To Identify Factors That Are Relevant to a Particular Situation;

Science
QCA Units / 6AInterdependence and Adaptation
6BMicro-organisms (ICT simulation)
6CMore About Dissolving
6DReversible and Irreversible Changes
6EForces in Action
6FHow We See Things
6GChanging Circuits (ICT simulation)
5/6H Enquiry in environment and technological contexts
1. Ideas and evidence in science /

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 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 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 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

/ Art
Exploring and developing ideas
(ONGOING) / Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.
Question and make thoughtful observations about starting points and select ideas and processes to use in their work.
Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.
Evaluating and developing work
(ONGOING) / Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.
Adapt their work according to their views and describe how they might develop it further.
Drawing / Demonstrate a wide variety of ways to make different marks with dry and wet media.
Identify artists who have worked in a similar way to their own work.
Develop ideas using different or mixed media, using a sketchbook.
Manipulate and experiment with the elements of art: line, tone, pattern , texture, form, space, colour and shape.
Painting / Create shades and tints using black and white.
Choose appropriate paint, paper and implements to adapt and extend their work.
Carry out preliminary studies, test media and materials and mix appropriate colours.
Work from a variety of sources, inc. those researched independently.
Show an awareness of how paintings are created(composition).
Printing / Describe varied techniques.
Be familiar with layering prints.
Be confident with printing on paper and fabric.
Alter and modify work.
Work relatively independently.
Textiles/collage / Awareness of the potential of the uses of material.
Use different techniques, colours and textures etc when designing and making pieces of work.
To be expressive and analytical to adapt, extend and justify their work.
3 D form / Develop skills in using clay inc. slabs, coils, slips, etc.
Make a mould and use plaster safely.
Create sculpture and constructions with increasing independence.
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 art, craft and design in the locality and in a variety of genres, styles and traditions.
/ Music
Singing songs with control and using the voice expressively. / Sing songs with increasing control of breathing, posture and sound projection.
Sing songs in tune and with an awareness of other parts.
Identify phrases through breathing in appropriate places.
Sing with expression and rehearse with others.
Sing a round in two parts and identify the melodic phrases and how they fit together.
Sing confidently as a class, in small groups and alone, and begin to have an awareness of improvisation with the voice.
Listening, Memory and Movement. / Internalise short melodies and play these on pitched percussion (play by ear).
Create dances that reflect musical features.
Identify different moods and textures.
Identify how a mood is created by music and lyrics.
Listen to longer pieces of music and identify features.
Controlling pulse and rhythm / Identify different speeds of pulse (tempo) by clapping and moving.
Improvise rhythm patterns.
Perform an independent part keeping to a steady beat.
Identify the metre of different songs through recognising the pattern of strong and weak beats.
Subdivide the pulse while keeping to a steady beat.

Exploring sounds, melody and accompaniment.

/ Skills development for this element are to be found within ‘Control of instruments’ and ‘Composition’.
Control of instruments / Identify and control different ways percussion instruments make sounds.
Play accompaniments with control and accuracy.
Create different effects using combinations of pitched sounds.
Use ICT to change and manipulate sounds.

Composition

/ Identify different starting points or composing music.
Explore, select combine and exploit a range of different sounds to compose a soundscape.
Write lyrics to a known song.
Compose a short song to own lyrics based on everyday phrases.
Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.

Reading and writing notation

/ Perform using notation as a support.
Sing songs with staff notation as support.
Performance skills / Present performances effectively with awareness of audience, venue and occasion.
Evaluating and appraising / Improve their work through analysis, evaluation and comparison.
/ ICT

Exchanging and Sharing Information

Language/ Text

/ Evaluate a CDROM page or Internet home page and recognise the features of good page design.
Create sample screens and link them in different ways, eg linear, branching structures, web-like structures.
Design pages and links which present the user with clear information.
Use email to contact others to share information and ideas.
Graphics and sound / Use a scanner or digital camera to create images for use in design.
Create a page of sounds which are activated by appropriately named and positioned buttons.
Finding Things Out / Research / Use the Internet and CDROMs to find resources which can be edited for use in projects.
Use a favourites list to find information
Print pages from the Internet.
Use more precise search techniques to find information, eg AND or quotation marks.
Skim and select information.
Use/create hyperlinks to find information
Make my own favourites list.
Enter a web address (URL) to find a web site.
Copy and paste from the Internet.
Acknowledge the source of information and understand issues of copyright.
Use email to contact others to share information and ideas.
Working With Data / Identify and enter the correct formulae into cells, modify the data, make predictions of changes and check them.
Copy formulae to create tables of results.
Create graphs from spreadsheets.
Create and use a spreadsheet to answer a ‘What if …..?’ mathematical investigation.
Developing Ideas and Making Things Happen / Making Things Happen
(Control and sensing) / Learn that an input device can be used to cause an event.
Write a procedure to check inputs and switch on an output.
Write and test a procedure to check two inputs and an output event.
Write procedures for inputs and outputs to simulate everyday events or to test on working models.
Developing Ideas and Trying Things Out
(Modelling) / Use sensors in a geography or science experiment to record changes in the environment over a period of time and explain the results, eg testing insulation properties by measuring the drop in temperature of the liquid in two containers.
Geog
Geographical enquiry / 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 / 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:
Labelled field sketches.
Take photograph.
Make sound recording
Interview local person
Questionnaire
Make standard or non -standard measurements
QUESTIONNAIRES / 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 / 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 / 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 / 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 / Select and use a range of measuring instruments in investigations.
Design own census, pilot and evaluate it.
/ Map Skills
Direction/Location / Use 8 compass points confidently and accurately;
Use 4 figure co-ordinates confidently to locate features on a map.
Begin to use 6 figure grid refs; use latitude and longitude on atlas maps.
Drawing maps / Draw a variety of thematic maps based on their own data.
Begin to draw plans of increasing complexity.
Representation / Use/recognise OS map symbols;
Use atlas symbols.
Using maps / Follow a short route on an OS map. Describe features shown on OS map.
Locate places on a world map.
Use atlases to find out about other features of places. (e.g. mountain regions, weather patterns)
Scale/Distance / Use a scale to measure distances.
Draw/use maps and plans at a range of scales.
Perspective / Draw a plan view map accurately.
Map knowledge / Confidently identify significant places and environments stated within KS2 N.C
Begin to identify places and environments on maps within Ks 3 N.C. (see for maps )
Style of map / Use OS maps.
Confidently use an atlas.
Recognise world map as a flattened globe.
/ History
Chronological understanding /

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 /

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 /

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 /

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

/ D&T
Developing, planning and communicating ideas. / to communicate their ideas through detailed labelled drawings
to develop a design specification
to explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways
to plan the order of their work, choosing appropriate materials, tools and techniques
Working with tools, equipment, materials and components to make quality products
to select appropriate tools, materials, components and techniques
to assemble components to make working models
to use tools safely and accurately
to construct products using permanent joining techniques
to make modifications as they go along
Evaluating processes and products / to pin, sew and stitch materials together to create a product
to achieve a quality product
to evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests
to record their evaluations using drawings with labels
to evaluate against their original criteria and suggest ways that their product could be improved

PE

/ Dance Activities
Unit 4 / Games Activities
Unit 24,25,26 / Gymnastic Activities
Unit 6 / Unit 2
Developing and competent swimmers / Outdoor and Adventurous Activities
Unit30 / Athletic Activities
Unit 29
Acquiring and developing skills /

explore, improvise and combine movement ideas fluently and effectively

choose, combine and perform skills more fluently and effectively in invasion, striking and net games

combine and perform gymnastic actions, shapes and balances more fluently and effectively across the activity areas

consolidate and develop the quality of their skills e.g front crawl, back crawl, breaststroke, floating, survival skills

improve linking movements and actions

develop and refine orienteering and problem-solving skills when working in groups and on their own

develop the consistency of their actions in a number of events
increase the number of techniques they use

Selecting and applying skills, tactics and compositional ideas /

create and structure motifs, phrases, sections and whole dances
begin to use basic compositional principles when creating their dances

understand, choose and apply a range of tactics and strategies for defence and attack
use these tactics and strategies more consistently in similar games

develop their own gymnastic sequences by understanding, choosing and applying a range of compositional\ principles

choose and use a variety of strokes and skills, according to the task .and the challenge e.g. swimming without aids, distance and time challenges

decide what approach to use to meet the challenge set
adapt their skills and understanding as they move from familiar to unfamiliar environments

choose appropriate techniques for specific events

Knowledge and understanding of fitness and health /

understand why dance is good for their fitness, health and wellbeing
prepare effectively for dancing

understand why exercise is good for their fitness, health and wellbeing
understand the need to prepare properly for games

understand why warming-up and cooling-down are important
understand why exercise is good for health, fitness and wellbeing, and how to become healthier themselves
carry out warm ups safely and effectively

know and describe the short-term effects of exercise on the body and how it reacts to different types of activity

understand how the challenge of outdoor and adventurous activities can help their fitness, health and wellbeing

understand the basic principles of warming up
understand why exercise is good for fitness, health and wellbeing

Evaluating and improving performance /

understand how a dance is formed and performed
evaluate, refine and develop their own and others work

develop their ability to evaluate their own and others’ work, and to suggest ways to improve it
know why warming up and cooling down are important

evaluate their own and others’ work
suggest ways of making improvements

describe and evaluate the quality of swimming and recognise what needs improving

see the importance of a group or team plan, and the value of pooling ideas
improve their performance by changing or adapting their approaches as needed

evaluate their own and others’ work and suggest ways to improve it