Content will be split between Learning Enquiry themes


Animals, including humans

Can they describe the simple functions of the basic parts of the digestive system in humans?

Can they identify the different types of teeth in humans and their simple functions?

Can they construct and interpret a variety of food chains, identifying producers, predators and prey?

States of matter

Can they compare and group materials together, according to whether they are solids, liquids or gases?

Can they observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)?

Can they identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature?


Can they identify how sounds are made, associating some of them with something vibrating?

Can they recognise that vibrations from sounds travel through a medium to the ear?

Can they find patterns between the pitch of a sound and features of the object that produced it?

Can they find patterns between the volume of a sound and the strength of the vibrations that produced it?

Can they recognise that sounds get fainter as the distance from the sound source increases?


Can they identify common appliances that run on electricity?

Can they construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers?

Can they identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery?

Can they recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit?

Can they recognise some common conductors and insulators, and associate metals with being good conductors?



How should we live our lives?


Can they carry out research to discover features of cities and villages? Can they plan a journey to a place in England?

Can they accurately measure and collect information (e.g. rainfall, temperature, wind speed, noise levels etc.) ?

Can they explain why people are attracted to living in cities?

Can they explain why people may choose to live in a village rather than a city?

Can they locate the Tropic of Cancer and the Tropic of Capricorn?

Do they know the difference between the British Isles, Great Britain and UK?

Do they know the countries that make up the European Union?

Can they name up to six cities in the UK and locate them on a map?

Can they locate and name some of the main islands that surround the UK

Can they name the areas of origin of the main ethnic groups in the UK and in their school?

Challenging: Can they give accurate measurements between two given places within the UK?

Can they explain how a locality has changed over time with reference to physical features?

Can they explain how people are trying to manage their environment?

Can they name the countries that make up the home counties of London?

Can they name some of the main towns and cities in Yorkshire and Lancashire?



Can they plot recent history on a timeline using centuries?

Can they use their mathematical skills to round up time differences into centuries and decades?

Do they recognise that the lives of wealthy people were very different from those of poor people?

Do they appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past?

Can they explain how events from the past have helped shape our lives?

Can they research two versions of an event and say how they differ?

Can they research what it was like for children in a given period from the past and use photographs and illustrations to present their findings?

Challenging: Can they recognise that people's way of life in the past was dictated by the work they did?

Do they appreciate that the food people ate was different because of the availability of different sources of food?

Do they appreciate that weapons will have changed by developments and inventions that would have occurred within a given time period?

Do they appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education?



Can they begin to show facial expressions and body language in their sketches and paintings?

Can they identify and draw simple objects and use marks and lines to produce texture?

Can they organise line, tone, shape and colour to represent figures and forms in movement?

Can they show reflections in their paintings and drawings?

Can they print onto different materials using at least four colours?

Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?

Do they use their sketch books to adapt and improve their original ideas?

Do they keep notes about the purpose of their work in their sketch books?

Can they begin to sculpt clay and other mouldable materials?

Can their create a piece of art work which includes the integration of digital images they have taken?

Can they experiment with different styles which artists have used?

Can they explain art from other periods of history?

Challenging: Can they successfully convey the relationship between people in their sketches and paintings?

Do their still life examples give a good sense of depth created by use of line, shade and tone?

Can they design a print requiring up to four colours and repeat this to create a fabric?

Can they make reference to their sketchbooks to improve their original work?


Design and Technology

Do they take account of the ideas of others when designing?

Can they produce a plan and explain it to others?

Can they suggest some improvements and say what was good and not so good about their original design?

Can they begin to explain how they can improve their original designs?

Can they evaluate their product, thinking of both appearance and the way it works?

Do they know what to do to be hygienic and safe?

Have they thought what they can do to present their product in an interesting way?

Can they measure carefully so as to make sure they have not made mistakes?

Do they continue to work at their product even though their original idea might not have worked?



Can they perform a simple part rhythmically?

Can they sing songs from memory with accurate pitch?

Can they improvise using repeated patterns?

Can they use notations to record and interpret sequences of pitches?

Can they use notations to record compositions in a small group or on their own?

Can they explain the place of silence and say what effect it has?

Can they start to identify the character of a piece of music?

Can they describe and identify the different purposes of music?

Can they begin to identify with the style of work of Beethoven, Mozart and Elgar?



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 a 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 or dislike about a familiar topic?