Content will be split between Learning Enquiry themes
Living things and their habitats
Can they describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals?
Can they give reasons for classifying plants and animals based on specific characteristics?
Animals, including humans
Can they identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood?
Can they recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function?
Can they describe the ways in which nutrients and water are transported within animals, including humans?
Evolution and inheritance
Can they recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago?
Can they recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents?
Can they identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution?
Can they associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit?
Can they compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches?
Can they use recognised symbols when representing a simple circuit in a diagram?
Can they recognise that light appears to travel in straight lines?
Can they use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye?
Can they explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes?
Can they use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them?
Is life like a journey?
Can they use OS maps to answer questions?
Can they use maps, aerial photos, plans and web resources to describe what a locality might be like?
Can they give an extended description of the human features of different places around the world?
Can they describe how some places are similar and others are different in relation to their physical features?
Can they recognise key symbols used on ordnance survey maps?
Can they name the largest desert in the world?
Can they identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic circles?
Can they explain how the time zones work?
Challenging: Can they define geographical questions to guide their research?
Can they plan a journey to another part of the world which takes account of time zones?
Do they understand the term sustainable development?
Can they name and locate the main canals that link different continents?
Can they name the main lines of latitude and meridian of longitude?
Can they place features of historical events and people from past societies and periods in a chronological framework?
Can they summarise the main events from a specific period in history, explaining the order in which key events happened?
Can they summarise how Britain has had a major influence on world history?
Can they summarise what Britain may have learnt from other countries and civilisations through time gone by and more recently?
Can they describe features of historical events and people from past societies and periods they have studied?
Can they recognise and describe differences and similarities / changes and continuity between different periods in history?
Can they identify and explain their understanding of propaganda?
Can they describe a key event from Britain's past using a range of evidence from different sources?
Challenging: Can they suggest relationships between causes in history?
Can they appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today?
Can they trace the main events that define Britain's journey from a mono to a multi cultural society?
Can they suggest why certain events, people and changes might be seen as more significant than others?
Do their sketches communicate emotions and a sense of self with accuracy and imagination?
Can they explain why they have combined different tools to create their drawings?
Can they explain why they have chosen specific drawing techniques?
Can they explain what their own painting style is?
Can they use a wide range of techniques in their paintings?
Can they overprint using different colours?
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphic and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books?
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
Do they use software packages to create pieces of digital art to design?
Can they make a record about styles and qualities in their work?
Can they say what their work is influenced by?
Can they include technical aspects in their work, e.g. architectural design?
Design and Technology
Can they use market research to inform plans?
Can they follow and refine their plan if necessary?
Can they convincingly justify their plan to someone else?
Do they consider culture and society in their designs?
How well do they test and evaluate their final product?
Can they explain how their product should be stored with reasons?
Have they thought about how their product could be sold?
Can they justify why they selected specific materials?
Can they work within a budget?
Does their product meet all design criteria?
Can they sing a harmony part confidently and accurately?
Can they perform parts from memory?
Can they take the lead in a performance?
Can they use a variety of different musical devices in their composition (including melody, rhythms and chords)?
Can they combine groups of beats?
Can they evaluate how the venue, occasion and purpose affects the way a piece of music is created?
Can they analyse features within different pieces of music?
Can they compare and contrast the impact that different composers from different times will have had on the people of that time?
Do they understand short passages from a familiar language?
Do they understand instructions, messages and dialogues within short passages?
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 and dislike about a familiar topic?