Science
QCA Units / 2AHealth & Growth
2BPlants and Animals in the Local Environment
2CVariation (ICT multimedia)
2DGrouping and Changing Materials
2EForces and Movement
2FUsing electricity
1. Ideas and evidence in science /
  • to collect evidence to try to answer a question

2. Investigative skills
- Planning /
  • 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

- Obtaining and presenting evidence /
  • 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

- Considering evidence and evaluating /
  • 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

/ Art
Exploring and developing ideas
(ONGOING) / Record and explore ideas from first hand observation, experience and imagination.
Ask and answer questions about the starting points for their work and the processes they have used. Develop their ideas.
Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.
Evaluating and developing work
(ONGOING) / Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook
Identify what they might change in their current work or develop in their future work.
Annotate work in sketchbook.
Drawing / Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint.
Understand the basic use of a sketchbook and work out ideas for drawings.
Draw for a sustained period of time from the figure and real objects, including single and grouped objects.
Experiment with the visual elements; line, shape, pattern and colour.
Painting / Mix a range of secondary colours, shades and tones.
Experiment with tools and techniques, inc. layering, mixing media, scraping through etc.
Name different types of paint and their properties.
Work on a range of scales e.g. large brush on large paper etc.
Mix and match colours using artefacts and objects.
Printing / Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings.
Design patterns of increasing complexity and repetition.
Print using a variety of materials, objects and techniques.
Textiles/collage / Use a variety of techniques, inc. weaving, French knitting, tie-dyeing, fabric crayons and wax or oil resist, appliqué and embroidery.
Create textured collages from a variety of media.
Make a simple mosaic.
Stitch, knot and use other manipulative skills.
3 D form / Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models.
Build a textured relief tile.
Understand the safety and basic care of materials and tools. Experiment with, construct and join recycled, natural and man-made materials more confidently.
Breadth of study / Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales.
Use ICT.
Investigate different kinds of art, craft and design.
/ Music
Singing songs with control and using the voice expressively. / To find their singing voice and use their voices confidently.
Sing a melody accurately at their own pitch.
Sing with a sense of awareness of pulse and control of rhythm.
Recognise phrase lengths and know when to breathe.
Sing songs expressively.
Follow pitch movements with their hands and use high, low and middle voices.
Begin to sing with control of pitch (e.g. following the shape of the melody).
Sing with an awareness of other performers.
Listening, Memory and Movement. / Recall and remember short songs and sequences and patterns of sounds.
Respond physically when performing, composing and appraising music.
Identify different sound sources.
Identify well-defined musical features.
Controlling pulse and rhythm / Identify the pulse in different pieces of music.
Identify the pulse and join in getting faster and slower together.
Identify long and short sounds in music.
Perform a rhythm to a given pulse.
Begin to internalise and create rhythmic patterns.
Accompany a chant or song by clapping or playing the pulse or rhythm.

Exploring sounds, melody and accompaniment.

/ To explore different sound sources.
Make sounds and recognise how they can give a message.
Identify and name classroom instruments.
Create and chose sounds in response to a given stimulus.
Identify how sounds can be changed.
Change sounds to reflect different stimuli.
Control of instruments / Play instruments in different ways and create sound effects.
Handle and play instruments with control.
Identify different groups of instruments.

Composition

/ Contribute to the creation of a class composition.
Basic skills developments for composition in KS1 are to be found within ‘Exploring sounds’.

Reading and writing notation

/ Perform long and short sounds in response to symbols.
Create long and short sounds on instruments.
Play and sing phrase from dot notation.
Record their own ideas.
Make their own symbols as part of a class score.
Performance skills / Perform together and follow instructions that combine the musical elements.
Evaluating and appraising / Choose sounds and instruments carefully and make improvements to their own and others’ work.
/ ICT

Exchanging and Sharing Information

/

Language/ Text

/ Enter and correct text.
Know when and how to use the SPACE BAR.
Know when and how to use the RETURN / ENTER key.
Move words down the screen.
Create sentences, save and edit them later.
Correct and edit pictures using appropriate tools like UNDO.
Save work in text form.
Graphics and sound / Select and use appropriate tools to create pictures and patterns.
Control the pen and then flood fill pictures.
Save work.
Finding Things Out / Research / Use menus to locate information on a CD-ROM.
Use an index to locate information.
Use key words to locate information.
Use hot links, hyperlinks to search for information on CD-ROM and internet.
Use a binary database to answer questions.
Use a graphing program to answer questions.
Use a database to answer questions.
Working With Data / Know that there are different programs for collecting data.
Know that there are different kinds of questions so we need to use different kinds of information programs to find our answers.
Developing Ideas and Making Things Happen / Making Things Happen
(Control and sensing) / Enter single commands to control a floor turtle and predict the outcome.
Enter a sequence of commands to control a floor turtle and predict the outcome.
Programme the floor turtle to repeat instructions.
Solve a problem and explain to others how to use the 'tools' or 'keys'.
Work with others to make decisions and solve a problem.
Using Roamer or similar, plan and carry out a simple 'journey' using the language and rules of Logo.
Developing Ideas and Trying Things Out
(Modelling) / Try out ideas using art and text/publishing programs to create greetings cards and other useful outcomes.
Geog
Geographical enquiry / Children encouraged to ask simple geographical questions; Where is it? What's it like?
UseNF 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.
Communicating in different ways / 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.
Fieldwork / Any of:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements
QUESTIONNAIRES / 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.
FIELDSKETCHING / Draw an outline of simple features they observe.
Add colour, texture and detail to prepared field sketches.
Join labels to correct features.
PHOTOGRAPHY / Use a camera in the field with help to record what they have seen.
Label the photo with help.
VIDEO/AUDIO RECORDING / Recognise the features/activities/sounds on a recording taken by the teacher.
Operate, with help, recording equipment.
MEASUREMENT / Use everyday non-standard units E.g. hands for length.
Counts the number of. E.g. children who come to school by car.
/ Map Skills
Direction/Location / Follow directions (as yr 1 and inc’. NSEW)
Drawing maps / Draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph)
Representation / Begin to understand the need for a key.
Use class agreed symbols to make a simple key.
Using maps / Follow a route on a map.
Use a plan view.
Use an infant atlas to locate places.
Scale/Distance / Begin to spatially match places (e.g. recognise UK on a small scale and larger scale map)
Perspective / Look down on objects to make a plan view map.
Map knowledge / Locate and name on UK map major features e.g. London, River Thames, home location, seas.
Style of map / Find land/sea on globe.
Use teacher drawn base maps.
Use large scale OS maps.
Use an infant atlas
/ History
Chronological understanding /
  • 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

Range and depth of historical knowledge /
  • Recognise why people did things, why events happened and what happened as a result
  • Identify differences between ways of life at different times

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

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

/ D&T
Developing, planning and communicating ideas. / generate ideas by drawing on their own and other people's experiences
to develop their design ideas through discussion, observation , drawing and modelling
to identify a purpose for what they intend to design and make
to identify simple design criteria
Working with tools, equipment, materials and components to make quality products / to make simple drawings and label parts
begin to select tools and materials; use vocab' to name and describe them
to measure, cut and score with some accuracy
to use hand tools safely and appropriately
to assemble, join and combine materials in order to make a product
to cut, shape and join fabric to make a simple garment. Use basic sewing techniques
Evaluating processes and products / follow safe procedures for food safety and hygiene
to choose and use appropriate finishing techniques
to evaluate against their design criteria
to evaluate their products as they are developed, identifying strengths and possible changes they might make
talk about their ideas, saying what they like and dislike about them

PE

/ Dance Activities
Unit 4 / Games Activities
Unit 11,12,13 / Gymnastic Activities
Unit 4 / Developing and competent swimmers
Unit 2 / Outdoor and Adventurous Activities
Unit20 / Athletic Activities
Unit 18
Acquiring and developing skills /
  • explore, remember, repeat and link a range of actions with co-ordination, control and an awareness of the expressive qualities of dance
/
  • improve the way they coordinate and control their bodies and a range of equipment
  • remember, repeat and link combinations of skills
/
  • remember, repeat and link combinations of gymnastic actions, body shapes and balances with control and precision
/
  • work with confidence in the water
  • explore and use skills, actions and ideas individually and in combination e.g. use arms to pull and push the water; use legs in kicking actions; hold their breath under water
  • remember, repeat and link skills
/
  • recognise their own space
  • explore finding different places
/
  • remember, repeat and link combinations of actions
  • use their bodies and a variety of equipment with greater control and coordination

Selecting and applying skills, tactics and compositional ideas /
  • compose and perform dance phrases and short dances that express and communicate moods, ideas and feelings choosing and varying simple compositional ideas
/
  • choose, use and vary simple tactics
/
  • choose, use and vary simple compositional ideas in the sequences they create and perform.
/
  • know how to choose and use skills for different swimming tasks e.g. using arms to stay balanced, knowing what to push against the water to move in a particular direction
  • improve the control and co-ordination of their bodies in water
/
  • follow simple routes and trails, orientating themselves successfully
  • solve simple challenges and problems successfully
/
  • use their bodies and a variety of equipment with greater control and coordination

Knowledge and understanding of fitness and health /
  • recognise and describe how different dance activities make them feel
  • understand the importance of warming up and cooling down
/
  • recognise and describe what their bodies feel like during different types of activity
/
  • recognise and describe what their bodies feel like during different types of activity
  • lift, move and place equipment safely
/
  • know that being active is fun and good for them
  • recognise what their bodies feel like during different activities
/
  • recognise and describe how their body feels during exercise
/
  • recognise and describe what their bodies feel like during different types of activity

Evaluating and improving performance /
  • watch and describe dance phrases and dances and use what they learn to improve their own work
/
  • recognise good quality in performance
  • use information to improve their work
/
  • improve their work using information they have gained by watching, listening and investigating
/
  • watch, copy and describe what they and others have done and use the information to improve their work
/
  • observe what they and others have done and use their observations to improve their performance
/
  • watch, copy and describe what they and others have done