Content will be split between Learning Enquiry themes


Living thing and their habitats

Can they describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird?

Can they describe the life process of reproduction in some plants and animals?


Animals, including humans

Can they describe the changes as humans develop to old age?



Can they explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object?

Can they identify the effects of air resistance, water resistance and friction, that act between moving surfaces?

Can they recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect?


Properties and changes of materials

Can they compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets?

Do they know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution?

Can they use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating?

Can they give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic?

Can they demonstrate that dissolving, mixing and changes of state are reversible changes?

Can they explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda?


Earth and space

Can they describe the movement of the Earth, and other planets, relative to the Sun in the solar system?

Can they describe the movement of the Moon relative to the Earth?

Can they describe the Sun, Earth and Moon as approximately spherical bodies?

Can they use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky?



Where can we find guidance about how to live our lives?


Can they plan a journey to a place in another part of the world, taking account of distance and time?

Can they explain why many cities of the world are situated by rivers?

Can they explain why people are attracted to live by rivers?

Can they explain how a location fits into its wider geographical location; reference to human and economical features?

Can they name and locate many of the world's major rivers on maps?

Can they name and locate many of the world's most famous mountain regions on maps?

Can they locate the USA and Canada on a world map and atlas?

Can they locate and name the main countries in South America on a world map and atlas?

Challenging: Can they work out an accurate itinerary detailing a journey to another part of the world?

Can they report on ways in which humans have both improved and damaged the environment?

Can they begin to recognise the climate for a given country according to its location on the map?



Can they draw a timeline with different time periods outlined which shows different information, such as, periods of history, when famous people lived, etc?

Can they make comparisons between historical periods; explaining things that have changed and things which have stayed the same?

Can they begin to appreciate that how we make decisions has been through Parliament for some time?

Can they explain how their locality has changed over time?

Can they test out a hypothesis in order to answer a question?

Do they have a good understanding as to how crime and punishment has changes over the years?

Challenging: Can they create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc?

Do they appreciate how plagues and other major events have created huge differences to the way medicine and health care were developed?

Can they research the life of one person who has had an influence on the way Great Britain is divided into four separate countries?



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

Do they successfully use shading to create mood and feeling?

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

In their paintings do they successfully create mood and feeling?

Can they express their emotions accurately through their painting and sketching?

Can they create an accurate print design that meets given criteria?

Do they keep notes in their sketch books as to how they might develop their work further?

Do they use their sketch books to compare and discuss ideas with others?

Can they scan images and take digital photos, and use software to alter them, adapt them and create work with meaning?

Can they experiment with different styles which artists have used?

Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?

Challenging: Can they work with chalk and charcoal to produce work that conveys depth?

Can they create perspective in their art?

Can they convey what has inspired them when completing their own work and can they explain how they would improve on their original ideas?

Do they have a clear understanding about how to join clay so that the model remains intact?

Design and Technology

Can they come up with a range of ideas after they have collected information?

Can they produce a detailed step-by-step plan?

Can they suggest some alternative plans and say what the good points and drawbacks are about each?

Can they explain how their product will appeal to the audience?

Can they use a range of tools and equipment expertly?

Can they evaluate appearance and function against original criteria?

Can they describe what they do to be both hygienic and safe?

Can they make up a prototype first?

Are their measurements accurate enough to ensure that everything is precise?

Are they motivated enough to refine and improve their products?



Can they use a music diary to record aspects of the composition process?

Can they choose the most appropriate tempo for a piece of music?

Can they describe, compare and evaluate music using musical vocabulary?

Can they explain why they think their music is successful or unsuccessful?

Can they suggest improvements to their own or others' work?

Can they choose the most appropriate tempo for a piece of music?

Can they contrast the work of famous composers and show preferences?



Do they understand short passages made up of 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 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?