbols. Understand how to play an instrument with care and attention

Perform simple patterns and accompaniments keeping to a steady pulse. Recognise and explore how sounds can be organised. Respond to starting points that have been given Understand how to control playing a musical instrument so that they sound as they should

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Express feelings in music by responding to different moods in a musical score. Listen to music and respond by using hand and whole body movements. Listen to different sounds (animal noise, water etc.) and respond with voice and movement.

Choose sounds to represent different things (ideas, thoughts, feelings, moods etc.). Reflect on music and say how it makes people feel, act and move. Respond to different composers and discuss different genres of music

Notice how music can be used to create different moods and effects and to communicate ideas. Listen and understand how to improve own composition. Sort composers in to different genres and instruments in to different types

Expe

rim

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te, s

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com

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nds Choose different instruments,

including the voice, to create sound effects in play. Investigate a variety of ways to create sound with different materials. Experiment performing songs and music together with body movements to a steady beat

Create a sequence of long and short sounds with help, including clapping longer rhythms. Investigate making sounds that are very different (loud and quiet, high and low etc.). Explore own ideas and change as desired.

Choose carefully and order sounds in a beginning, middle and end. Use sounds to achieve an effect. (including use of ICT) Create short musical patterns. Investigate long and short sounds Explore changes in pitch to communicate an idea.

PEEYFS Year 1 Year 2

Basic movement Move in a variety of ways in and out of cones and obstacles.Jump with both feet leaving the ground. Hop

Move in a variety of ways in and out of cones obstacles.Jump with both feet leaving the ground. Hop

Move in a variety of ways in and out of cones and obstacles.Jump with both feet leaving the ground. Hop

Stop on command. Sprint run

Stop on command.Sprint run Skip without a rope. Jump for height

Stop on command. Sprint run Skip without a rope. Jump for height Skip with a rope Gallop Side gallop Jump for distance. Dodge.

Developing balance Single balance Balancing on one foot. Be able to balance on a piece of apparatus.

Single balance Balancing on one foot. Be able to balance on a piece of apparatus. Side roll Climb

Be able to participate in a game with an opposing side. Be able to control a ball within a game setting. Side roll. Climb. Line walk. Bench walk.

Agility and coordination Be able to throw and catch a large ball, - overarm and underarm. Roll a ball to an end target. Kick a ball.

Be able to throw and catch a large ball -Overarm and underarm Roll a ball too an end target. Kick a ball with increasing accuracy to and end target. Dribble a ball.Balance a ball on a racket.2 handed strike

Be able to throw and catch a ball accurately. – Medium sized ball. Kick a ball.Balance a ball on a bat. Hit a ball with some accuracy with a racket or bat. Throw a bean bag into a given target. Dribble a ball in and out of a set of obstacles.

Team games Be able to participate in a game with an opposing

Be able to participate in a game with an opposing

Be able to participate in a game with an opposing

side. Be able to control a ball within a game setting. Use hands to control a ball.

side. Be able to control a ball within a game setting. Use hands to control a ball with increasing accuracy. Be able to play a game following a set of rules.

side. Be able to control a ball within a game setting. Play a game with a set of rules. Play as part of a team. Co-operate with team mates. Work as a team in order to score goals. Control a ball accurately. Use both hands and feet in order to control a ball.

Movement patterns Dance to link in with learning theme. Copy a dance pattern Link 2 dance movements together.

Dance to link in with learning theme. Copy a dance pattern Link 2 dance movements together. Move to a beat.

Dance to link with learning theme. Copy a dance pattern. Move to a beat. Link a short series of dance sequences together.

RE

Year R (GLD) Year 1 (ARE) Year 2 (ARE)Communicate I can BEGIN to TALK about

my own experiences related to the concepts (eg,

I can TALK about my own responses to my own

experiences of the concepts

I can DESCRIBE in SIMPLE terms my responses to

experiences of the concepts

celebrations) explored. studied.Apply I can BEGIN to IDENTIFY

similarities and differences between mine and others’

life events.

I can IDENTIFY how different concepts relate to my OWN life

events.

I can IDENTIFY SIMPLE examples of how different

concepts relate to my OWN life and those of OTHERS.

Enquire I can BEGIN to IDENTIFY and TALK about key

concepts that are common to ALL people.

I can IDENTIFY and TALK about key concepts explored

that are common to ALL people

I can DESCRIBE in simple terms key concepts explored

that are common to ALL people and identify and talk

about concepts that are common to many religions.

Contextualise I can RECOGNISE and DESCRIBE special times or events for family or friends.

I can RECOGNISE that the concept is expressed in the

way of life of the people studied.

I can SIMPLY DESCRIBE ways in which these concepts are expressed in the context

of others’ lives.Evaluate I can TALK about

TRADITIONS and what is important to myself and

others.

I can EVALUATE experiences of concepts by TALKING about

it in SIMPLE terms and its importance to people living a

religious life.

I can EVALUATE experiences of concepts by DESCRIBING IN SIMPLE

TERMS the value to people who are religious.