Progression Sheets

Progression Sheets

The skills and understanding for different subjects are set out on these sheets by age group and broken down into appropriate areas. The information is based on the National Curriculum requirements and QCA guidance. The sheets help teachers to plan their lessons on a skills basis and have a clear understanding of what they want individual and groups of pupils to improve and learn.

Once the overall content for a block of work in a particular subject or linked group of subjects has been decided the teacher can plan lessons based on the appropriate skills for the age and ability range in the class. This approach can simplify the teaching in mixed age and ability classes enormously as it enables teachers to plan a few appropriate activities which are adapted to meet the needs of the whole class with some differentiation rather than a series of very separate activities for different groups.

Teachers using these sheets often use highlighter to identify which skills and areas of understanding they will cover and, in some cases, use these as a record keeping system to pass on to the next teacher.

Progression of skills in Science
Year 1 / Year 2 / Year 3 / Year 4 / Year 5 /

Year 6

1. Ideas and evidence in science /

to collect evidence to try to answer a question

to collect evidence to try to answer a question

to collect evidence in a variety of contexts to answer a question or test an idea

to collect evidence in a variety of contexts to test an idea or prediction based on their scientific knowledge and understanding

to consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena

to consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena

2. Investigative skills
- Planning /

to test ideas suggested to them and say what they think will happen

to suggest some ideas and questions based on simple knowledge and say how they might find out about them;
to say what they think might happen
to think about and discuss whether comparisons and tests are fair or unfair

in a variety of contexts, to suggest questions and ideas and how to test them;
to make predictions about what will happen;
to think about how to collect sufficient evidence in some contexts;
to consider what makes a test unfair or evidence sufficient and, with help, plan fair tests

to suggest questions that can be tested and make predictions about what will happen, some of which are based on scientific knowledge; to design a fair test or plan how to collect sufficient evidence;
in some contexts, to choose what apparatus to use and what to measure

to make predictions of what will happen based on scientific knowledge and understanding, and suggest how to test these;
to use knowledge and understanding to plan how to carry out a fair test or how to collect sufficient evidence to test an idea;
to identify factors that need to be taken into consideration in different contexts

to decide how to turn ideas into a form that can be tested and, where appropriate, to make predictions using scientific knowledge and understanding;
to identify factors that are relevant to a particular situation;
to choose what evidence to collect to investigate a question, ensuring the evidence is sufficient;
to choose what equipment to use

- Obtaining and presenting evidence /

to make observations using appropriate senses;
to make some measurements of length using standard and non-standard measures;
to present some findings in simple tables and block graphs

to make observations; to make measurements of length in standard and non-standard measures;
to make records of observations; and to present results in tables, drawings and block graphs

to make observations and comparisons;
to measure length, volume of liquid and time in standard measures using simple measuring equipment effectively
to present results in drawings, bar charts and tables

to make observations and comparisons of relevant features in a variety of contexts;
to make measurements of temperature, time and force as well as measurements of length;
to begin to think about why measurements of length should be repeated
to present results in bar charts and tables

to make relevant observations;
to consolidate measurement of volume, temperature, time and length;
to measure pulse rate;
to think about why observations and measurements should be repeated;
to present results in bar charts and line graphs

to make a variety of relevant observations and measurements using simple apparatus correctly; to decide when observations and measurements need to be checked, by repeating, to give more reliable data;
to use tables, bar charts and line graphs to present results

- Considering evidence and evaluating /

to make simple comparisons and groupings that relate to differences and similarities between living things and objects;
in some cases to say what their observations show, and whether it was what they expected;
to draw simple conclusions and explain what they did

to make simple comparisons, identifying similarities and differences between living things, objects and events;
to say what results show;
to say whether their predictions were supported;
in some cases to use knowledge to explain what was found out and to draw conclusions;
to explain what they did

to draw conclusions from results and begin to use scientific knowledge to suggest explanations for them;
to make generalisations and begin to identify simple patterns in results presented in tables

to identify simple trends and patterns in results presented in tables, charts and graphs and to suggest explanations for some of these;
to explain what the evidence shows and whether it supports any prediction made;
to link the evidence to scientific knowledge and understanding in some contexts

to decide whether results support any prediction;
to begin to evaluate repeated results;
to recognise and make predictions from patterns in data and suggest explanations for these using scientific knowledge and understanding;
to interpret data and think about whether it is sufficient to draw conclusions;
to draw conclusions indicating whether these match any prediction made

to make comparisons; to evaluate repeated results;
to identify patterns in results and results that do not appear to fit the pattern;
to use results to draw conclusions and to make further predictions;
to suggest and evaluate explanations for these predictions using scientific knowledge and understanding;
to say whether the evidence supports any prediction made

Children working above average:
Children working below average:

Progression of skills in History

Year 1 / Year 2 / Year 3 / Year 4 / Year 5 /

Year 6

Chronological understanding /

Sequence events in their life
Sequence 3 or 4 artefacts from distinctly different periods of time
Match objects to people of different ages

Sequence artefacts closer together in time - check with reference book
Sequence photographs etc. from different periods of their life
Describe memories of key events in lives

Place the time studied on a time line
Use dates and terms related to the study unit and passing of time
Sequence several events or artefacts

Place events from period studied on time line
Use terms related to the period and begin to date events
Understand more complex terms eg BC/AD

Know and sequence key events of time studied
Use relevant terms and period labels
Make comparisons between different times in the past

Place current study on time line in relation to other studies
Use relevant dates and terms
Sequence up to 10 events on a time line

Range and depth of historical knowledge /

Recognise the difference between past and present in their own and others lives
They know and recount episodes from stories about the past

Recognise why people did things, why events happened and what happened as a result
Identify differences between ways of life at different times

Find out about every day lives of people in time studied
Compare with our life today
Identify reasons for and results of people's actions
Understand why people may have wanted to do something

Use evidence to reconstruct life in time studied
Identify key features and events of time studied
Look for links and effects in time studied
Offer a reasonable explanation for some events

Study different aspects of different people - differences between men and women
Examine causes and results of great events and the impact on people
Compare life in early and late 'times' studied
Compare an aspect of lie with the same aspect in another period

Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings
Compare beliefs and behaviour with another time studied
Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation
Know key dates, characters and events of time studied

Interpretations of history /

Use stories to encourage children to distinguish between fact and fiction
Compare adults talking about the past – how reliable are their memories?

Compare 2 versions of a past event
Compare pictures or photographs of people or events in the past
Discuss reliability of photos/ accounts/stories

Identify and give reasons for different ways in which the past is represented
Distinguish between different sources – compare different versions of the same story
Look at representations of the period – museum, cartoons etc

Look at the evidence available
Begin to evaluate the usefulness of different sources
Use text books and historical knowledge

Compare accounts of events from different sources – fact or fiction
Offer some reasons for different versions of events

Link sources and work out how conclusions were arrived at
Consider ways of checking the accuracy of interpretations – fact or fiction and opinion

Be aware that different evidence will lead to different conclusions
Confidently use the library and internet for research

Historical enquiry /

Find answers to simple questions about the past from sources of information e.g. artefacts, (see 4a)

Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.

Use a range of sources to find out about a period
Observe small details – artefacts, pictures
Select and record information relevant to the study
Begin to use the library and internet for research

Use evidence to build up a picture of a past event
Choose relevant material to present a picture of one aspect of life in time past
Ask a variety of questions
Use the library and internet for research

· Begin to identify primary and secondary sources
Use evidence to build up a picture of a past event
Select relevant sections of information
Use the library and internet for research with increasing confidence

Recognise primary and secondary sources
Use a range of sources to find out about an aspect of time past
Suggest omissions and the means of finding out
Bring knowledge gathered from several sources together in a fluent account

Organisation and communication / Communicate their knowledge through:
Discussion….
Drawing pictures…
Drama/role play..
Making models…..
Writing..
Using ICT… /

Recall, select and organise historical information
Communicate their knowledge and understanding.

/ Select and organise information to produce structured work, making appropriate use of dates and terms. (level 5)
Children working above average:
Children working below average:

Progression of skills in Geography

Year 1 / Year 2 / Year 3 / Year 4 / Year 5 /

Year 6

Geographical enquiry / Teacher led enquiries, to ask and respond to simple closed questions.
Use information books/pictures as sources of information.
Investigate their surroundings
Make observations about where things are e.g. within school or local area. / Children encouraged to ask simple geographical questions; Where is it? What's it like?
Use NF books, stories, maps, pictures/photos and internet as sources of information.
Investigate their surroundings
Make appropriate observations about why things happen.
Make simple comparisons between features of different places. / Begin to ask/initiate geographical questions.
Use NF books, stories, atlases, pictures/photos and internet as sources of information.
Investigate places and themes at more than one scale
Begin to collect and record evidence aided
Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations. / Ask and respond to questions and offer their own ideas.
Extend to satellite images, aerial photographs
Investigate places and themes at more than one scale
Collect and record evidence with some aid
Analyse evidence and draw conclusions e.g. make comparisons between locations photos/pictures/ maps / Begin to suggest questions for investigating
Begin to use primary and secondary sources of evidence in their investigations.
Investigate places with more emphasis on the larger scale; contrasting and distant places
Collect and record evidence unaided
Analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life / Suggest questions for investigating
Use primary and secondary sources of evidence in their investigations.
Investigate places with more emphasis on the larger scale; contrasting and distant places
Collect and record evidence unaided
Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it
Communicating in different ways / Writing - poetry, lists, expressing own views, letter.
Expressing own views through speaking.
Give simple reasons for likes and dislikes.
Use simple geographical vocabulary. / Writing - poetry, lists, expressing own views, letter.
Expressing own views through speaking.
Give detailed reasons for likes and dislikes.
L2 - express views on the environment of a locality and recognise how people affect
the environment.
L2 - Begin to use appropriate geographical vocabulary. / Writing - poetry, newspaper, e-mail, letter
Identify and explain different views of people including themselves.
L3 - They develop the use of appropriate vocabulary to communicate their findings
Explore geographical issues through discussion or through drama using role play eg views on building new quarry / Writing - poetry, newspaper, e-mail, letter, charts, graphs
Identify and explain different views of people including themselves.
L3 - They develop the use of appropriate vocabulary to communicate their findings / Poetry, newspaper, e-mail, persuasive writing, charts, graphs, map overlays
Identify and explain different views of people including themselves.
L4 - They use primary and secondary sources of evidence in their investigations and communicate their findings using appropriate vocabulary. / Poetry, newspaper, e-mail, persuasive writing, charts, graphs, map overlays
Give increased detail of views, give detailed reasons influencing views and how they are justified
L5 - They select info. and sources of evidence in their investigations and present their findings both graphically and in writing.
Fieldwork / Any of:
Field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements
Map skills / See maps progression sheet
/ / / / /
Children working above average:
Children working below average:

Rushbury C.E. Primary School

Progression of fieldwork skills

Year 1

/ Year 2 / Year 3 / Year 4 / Year 5 / Year 6
QUESTIONNAIRES / Listen to an adult asking another child or adult about familiar environments or activities E.g. About their home or holidays. / Ask a familiar person prepared questions E.g. ‘What do you like best about our playground?’.
Use a pro-forma and put ticks in boxes. / Gain confidence in speaking to an unfamiliar person.
Records some of what they found out E.g. talking to a builder about where materials come from.
Use a simple database to present findings. / Suggest questions to ask as part of an investigation.
Use appropriate geographical vocabulary.
Record the main points shortly after E.g. Asks questions to a policeman about road safety issues in a town.
Use a database to present findings. / Prepare questions for an interview.
Use appropriate language.
Ask questions that are responsive to the interviewee’s views.
Make brief notes during an interview to help them make a clear record of the main points.
Use a database to interrogate and amend information collected. / Select interviewing as an appropriate method for collecting evidence.
Decide on an appropriate interviewee.
Prepare and carry out interview, sometimes in a formal situation.
Evaluate the quality of the evidence.
Use a database to interrogate and amend information collected.
FIELDSKETCHING / Draw simple features they observe in their familiar environment.
Add colour and textures to prepared sketches. / Draw an outline of simple features they observe.
Add colour, texture and detail to prepared field sketches.
Join labels to correct features. / Draw a sketch of a simple feature from observation or photo.
Add colour, texture and detail to own field sketches.
Add title and descriptive labels with help / Pick out the key lines and features of a view in the field using a viewfinder to help.
Annotate their sketch with descriptive and explanatory labels.
Add title, location and direction to sketch. / Evaluate their sketch against criteria and improve it.
Use sketches as evidence in an investigation. / Select field sketching from a range of techniques for an investigation.
Evaluate quality of the evidence it gives.
Annotate sketches to describe and explain geographical processes and patterns.
PHOTOGRAPHY / Recognise a photo taken by a teacher as a record of what they have seen. / Use a camera in the field with help to record what they have seen.
Label the photo with help. / Point out useful views to photograph for their investigation.
Add titles and labels to photos giving date and location. / Suggest how photos provide useful evidence for their investigations.
Use a camera independently
Locate a photo on a map.
Annotate the photo. / Make a judgement about the best angle or viewpoint.
Evaluate usefulness of their photos.
Use photos for their investigations. / Select photography from a range of techniques as the most appropriate for the evidence they need.
Evaluate the quality of the evidence they collect this way.
VIDEO/AUDIO RECORDING / Recognise a video/recording taken by a teacher as a record of what they have seen/heard. / Recognise the features/activities/sounds on a recording taken by the teacher.
Operate, with help, recording equipment. / Point out useful views/sounds to record for their investigation.
Watch/listen carefully to recordings and write what they find out. / Suggest what to record for their investigation.
Commentate on the recording, describing and suggesting explanations of what they see. / Make a judgement about the best angle or viewpoint.
Evaluate usefulness of their recordings.
Use recordings for their investigations. / Begin to use editing techniques to make a presentation recording.
Select recording from a range of techniques as the most appropriate for the evidence they need.
Evaluate the quality of the evidence they collect this way.
MEASUREMENT / Use everyday language to describe features E.g. bigger, smaller than. / Use everyday non-standard units E.g. hands for length.
Counts the number of. E.g. children who come to school by car. / Use everyday standard and non-standard units occasionally E.g. A trundle wheel for metres.
Count up to 100 E.g. for a traffic survey they cross number on a hundred square for each vehicle.
Begin to organise recordings. / Use easy to read instruments E.g. rain gauge or metre tape.
Count and record different types at the same time using a tally E.g. counting types of shops.
Organise results in a spreadsheet. / Select and use a range of measuring instruments in investigations.
Design own census, pilot, with help, and evaluate it. / Select and use a range of measuring instruments in investigations.
Design own census, pilot and evaluate it.