Can they describe events and periods the words: BC, AD and decade? Can they describe events from the past using dates when things happened? Can they describe events and periods the words: ancient and century? Can they use a timeline within a specific time in history to set out the order things may have happened? Can they use their mathematical knowledge to work out how long ago events would have happened? Do they appreciate that the early Brits would not have communicated as we do or have eaten as we do? Can they begin to picture what life would have been like for the early settlers? Can they recognise that Britain has been invaded by several different groups over time? Do they realise that invaders in the past would have fought fiercely, using hand to hand combat? Can they suggest why certain events happened as they did in history? Can they suggest why certain people acted as they did in history? Do they recognise the part that archaeologists have had in helping us understand more about what happened in the past? Can they use various sources of evidence to answer questions? Can they use various sources to piece together information about a period in history? Can they research a specific event from the past? Can they use their ‘information finding’ skills in writing to help them write about historical information? Can they, through research, identify similarities and differences between given periods in history? Year 3 (Challenging) Can they set out on a timeline, within a given period, what special events took place? Can they begin to appreciate why Britain would have been an important country to have invaded and conquered? Can they begin to use more than one source of information to bring together a conclusion about an historical event?
Do they use correct geographical words to describe a place and the events that happen there? Can they identify key features of a locality by using a map? Can they begin to use 4 figure grid references? Can they accurately plot NSEW on a map? Can they use some OS map symbols? Can they make accurate measurement of distances within Can they use maps and atlases appropriately by contents and indexes? Can they describe how volcanoes are created? Can they describe how earthquakes are created? Can they confidently describe physical features in a locality? Can they locate the Mediterranean and explain why it is a popular holiday destination? (Instead identify how the local geography made it a good location for WW2 airfields). Can they recognise the 8 points of the compass (N,NW, W, S, SW, SE, E, NE)? Can they describe how volcanoes have an impact on people’s lives? Can they confidently describe human features in a locality? Can they explain why a locality has certain features? Can they explain why a place is like it is? Can they explain how the of people living in the Mediterranean would be different from their own? Can they name a number of countries in the Northern Hemisphere? Can they locate and name some of the world’s most famous volcanoes? Can they name and locate some well-known European countries? Can they name and locate the capital cities of neighbouring European countries? Are they aware of different weather in different parts of the world, especially Europe?
Year 3 (Challenging) Can they work out how long it would take to get to a given destination taking account of the mode of transport? Can they explain why a locality has certain physical features? Can they explain how people’s lives vary due to weather? Can they name the two largest seas around Europe? Knowledge, Skills and Understanding breakdown for Geography Year 4 Geographical Enquiry Physical Geography Human Geography Geographical Knowledge Can they carry out a survey to discover features of cities and villages? Can they find the same place on a globe and in an atlas? Can they the same features on an aerial photograph as on a map? Can they describe the main features of a city? Can they describe the main features of a village? Can they describe the main physical differences between cities and villages? Can they explain why people are attracted to live in cities? Can they explain why people may choose to live in a village rather than a city? Can they explain how a locality has changed over Can they locate the Tropic of Cancer and the Tropic of Capricorn? Do they know the difference between the British Isles, Great Britain and UK? Do they know the countries that make up the European Union?
Can they plan a journey to a place in England? Can they accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.)? Can they use appropriate symbols to represent different physical features on a map? time with reference to human features? Can they find different views about an environmental issue? What is their view? Can they suggest different ways that a locality be changed and improved? Can they name up to six cities in the UK and locate them on a map? Can they locate and name some of the main islands that surround the UK? Can they name the areas of origin of the main ethnic groups in the UK & in their school? Year 4 (Challenging) Can they give accurate measurements between 2 given places within the UK? Can they explain how a locality has changed over time with reference to physical features? Can they explain how people are trying to manage their environment? Can they name the counties that make up the home counties of London? Can they name some of the main towns and cities in Yorkshire and Lancashire?
they use repeat instructions to draw regular shapes on screen, using commands? they experiment with variables to control models? they make turns specifying the degrees? they give an on-screen robot specific directional instructions that takes them from x to y? they make accurate predictions about the outcome of a program they have written? they capture images using webcams, screen capture, scanning, visualiser and internet? they choose images and download into a file? they download images from the camera into files on the computer? they copy graphics from a range of sources and paste into a desktop publishing program? they appreciate the benefits of ICT to send messages and to communicate? they use the automatic spell checker to edit spellings? Using the Internet Databases Presentation they use a search engine to find a specific website? they use note-taking skills to decide which text to copy and paste into a document? they use tabbed browsing to open two or more web at the same time? they open a link to a new window? they open a document (PDF) and view it? they input data into a prepared database? they sort and search a database to answer simple questions? they recognise what a spread sheet is? they use the terms ‘cells’, ‘rows’ and ‘columns’? they enter data, highlight it and make bar charts? they create a lengthy presentation that moves from slide to slide and is aimed at a specific audience? they insert sound recordings into a multi media presentation? they know how to manipulate text, underline text, centre text, change font and size and save text to a folder? Year 4 (Challenging) they use photo editing software to crop photographs and add effects? they copy and paste the graph/bar chart and use it in a WP document? they use animation in presentation?
Drawing Painting Printing Sketch books they show facial expressions in their drawings? they use their sketches to produce a final piece of work? they write an explanation of their sketch in notes? they use different grades of pencil to show different tones and texture? they predict with accuracy the colours that they mix? they know where each of the primary and secondary colours sits on the colour wheel? they create a background using a wash? they use a range of brushes to create different effects? they make a printing block? they make a 2 colour print? they use their sketch books to express feelings about a subject and to describe likes and dislikes? they make notes in their sketch books about techniques used by artists? they suggest improvements to their work by keeping notes in their sketch books? 3D/ Textiles Collage Use of IT Knowledge they add onto their work to create texture and shape? they work with life size materials? they create they use more than one type of stitch? they join fabric together to form a quilt using padding? they cut very accurately? they overlap materials? they experiment using different colours? they use mosaic? they use montage? they use the printed images they take with a digital camera and combine them with other media to produce art work? they use IT programs to create a piece of work that includes their own work and that of others (using web)? they compare the work of different artists? they explore work from other cultures? they explore work from periods of time? they beginning to understand the viewpoints of others by looking at images of people and understand how they
they use sewing to add detail to a piece of work? they add texture to a piece of work? they use the web to research an artist or style of art? are feeling and what the artist is trying to express in their work? Knowledge, Skills and Understanding breakdown for Art Year 4 Drawing Painting Printing Sketch books they begin to show facial expressions and body language in their sketches? they identify and draw simple objects, and use marks and lines to produce texture? they organise line, tone, and colour to represent figures and forms in movement? they show reflections? they create all the colours they need? they create mood in their paintings? they successfully use shading to create mood and feeling? they using at least four colours? they create an accurate print design? they print onto different materials? they use their sketch books to express their feelings about various subjects and outline likes and dislikes? they produce a montage all about themselves? they use their sketch books to adapt and improve their original ideas? they keep notes about the purpose of their work in their sketch books?
Cooking and nutrition they choose the right ingredients for a product? they use equipment safely? they make sure that their product looks attractive? they describe how their combined ingredients come together? they set out to grow plants such as cress and herbs from seed with the intention of using them for their food product? Textiles they join textiles of different types in different ways? they choose textiles both for their appearance and also qualities? Electrical and mechanical components they select the most appropriate tools and techniques to use for a given task? they make a product which uses both electrical and mechanical components? they use a simple circuit? they use a number of components? Stiff and flexible sheet materials they use the most appropriate materials? they work accurately to make cuts and holes? they join materials? Mouldable materials they select the most appropriate materials? they use a range of techniques to shape and mould? they use finishing techniques? Knowledge, Skills and Understanding breakdown for Design and Technology
Year 4 Developing, planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products they come up with at one idea about how to create their product? they take account of the ideas of others when designing? they produce a plan and explain it to others? they suggest some improvements and say what was good and not so good their original design? they tell if their finished product is going to be good quality? they conscience of the need to produce something that will be liked by others? they show a good level of expertise when using a range of tools and equipment? they work at their product even though their original idea might not have worked? they thought of how they will if their design is successful? they begin to explain how they can improve their original design? they evaluate their product, thinking of both appearance and the way it works? they take time to consider how they could have made their idea better? Breadth of study Cooking and nutrition they know what to do to be hygienic and safe? they thought what they can do to present their product in Textiles they think what the user would want when choosing textiles? they thought about how to make their Electrical and mechanical components they add things to circuits? have they altered their product after checking it? Stiff and flexible sheet materials they measure carefully so as to make sure they have not made mistakes? have they attempted Mouldable materials they use a range of advanced techniques to shape and mould? they use finishing techniques, showing an
Year 3 (Challenging) Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables? Can they explain findings in different ways (display, presentation, writing)? Can they use findings to draw a simple conclusion? Can they suggest improvements and predictions for further Can they suggest how to improve their work if they did it again? Knowledge, Skills and Understanding breakdown for Working Scientifically Year 4 Planning Obtaining and presenting evidence Considering evidence and evaluating Can they set up a simple fair test to make comparisons? Can they plan a fair test and isolate variables, explaining why it was fair and which variables have been isolated? Can they suggest improvements and predictions? Can they decide which information needs to be collected and decide Can they take measurements using different equipment and units of measure and record what they have found in a range of ways? Can they make accurate measurements using standard units? Can they explain findings in different ways (display, presentation, writing)? Can they find any patterns in evidence or measurements? Can they make a prediction based on something they have found out? Can they evaluate what they have found using scientific language, drawings, labelled diagrams, bar charts and tables? Can they use straightforward scientific evidence to answer
that exists between different groups that invaded Britain? Can they appreciate that war/s would inevitably have brought much distress and bloodshed? Do they have an appreciation that wars for specific reasons and can last for a very long time? Do they appreciate that invaders were often away from their homes for very long periods and would have been ‘homesick’? Can they use specific search engines on the Internet to help them find information more rapidly? Knowledge, Skills and Understanding breakdown for History Year 4 Chronological understanding Knowledge and interpretation Historical enquiry Can they plot recent history on a timeline centuries? Can they place periods of history on a timeline showing periods of time? Can they use their mathematical skills to round up time differences into centuries and decades? Can they explain how events from the past have helped shape our lives? Do they appreciate that wars have happened from a very long time ago and are often associated with invasion, conquering or religious differences? Can they research two versions of an and say how they differ? Can they research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings?
way of living which would have impacted upon their health and education? Y3/4 Geography: Autumn Term 2: The Iron Man (Impact of Industrialisation on the environment) Knowledge, Skills and Understanding breakdown for Geography Year 3 Geographical Enquiry Physical Geography Human Geography Geographical Knowledge Do they use correct geographical words to describe a place and the events that happen there? Can they use maps and atlases appropriately by using contents and indexes? Can they describe how volcanoes are created? Can they describe how volcanoes have an impact on people’s lives? Can they confidently describe features in a locality? Can they name a number of countries in the Northern Hemisphere? Can they locate and name some of the most famous volcanoes?
Can they identify key features of a locality by a map? Can they begin to use 4 figure grid references? Can they accurately plot NSEW on a map? Can they use some basic OS map symbols? Can they make accurate measurement of distances within Can they describe how earthquakes are created? Can they confidently describe physical features in a locality? Can they locate the Mediterranean and explain why it is a popular holiday destination? Can they recognise the 8 points of the compass (N,NW, W, S, SW, SE, E, NE)? Can they explain why a locality has certain human features? Can they explain why a is like it is? Can they explain how the lives of people living in the Mediterranean would be different from their own? Can they name and locate some well-known European countries? Can they name and locate the capital cities of neighbouring European countries? Are they of different weather in different parts of the world, especially Europe? Year 3 (Challenging) Can they work out how long it would take to get to a given destination taking account of the mode of transport? Can they explain why a locality has certain physical features? Can they explain how people’s lives vary due to weather? Can they name the two largest seas around Europe? Knowledge, Skills and Understanding breakdown for Geography
Year 4 Geographical Enquiry Physical Geography Human Geography Geographical Knowledge Can they carry out a survey to discover features of cities and villages? Can they find the same place on a globe and in an atlas? Can they label the same features on an aerial photograph as on a map? Can they plan a journey to a place in England? Can they accurately measure and collect information(e.g. rainfall, temperature, wind speed, noise levels etc.)? Can they describe the main features of a city? Can they describe the main features of a village? Can they describe the main physical differences between cities and villages? Can they use appropriate symbols to represent different physical features on a map? Can they explain why people are attracted to live in cities? Can they explain why people may choose to live in a village rather than a city? Can they explain how a locality has changed over time with reference to human features? Can they find different views about an environmental issue? What is their view? Can they suggest different ways that a locality be changed and improved? Can they locate the Tropic of Cancer and the Tropic of Capricorn? Do they know the difference between the British Isles, Great Britain and UK? Do they know the countries that make up the European Union? Can they name up to six cities in the UK and locate them on a map? Can they locate and name some of the main islands that surround the UK? Can they name the areas of origin of the main ethnic groups in the UK & in their school? Year 4 (Challenging)
Can they give accurate measurements between 2 given places within the UK? Can they explain how a locality has changed over time with reference to physical features? Can they explain how people are trying to manage environment? Can they name the counties that make up the home counties of London? Can they name some of the main towns and cities in Yorkshire and Lancashire? Y3/4 Computing: Autumn Term 2: The Iron Man Knowledge, Skills and Understanding breakdown for Computing: Year 3 Algorithms and Programs Data Retrieving and Organising Communicating they experiment with variables to control models? they use 90 degree and 45 degree they give an on-screen robot directional instructions? they review images on a camera and delete unwanted images? they experienced downloading images from a camera into files on the computer? they use the email address book? they open and send an attachment?
Year 4 (Challenging) they use photo editing software to crop photographs and add effects? they copy and paste the graph/bar chart and use it in a WP document? they use animation in their presentation? E-safety in 3 and 4 Knowledge & understanding Skills they understand the need for rules to keep them safe when exchanging learning and ideas online? they recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion? they understand that the internet contains fact, fiction and opinion and begin to distinguish between them? they use strategies to verify information, e.g. cross-checking? hey understand the need for caution when using an internet search for images and what to do if they find an unsuitable image? they understand that copyright exists on most digital images, video and recorded music? they understand the need to keep personal information and passwords private? they follow the school’s safer internet rules? they recognise the difference between the work of others which has been copied (plagiarism) and re-structuring and re-presenting materials in ways which are unique and new? they begin to identify when emails should not be opened and when an attachment may not be safe? they explain how to use email safely? they use different search engines?
Y3/4 Art: Autumn Term 2: The Iron Man (Study of Wood Engravings – Andrew Davidson (illustrator of Iron Man) Knowledge, Skills and Understanding breakdown for Art Year 3 Drawing Painting Printing Sketch books they show facial expressions in their drawings? they use sketches to produce a final piece of work? they an explanation of their sketch in notes? they use different grades of pencil shade, to show different tones and texture? they predict with accuracy the colours that they mix? they know where each of the primary and secondary colours sits on the colour wheel? they create a background using a wash? they use a range of brushes to create different effects? they make a printing they make a 2 colour print? they use their sketch books to express feelings about a subject and to describe likes and dislikes? they make notes in their sketch books about techniques used by artists? they suggest improvements to their work by keeping
notes in their sketch books? 3D/ Textiles Collage Use of IT Knowledge they add onto their work to create texture and shape? they work with life size materials? they create they use more than one type of stitch? they join fabric together to form a quilt using padding? they use sewing to add detail to a piece of work? they add texture to a piece of work? they cut very accurately? they overlap materials? they experiment using different colours? they use mosaic? they use montage? they use the printed images they take with a digital camera and combine them with other media to produce art work? they use IT programs to create a piece of work that includes their own work and that of others (using web)? they use the web to research an artist or style of art? they compare the work of different artists? they explore work from other cultures? they explore work from other periods of time? they beginning to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in work? Knowledge, Skills and Understanding breakdown for Art Year 4
Drawing Painting Printing Sketch books they begin to show facial expressions and body language in their sketches? they identify and draw simple objects, and use marks and lines to produce texture? they organise line, tone, shape and colour to represent figures and forms in movement? they show reflections? they explain why they have chosen specific materials to draw with? they create all the colours they need? they create mood in their paintings? they successfully use shading to create mood and feeling? they print using at least four colours? they create an accurate print design? they print onto different materials? they use their sketch books to express their feelings about various subjects and outline likes and dislikes? they produce a montage all about themselves? they use their sketch books to adapt and improve their original ideas? they keep notes about the purpose of their work in their sketch books? 3D/ Textiles Collage Use of IT Knowledge
they experiment with and combine materials and processes to design and make 3D form? they begin to sculpt clay and other mouldable materials? they use early textile and sewing skills as part of a project? they use ceramic mosaic? they combine visual and tactile qualities? they present a collection of work on a slide show? they create a piece of art work which includes the integration of digital images they have taken? they combine graphics and text based on their research? they experiment with different styles which artists have used? they explain art from other periods of history? Y3/4 Design and Technology: Autumn Term 2: The Iron Man (Link to the science electrical unit)
Cooking and nutrition they choose the right ingredients for a product? they use equipment safely? they make sure that their product looks attractive? they describe how their combined ingredients come together? they set out to grow plants such as cress and herbs from seed with the intention of using them for their food product? Textiles they join textiles of different types in different ways? they choose textiles both for their appearance and also qualities? Electrical and mechanical components they select the most appropriate and techniques to use for a given task? they make a product which uses both electrical and mechanical components? they use a simple circuit? they use a number of components? Stiff and flexible sheet materials they use the most appropriate materials? they work accurately to make cuts and holes? they join materials? Mouldable materials they select the most appropriate materials? they use a range of techniques to shape and mould? they use finishing techniques? Knowledge, Skills and Understanding breakdown for