Content will be split between Learning Enquiry themes

Science

Living things and their habitats

Can they explore and compare the differences between things that are living, dead, and things that have never been alive?

Can they identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other?

Can they  identify and name a variety of plants and animals in their habitats, including micro-habitats?

Can they describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food?

Plants

Can they observe and describe how seeds and bulbs grow into mature plants?

Can they find out and describe how plants need water, light and a suitable temperature to grow and stay healthy?

Animals, including humans

Can they notice that animals, including humans, have offspring which grow into adults?

Can they describe the basic needs of animals, including humans, for survival (water, food and air)?

Can they describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene?

Uses of everyday materials

Can they identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses?

Can they find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching?

RE

How do we respond to the things that really matter?

Geography

Can they describe key features of a place, using words like, beach, coast, forest, hill, mountain, ocean, valley?

Can they explain how the jobs people do may be different in different parts of the world?

Do they think that people ever spoil the area or make it better? How?

Can they explain what facilities a town or village might need?

Can they name the continents of the world and find them in an atlas?

Can they name the world's oceans and find them in an atlas?

Can they name the main cities of England, Wales, Scotland and Ireland?

Can they find where they live on a map of the UK?

Challenging: Can they make inferences by looking at the weather chart?

Can they make plausible predictions about what the weather may be like in different parts of the world?

Can they locate some of the world's major rivers and mountain ranges?

Can they point out the North, South, East and West associated with maps and compass?

 

History

Can they use phrases and words like: 'before', 'after', 'past', 'present', 'then' and 'now'; in their historical learning?

Can they recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later?

Can they give examples of things that are different in their life from that of their grandparents when they were young?

Can they find out something about the past by talking to an older person?

Can they answer questions by using a specific source such as an informative book?

Can they research the life of a famous person from the past using different resources to help them?

Challenging: Can they sequence a set of events in chronological order and give reasons for their order?

Can they sequence events about the life of a famous person?

Can they explain how their local area was different in the past?

Can they research the life of someone who used to live in the area using internet and other sources to find out about them?

Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

 

Art

Can they join two finger pots together?

Can they use simple IT mark-making tools, e.g. Brush and pen tools?

Can they say how other artists have used colour, pattern and shape?

Can they create a piece of work in response to another artists work?

Challenging: Can they explain which pencil they would use for different features of their drawing?

Can they create a palette with at least four shades of colour ready to use?

Can they show an example of their own work explaining how the work of an artist has influenced it?

 

Design and Technology

Can they think of ideas and plan what to do next?

Can they choose the best tools and materials?

Can they join things (materials/ components) together in different ways?

Can they explain what went well with their work?

Can they describe the properties of the ingredients they are using?

Can they explain why they chose a certain textile?

Can they measure materials to use in a model or structure?

Can they develop their own ideas from initial starting points?

 

Music

Can they sing/clap, pulse increasing or decreasing in tempo?

Can they order sounds to create a beginning, middle and end?

Can they create music in response to different starting points?

Can they choose sounds which create an effect?

Can they use symbols to represent sounds?

Can they make connections between notations and musical sounds?

Can they improve their own work?

Can they listen out for particular things when listening to music?

 

Languages

Do they understand a range of familiar statements?

Do they understand a range of familiar questions?

Can they give short and simple responses to what they see and hear?

Can they name and describe people?

Can they name and describe places?

Can they name and describe objects?

Can they read and understand short phrases?

Can they read aloud single words and phrases?

Can they use books or glossaries to find the meanings of new words?

Can they copy a short familiar phrase?

Can they write or word-process set phrases we use in class?