Content will be split between Learning Enquiry themes
Can they identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers?
Can they explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant?
Can they investigate the way in which water is transported within plants?
Can they explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal?
Animals, including humans
Can they identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat?
Can they identify that humans and some other animals have skeletons and muscles for support, protection and movement?
Can they compare and group together different kinds of rocks on the basis of their appearance and simple physical properties?
Can they describe in simple terms how fossils are formed when things that have lived are trapped within rock?
Can they recognise that soils are made from rocks and organic matter?
Can they recognise that they need light in order to see things and that dark is the absence of light?
Can they notice that light is reflected from surfaces?
Can they recognise that light from the sun can be dangerous and that there are ways to protect their eyes?
Can they recognise that shadows are formed when the light from a light source is blocked by a solid object?
Can they find patterns in the way that the size of shadows change?
Forces and magnets
Can they compare how things move on different surfaces?
Can they notice that some forces need contact between two objects, but magnetic forces can act at a distance?
Can they observe how magnets attract or repel each other and attract some materials and not others?
Can they compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials?
Can they describe magnets as having two poles?
Can they predict whether two magnets will attract or repel each other, depending on which poles are facing?
Who should we follow?
Do they use correct geographical words to describe a place and the things that happen there?
Can they use some basic OS map symbols?
Can they use maps and atlases appropriately by using contents and indexes?
Can they describe how volcanoes are created?
Can they describe how earthquakes are created?
Can they locate the Mediterranean and explain why it is a popular holiday destination?
Can they name a number of countries in the Northern Hemisphere?
Can they locate and name some of the world's most famous volcanoes?
Can they name and locate the capital cities of neighbouring European countries?
Challenging: Can they work out how long it would take to get to a given destination taking account of the mode of transport?
Can they explain why a locality has certain physical features?
Can they explain how people's lives vary due to weather?
Can they name the two largest seas around Europe?
Can they describe events from the past using dates when things happened?
Can they use a timeline within a specific time in history to set out the order things may have happened?
Can they use their mathematical knowledge to work out how long ago events would have happened?
Do they know that Britain has been invaded by several different groups over time?
Do they appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences?
Can they use their 'information finding' skills in writing to help them write about historical information?
Can they through research identify similarities and differences between given periods in history?
Challenging: Can they begin to recognise and quantify the different time periods that exist between different groups that invaded Britain?
Do they have an appreciation that wars start for specific reasons and can last for a very long time?
Do they appreciate that invaders were often away from their homes for very long periods and would have been 'homesick'?
Can they use specific search engines on the Internet to help them find information more rapidly?
Can they show facial expressions in their drawings?
Can they use their sketches to produce a final piece of work?
Can they use different grades of pencil shade, to show different tones and textures ?
Can they create a background using a wash?
Can they use a range of brushes to create different effects?
Can they use their sketch books to express feelings about a subject and to describe likes and dislikes?
Can their make notes on their sketch books about techniques used by artists?
Can they suggest improvements to their work by keeping notes in their sketch books?
Can they use the printed images they take with a digital camera and combine them with other media to produce art work?
Can they use IT programs to create a piece of work that includes their own work and that of others (using web)?
Can they compare the work of different artists?
Can they explore work from other cultures?
Can they explore work from other periods of time?
Challenging: Can they distinguish between an old and young person in their drawings?
Do they show evidence of perspective when using wash?
Do their sketches consistently show that they have thought about the grades of pencils that they use?
Do they effectively use IT to create ideas in their art work?
Design and Technology
Can they show that their design meets a range of requirements?
Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?
Can they use equipment safely?
Can they make sure that their product looks attractive?
Can they describe how their combined ingredients come together?
Can they choose a textile both for its appearance and qualities?
Do they select the most appropriate tools and techniques to use for a given task?
Can they make a product which uses both electrical and mechanical components?
Can they work accurately to make cuts and holes?
Do they sing a tune with expression?
Can they play clear notes on instruments?
Can they use different elements in their composition?
Can they create repeated patterns with different instruments?
Can they compose melodies and songs?
Can they create accompaniments for tunes?
Can they combine different sounds to create a specific mood or feeling?
Can they improve their work; explaining how it has improved?
Can they use musical words (the elements of music) to describe a piece of music and compositions?
Can they use musical words to describe what they like and dislike?
Can they recognise the work of at least one famous composer?
Do they understand short passages from a familiar language?
Do they understand instructions, messages and dialogues within short passages?
Can they identify and note the main points and give a personal response on a passage?
Can they have a short conversation where they are saying 2-3 things?
Can they use short phrases to give a personal response?
Can they read and understand short texts using familiar language?
Can they identify and note the main points and give a personal response?
Can they read independently?
Can they use a bilingual dictionary or glossary to look up new words?
Can they write 2-3 short sentences about a familiar topic?
Can they say what they like and dislike about a familiar topic?