Web viewScience. Geography. History. I can ask simple questions and recognise that they can be...

Rushbrook Primary AcademySkills Based Curriculum

Key Stage 1 Continual SkillsScience Geography HistoryI can ask simple questions and recognise that they can be answered in different ways.I can observe closely using simple equipment.I can perform simple tests.I can identify and classify by using simple features to compare objects, materials and living things.I can use my observations and ideas to suggest answers to questions.I can gather and record data to help in answering questions.

I can use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.I can use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map.I can use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.I can use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

I am developing an awareness of the past, using common words and phrases relating to the passage of time.I am beginning to use timelines to place events and people into chronological order.I can generate questions and take part in discussions to find out about the past.I can use a range of sources to find out about events and people from the past.

Art DT MusicI can use a range of materials creatively to design and make products.I can use drawing, painting and sculpture to develop and share my ideas, experiences and imagination.I have developed a range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

I think of ideas and plan what to do next, based on what I know about materials and components.I select the appropriate tools, techniques and materials, explaining my choices.I use models, pictures and words to describe my designs.I recognise what I have done well in my work. I suggest things I could do in the future.

I take part in singing songs, following the tune (melody) well.I use my voice to good effect.I make and control long and short sounds using voices and instruments.I perform with others’, taking instructions from the leader.I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures).I understand how the musical elements can change the mood of a piece of music.I recognise changes in timbre, dynamics and pitch.


Aut Science – Human Bodies History DTI can identify, name, draw and label the basic parts of the human body.I can say which part of the body is associated with each sense. I use different senses to explore a range of stimuli.

I can say when my birthday is.I can create a timeline about my life.With support, I can write sentences about myself in the past tense.I can generate questions and find out about objects and pictures from the past.I can sort objects/pictures into ‘past’ and ‘present’. I can compare aspects of life in the past and present (e.g. old and new toys).

Structures I have made a load-bearing structure.I describe the materials I have used to make my structure.I measure and mark out the materials I need for my structure.I finish off my work so it looks neat and tidy.I have found out how to make materials for my structure stronger by folding, joining or rolling.

IT Music PEI look at web sites with the teacher and discuss what I see.I click on links in a web site.I use the ‘back’ button on a website.I know that websites can be used to find information (e.g. to research ‘significant people from the past’).

I take part in singing.I follow instructions on how and when to sing or play an instrument.I can make and control long and short sounds, using voices and instruments.

I can roll.I can travel in different ways.I can balance.I can climb safely.I can stretch my body.I can curl my body.I can describe how my body feels during exercise.


Year 1

Autumn 2 Suggested Stim

ulus: The W

eather and Water

Science – Seasonal Changes Geography – The Weather ArtI can observe changes over the seasons.I can describe weather associated with the four seasons.I can say how the length of day varies over the seasons.I can suggest ways in which we can prepare ourselves for each season, for example, wearing appropriate clothing.

I can describe a range of weather features.I can associate patterns in the weather with the four seasons. I can track local weather patterns and record this data in a table or chart.With support, I can research weather patterns in other locations around the world.I can identify hot and cold areas of the world on a simple map or globe.

I can draw lines of different shapes and thicknesses.I can draw with crayons and pencils.I can describe the shapes and patterns I see. I can colour in neatly, following the lines very carefully.I can draw my ideas and tell others what they are.Suggested stimulus:Turner: Seascapes Liam Spencer: Manchester in the rain

IT Music PEI can use art software to: click and drag a brush, change colour, clear the screen and fill a shape.

I can make a sequence of long and short sounds with help.With help, I can clap longer rhythms.I can make sounds that are contrasting (loud and quiet, high and low etc).With modelling, I can make sounds to represent different things (ideas, thoughts, feelings, moods, movement etc).

I can perform some dance moves.I put moves together to make a short dance.I show rhythm in my dance.I choose the best movements to show different ideas.I move carefully with control.


Year 1

Spring 1 Suggested Stimulus: Plants

Science - Plants Geography ArtI can identify and name a variety of deciduous and evergreen trees.I can identify and describe the basic structure of trees.I can identify and name a variety of common wild and garden plants.I understand what a habitat is.I can identify and describe the structure of a variety of common flowering plants. I can compare and contrast familiar plants and describe how I was able to identify and group them.

I can say what places are like using words and phrases such as built up, noisy, busy, quiet, farm land, hills, streets, roads, woods and coastline.Using stories, I can say how a place is like or unlike another place.I use books, stories, and other information to find out about places.I am beginning to understand the geographical terms ‘physical’ and ‘human’. I can suggest ways I could improve somewhere near me (for example, Nico Ditch).

I can use thick and thin brushes. I can use ready mixed or powder paints to show my ideas.I can name the primary and secondary colours.I can say how an artist has used colour.I paint pictures of what I see.

Suggested stimulus: Van Gogh: Sunflowers

IT Music PEControl & monitoring I understand forwards, backwards, up and down.I can put together two instructions to control a programmable toy.

I can use my voice in different ways to create different effects.I can listen out for different types of sounds in a piece of music.I can move with expression to Opera music.

I can throw a ball underarm.I can roll a ball or a hoop.I can hit a ball with a bat.I can move to catch or collect.I can throw and kick a ball in different ways.


Year 1

Spring 2 Suggested Stimulus: Hom

es Around the W

orld

Science – Everyday Materials Geography – Homes around the World

DTI can identify and name everyday materials including wood, plastic, glass, metal, water and rock.I can describe the simple physical properties of a variety of everyday materials, (e.g. hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque, transparent).I can compare and group together everyday materials based on their simple physical properties.I can distinguish between an object and the material from which it is made.I can carry out a simple test to decide what is the best material for a given purpose, e.g. an umbrella.

I can use a range of sources to find out about different homes around the world.I can generate questions to find out about homes around the world.I can compare and contrast homes around the world.I can talk about the different lifestyles of children around the world.I can say what I like and dislike about a place.I can say what type of buildings are in a place (houses, shops, offices, flats, farm buildings etc.).

Building a shoe-box houseI can draw a simple plan for my house.I can follow my plan to make a house.I describe the materials I have used to make my structure.I measure and mark out the materials I need for my structure.I finish off my work so it looks neat and tidy.I have found out how to make materials for my structure stronger by folding, joining or rolling.

IT Music PEE-Mail & Messages I understand that there are different ways of sending a message.I recognise what an e mail address looks like.I have joined in sending a class e mail message.I can find the @ key on the keyboard.I understand that some information is private and should not be shared online.

I can imitate changes in pitch.I take notice of others when I am performing.I can evaluate my own performance.

I show control and co-ordination when travelling or balancing.I choose which actions to make.I copy sequences and repeat them.

Year 1

Rushbrook Primary AcademySkills Based CurriculumSum

mer 1 Suggested Stim

ulus: Stories from

the Past

Science – Animals History – Stories from the Past Art I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.I understand what a habitat is.I can identify and name a variety of common animals that are carnivores, herbivores and omnivores.I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets). I can compare and contrast animals and describe how I identify and group them.

I have looked at books to help me find out about the past.I have listened to stories about the past.I can tell stories about the past, including stories about a significant historical event.I know some things that happened to other people in the past.I understand how to put a few events or objects in order of when they happened.I can talk and think about changes within living memory.

Example stories: Rosa ParksEmmeline PankhurstTim Berners-Lee

Collage: I have explored and experimented with lots of collage materials. I cut and tear paper, textiles and card for my collages.I can sort and arrange collage materials for a purpose.I use: Paste, glue and other adhesives.

Suggested stimulus:Look at story illustrators.Lauren Child’s use of collage.Julia Donaldson, Axel Scheffler.Shaun Tan etc.

IT Music PEDatabasesI can enter information into a template on a computer to make a graph.I can talk about the results shown on my graph.

I can use musical instruments to make sounds.I know how some sounds are made and changed.I can strike an instrument in different ways to change the sound it makes.

I can describe how my body feels during an activity.I show control and co-ordination when travelling or balancing.I choose which actions to make.I copy sequences and repeat them.


Year 1

Summ

er 2 Suggested Stimulus:

Transport and Forces

Science - Forces History DTI can describe changes in movement when a force is applied. (E.g. Pushing, pulling.)I know that pushes and pulls are examples of forces.I know that when things speed up, slow down or change direction there is a cause and effect. I can apply different forces to a range of materials and observe changes.

Using a range of sources (e.g. books, pictures, videos, objects, etc.), I have found out some facts about significant people from the past (e.g. Isambard Kingdom Brunel). I can talk about and compare the lives of these individuals.I can talk about events that happened long ago.I can suggest reasons why people may have acted as they did.I can sort events or objects into groups (e.g. ‘then’ and ‘now’).

Mechanisms I have made a product that moves using a turning mechanism (e.g. wheels, winding) or a lever or a hinge (to make a movement)I cut materials using scissors.I describe the properties of the materials I have used.I have explored how moving objects work. I have examined wheels, axels, turning mechanisms, hinges and simple levers.

IT Music PEMultimedia I can add a picture using clip art.I can add words to a picture.I can move images and text on the screen.

I can talk about the different moods portrayed in music.I enjoy different types of music.I can talk about music I like/do not like. I have an understanding of pitch and tempo.I can apply forces to musical instruments to make them work.

I can throw a ball underarm.I can roll a ball or a hoop.I can hit a ball with a bat.I can move and stop.I can move to catch or collect.I link the movement of objects with forces applied (e.g. a push or pull).


Year 2


ulus: Visiting Friends and Fam

ily

Science - Forces Geography – Visiting Friends and Family

ArtI can describe changes in movement when a force is applied. (E.g. Pushing, pulling.)I know that pushes and pulls are examples of forces.I know that when things speed up, slow down or change direction there is a cause and effect. I can apply different forces to a range of materials and observe changes.

I can describe visits to family and friends.I know that paths, roads, air, and sea link places to others. I can talk about how I have travelled from one place to another.I know some of the reasons places are linked: holidays, leisure, work, food, and people moving to another country/place.I can compare and contrast two locations.

I can name and locate the seven continents and five oceans.I can name, locate and identify characteristics of the four countries and capitals cities of the UK and its surrounding seas.

I have printed by pressing, rolling, rubbing and stamping.I have looked at print making in the environment. (e.g. wallpapers, fabrics etc)I have created a print in response to the work of an artist or designer.I have looked at how artists and designers have used colour, shapes and lines to create patterns.

IT Music PEI can control a programmable toy using forwards, backwards, left, right, up, down.I can control a character in an adventure or quest game on screen.

I listen carefully and recall short rhythmic and melodic patterns.I can identify the beat in music.I understand how the musical elements can change the feeling of a piece of music.With support, I can identify changes in timbre, dynamics and pitch.

I plan sequences of movements.I can show contrasts such as small/tall, straight/curved and wide/narrow.My movements are controlled.I can balance on different points of my body.

Year 2

Rushbrook Primary AcademySkills Based CurriculumAutum

n 2 Suggested Stimulus: The Great

Fire of London

Science – Living things and their habitats History – The Great Fire of London

ArtI can compare and describe the differences between things that are living, dead, and things that have never been alive.I can raise and answer questions about the life processes that are common to all living things (nutrition, movement, growth and reproduction).I can sort and classify things according to whether they are living, dead, or were never alive and record my findings on a chart.I can identify that most living things live in habitats (a natural environment or home of a variety of plants and animals) to which they are suited.I can describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

I can use a range of sources to find out about a significant event from the past (e.g. books, pictures, stories, eye witness accounts, photographs, artefacts, the internet).I can recall key facts about the Great Fire of London.I can create a timeline to order the key events of the Great Fire of London.I can generate questions and discuss what life was like for people in London before and after the fire.

I mix primary colours to make secondary colours.I add white to colours make tints.I add black to colours to make tones.I know the positions of primary and secondary colours in relation to each other on the colour wheel.I link colours to natural and man-made objects

IT Music PEI experiment with text, pictures and animation to make a simple slide show.I can type a piece of text.I can insert/delete a word using the mouse and arrow keys.I highlight text to change its format. (B, U, I).

I know that music can be played or listened to for a variety of purposes. (including throughout history and in different cultures).I can give my opinion on a range of music from different cultures.

I perform my dance actions with some control and co-ordination.I link two or more actions together to make a sequence.I remember and repeat dance movements.With support, I choose the best movements to communicate a mood or feeling.

Year 2

Rushbrook Primary AcademySkills Based CurriculumSpring 1 Suggested Stim

ulus: All Creatures Great and Sm

all

Science - Animals History ArtI understand that animals, including humans, have offspring which grow into adults e.g. lifecycle of chicken, butterfly, frog, sheep, human.I can use video, photographs, or first- hand experience and measurement to find out how different animals, including humans grow.I can ask questions to find out about what animals, including humans, need for survival (water, food, air).

Using a range of sources (e.g. books, pictures, videos, objects, etc.), I have found out some facts about significant people from the past (e.g. Emeline Pankhurst). I use evidence to describe the clothes, way of life and actions of people in the past. I can talk about events that happened long ago.I can order significant events on a timeline. I can suggest reasons why people may have acted as they did.

I use pencils, pastels and charcoal in my drawings.I show patterns and textures in my drawings by adding dots and lines.I make a variety of lines of different sizes, thickness and shapes.I show different tones using coloured pencils.

Suggested stimulus:Explore the work of Albrecht Durer,Richard Owen/ Charles Darwin,John James Aubudon- Birds of AmericaNagasawa Rosetsu 1782

IT Music PEI recognise a range of IT uses both in school and at home. I understand that using IT can make tasks easier and less time-consuming.

I order sounds to help create an effect.With support, I can create short musical patterns.I know how sounds can be made and changed to suit a situation.

I use rolling, hitting and kicking skills in games.I can position myself in a suitable place to take part in a game.I can retrieve a ball quickly.I use apparatus safely around others.

Year 2


ulus: Great Inventors

Science - Materials History – Great Inventors DTI can think about the properties of materials and identify and compare the suitability of a variety of everyday materials (including wood, metal, plastic, glass, brick, rock, paper and cardboard) for particular uses.I can observe closely, identifying and classifying the uses of different materials, and recording my observations. I understand that materials can be used for more than one thing and that different materials can be used for the same thing.I can find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, and stretching.

I can use a range of sources to find out about great inventors of the past.I can generate questions to find out about inventions. I can use my research to describe how things have changed from past to present. I can look at evidence to give and explain reasons why people in the past may have acted the way they did. I know how people used resources in the past. As a result of significant inventions, I can talk about lifestyle changes both in living memory and beyond living memory.

I have made a product that uses movement with wheels and axels that allow movement.The materials I use are just right for the job and this helps my product to work well.I have used a number of materials and joined them so they are strong.I use my art skills to add design or detail to my productI know that my product needs to be made from materials that are suitable for the job.Suggested stimulus:Leonardo da Vincidrawings- how his drawings record his inventions and ideas.

IT Music PEI know that information can be found using the internet.I can use the internet to find out about great inventors. I click links in a web site.I can print a web page to use as a resource.

I am beginning to recognise changes in timbre, dynamics and pitch. I use my knowledge of dynamics, timbre and pitch to organise my music.I make my own signs and symbols to make and record my music.

I can describe how my body feels during different activities, using parts of the body to describe the effects.I use my rolling, hitting and kicking skills in games.I can position myself in a suitable place to join in a game.With support, I have developed some tactics for the game I am playing.

Year 2

Su Science - Plants Geography DT

Rushbrook Primary AcademySkills Based Curriculumm


ulus: The Elem

ents

I can identify and make a labelled diagram of the different parts of flowering plants, including trees: roots, stem/ trunk, leaves and flowers.I can observe closely using simple equipment, and describe and record with some accuracy, how seeds and bulbs grow into mature plants.I can find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.I can set up a simple comparative test to show that plants need light and water to stay healthy.I understand what seeds and bulbs need to germinate (water).

I can identify seasonal and daily weather patterns, both locally and in contrasting global locations (e.g. the poles, the equator, rainforest etc.). I can use maps and globes to identify and talk about areas of contrasting weather patterns across the world.I can use a range of sources to find out about a significant geographical event (for example, earthquake, volcano, tsunami).I can talk about the ways in which a significant physical geographical event has effected human geography in a specific location.

I can make a clay pot.I can make a carving using dry clay.I can add lines and shapes to my clay work.I can add texture to my clay work by adding clay and with tools.

Suggested stimulus: Anthony Gormley: Field for the British Isles.JMW Turner: Snowstorm off a Harbour’s Mouth.Anselm Kiefer ash paintingDavid Hockney: LA swimming pools.

IT Music PEI know how we often rely on computers for everyday tasks.I send and reply to messages sent by a safe e-mail partner (within school).

I listen carefully and recall short rhythmic and melodic patterns.I can identify the beat in music.I understand how the musical elements can change the feeling of a piece of music.I am beginning to notice changes in timbre, dynamics and pitch.

I perform dance actions with some control and co-ordination.I link two or more actions together to make a sequence.I remember and repeat dance movements.I use movements to communicate a mood or feeling.

Year 2

Su Science – Keeping Healthy Geography DT



ulus: At the Beach

I can ask questions to find out about what humans need to stay healthy, and recognise that they can be answered in different ways.I can describe the importance for humans of exercise, eating the right amount of different types of food, and hygiene.

I can compare the local area with a contrasting location (e.g. the beach). I can identify geographical similarities and differences between the two locations.I can gather evidence from first-hand experience and record and present my findings. I can identify the human and physical features of two contrasting locations.I can identify these locations on a map of the British Isles.

Making a healthy mealI prepare food safely and hygienically and can describe what this means.I describe the properties of the food ingredients: taste, smell, texture, and consistency.I weigh or measure my ingredients accurately.I describe my food product using its properties.I learn how to best store my product for long-life and hygiene.

IT Music PEI can use the internet to find out about keeping healthy.I can sort information using technology.I can use technology to present my findings (e.g. making a table, graph or pictogram on the computer). I understand that some information is private and should not be shared online.

I understand how music conveys moods and tells a story in different musical genres, e.g. classical, opera, folk.I can compose and perform melodies and songs (including using ICT).

I plan sequences of movements.I can show contrasts such as small/tall, straight/curved and wide/narrow.My movements are controlled.I can balance on different points of my body.

Lower Key Stage 2 Continual SkillsScience History Geography


I can ask relevant questions and use different types of scientific enquiries to answer them.I can set up simple practical enquiries, comparative and fair tests. I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. I can gather, record, classify and present data in a variety of ways to help in answer questions.I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. I can report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. I can identify differences, similarities or changes related to simple scientific ideas and processes. I can use straightforward scientific evidence to answer questions or to support their findings.

I can name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line.I use words and phrases such as century, decade, before Christ, after, before, to describe the passing of time.I use a time line to place events I have found out about. I understand that a time line can be divided into BC and AD.I can explain aspects of an important era of British history.I can explain aspects of an ancient civilisation.

I keep a class weather chart throughout the school year and discuss weather around the world.I collect temperature and rainfall information and keep this on a class record sheet throughout the school year.I can summarise an environmental issue either in the local area or an area I am studyingI know how I can contribute to a reduction in climate change.I am building up a list of geography vocabularyI use the terms PHYSICAL and HUMAN accurately and can describe these features.I use my writing skills to communicate what I know.I use my maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc)I use my ICT skills to help me find out information and present what I have found out.I use the contents and index pages of an atlas to find places quickly.I have looked at how a map is flat.

Art DT MusicI explore ideas and collect visual and other information for my workI comment on similarities and differences between my own and others’ work.I adapt and improve my own work.

I generate ideas and recognise that my designs have to meet a range of different needs.I make realistic plans to

I can sing songs from memory with accurate pitch.I can maintain a simple part within a group.I understand the importance of


I use a digital camera to take images of things people have made.I write about my ideas and add sketches to my art sketchbook.I use the internet to research ideas or starting points for art.I use a digital camera to capture textures, colours lines, tones, shades and inspiration from the natural and man made world.

achieve my aims.I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques.I clarify my ideas using labelled sketches and models to communicate the details of my designs.I identify where my evaluations have led to improvements in my products.

pronouncing the words in a song well.When I sing songs I show control in my voice and I sing in tune. I play notes on instruments with care so they sound clear.I perform with control and awareness of what others in the group are singing or playing.I describe the different purposes of music throughout history and in other cultures.I can evaluate my own and others music.


Year 3


ulus: The History of M

anchester

Science - Animals History – Local History DTI can identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.I can identify that humans and some other animals have skeletons and muscles for support, protection and movement.I can identify and group animals with and without skeletons and observe and compare their movement.

I can use a range of sources to find out about key historic events in local history.With support, I can order key historic events on a timeline.I can generate questions that I would like to answer about local history.I can imagine what it was like for people living in the past and generate questions to find out about their lives. I can collect first hand evidence by exploring the local area and meeting local historians.I can present my findings to others both verbally and in writing.

Using clayI can design a model using clay.I shape my product carefully, using techniques and tools that lead to a high quality finish.I use my art skills to apply texture or design to my product.I can evaluate my work and suggest ways to improve it.

IT Music PEI can conduct a search on a web site.I can find out about Gorton using online resources. I can refine my search to get more accurate results.

I can demonstrate how musical elements communicate meaning and emotion by singing or moving to the music.I understand how the musical elements can change the feeling of a piece of music.

I improvise with ideas and movements.My dance movements communicate an idea.I refine my movements into sequences.My dance movements are clear and fluent.I can express mood and convey emotion through movement.


Year 3


ulus: Rocks and M

inerals

Science – Rocks and Minerals Geography ArtI can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.I can describe in simple terms how fossils are formed when things that have lived are trapped within rock.I recognise that soils are made from rocks and organic matter.

I can talk about the causes of significant geographical events such as earthquakes, volcanoes and tsunamis. I can use a range of sources to find out about the impact of natural disasters on people and places.I can use a world map to identify the location of a range of significant natural disasters. With support I can locate countries and continents of the world on a map.

I have practised a variety of drawing and sketching skills using given stimuli.I annotate my sketches in my art sketchbook to explain my ideas.I sketch lightly (so I do not need to use a rubber)I use different materials to create different tones.I use hatching and cross hatching to show tone and texture in my drawings.

David Hockney and VanGogh landscape drawings. Rembrandt landscape etchings.

IT Music PEI can create a text box and position it.I change the font, format and size of my text.

I understand the importance of pronouncing the words in a song well.When I sing songs I show control in my voice.I compose and perform melodies and songs. (Including using ICT.)

I am showing awareness of others during team games (e.g. passing within my team, blocking a ball etc.). I follow simple rules in a game.I am beginning to keep possession of a ball (feet, hockey stick, hands).I have a range of throwing techniques (underarm, over arm, putting and hurling).I can jump in a number of ways, sometimes using a short run-up.I can adjust speed when running.

Rushbrook Primary AcademySkills Based CurriculumSpring 1: Suggested Stim

ulus: Brazil

Science - Light Geography - Brazil DTI recognise that I need light in order to see things and that dark is the absence of light.I notice that light is reflected from surfaces e.g. mirrors, polished metals.I can explore how light behaves, e.g. playing mirror games.I recognise that light from the sun can be dangerous and that there are ways to protect my eyes.I recognise that shadows are formed when the light from a light source is blocked by a solid object.Through observations and measuring, I can find patterns in the way that the sizes of shadows change.I can look for patterns in what happens to shadows when the light source moves or the distance between the light source and the object changes. I can measure my own shadow at different times of the day.

I can locate Brazil on a map and know that it is in the continent South America. I can name the major cities in Brazil and locate these on a map (with support). I can describe physical geographical features of Brazil (e.g. the rainforest, rivers, mountains etc.).I can compare and contrast key human and physical features of Brazil with the United Kingdom. I can compare the weather and climate of Brazil with the United Kingdom and relate this to wildlife in both places.

I have made a product that uses both electrical and mechanical components.I know the application of mechanisms to create movement.I combine a number of components in my product.I use simple circuits to either illuminate or create motion.

IT Music PEI use ICT to capture still images.I copy graphics from a range of sources and paste it into a desktop publishing program.I resize graphics and text to suit the document I am making.I understand the importance to staying safe online.

I have listened to different types of Brazilian music and can give my opinions. I can suggest ideas about how the music was created. I can play percussion in time with a piece of Brazilian music.

With support, I can follow a simple map of places known to me.I use plans and diagrams to help me get from one place to another.I enjoy solving problems or challenges outdoors.I work and behave safely.I discuss with others’ how to solve problems.


Year 4

Spring 2 Suggested Stimulus: Plants-

Flowers and Reproduction

Science - Plants History ArtI can identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.I can explore the requirements of plants for life and growth (air, light, water, nutrients from the soil, and room to grow) and how they vary from plant to plant.I investigate the way in which water is transported within plants.I explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Using a range of sources (e.g. books, pictures, videos, objects, etc.), I have found out about a significant event in history (e.g. the first railways, the second world war, the moon landing).I can use evidence to describe events from the past.I can order significant events on a timeline. I can suggest the impact of a significant historical event on people and society.

I mix colours using tints and tones.I experiment in creating mood and feelings with colour.I use a number of brush techniques using thin and thick brushes, to produce shapes, textures, patterns and lines.I make notes in my sketchbook of how artists have used paint and paint techniques to produce pattern, colour, texture, tone, shape, space, form and line.Suggested stimulus:Picasso- Guernica and Weeping WomanPaul NashAnselm Kiefer

IT Music PEI can draw a square, rectangle and other regular shapes on screen, using commands. (eg pen up, pen down, repeat etc)

I use sound to create abstract effects.I recognise and create repeated patterns with a range of instruments.I can communicate meaning through music.

I can balance in position for a sustained period of time.My shapes are controlled.I plan, perform and repeat sequences.My sequences include changes in speed and level.I work on improving strength and suppleness by practicing stretches and shapes.I can adjust speed when running.


Year 3

Summ

er 1 Suggested Stimulus: Prehistoric

Britain

Science – Forces and Magnets History – Prehistoric Britain

DTI notice that some forces need contact between two objects, but magnetic forces can act at a distance.I can observe how magnets attract or repel each other, looking for patterns in the way that magnets behave in relation to each other and what might affect this.I can observe how magnets attract some materials and not others.I can compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.I can describe magnets as having two poles.I can predict whether two magnets will attract or repel each other, depending on which poles are facing.

I use a range of sources (e.g. text, photographs, videos, museum visits etc.) to collect evidence about the past.I can talk about changes in Britain from the Stone age to the Iron age (e.g. settlements, tools, farming, art, culture, religion, travel). I can imagine what it was like for people living in the past and generate questions to find out about their lives. I can create a simple timeline of some key events occurring in prehistoric times.

I can make a picture with moving partsI can plan my work with support. I select the appropriate textile(s) for my product.I use sharp scissors accurately to cut textiles.I know that the texture and other properties of materials affect my choice. I combine materials to add strength or visual appeal.

IT Music PEI send and reply to e-mail messages sent to other schools or contacts, (giving no personal details: address, telephone number, etc).I share and exchange information in various forms including e mail.

I recognise how musical elements can be used together to compose music.With support, I can clap the beats in a minim, crotchet and semibreve. I understand that musical instructions are written in symbols on a score.I know the symbol for a rest in music, and use silence for effect in music.

I improvise with ideas and movements.I create movements which match music.My dance movements communicate an idea.I refine my movements into sequences.My dance movements are clear and fluent.I know that dance can express meaning.


Year 3

Summ

er 2 Suggested Stimulus: Urban

and Rural

Science Geography – Urban and Rural ArtNatural and man-made materials I can describe two contrasting locations

using the terms ‘urban’ and ‘rural’.I can describe the characteristics of urban and rural locations. I can describe the human and physical features of two contrasting locations.I can locate some urban and rural locations on a world map.I can describe the different types of land and energy use in an urban and rural area. I can talk about how people have adopted different lifestyles to suit the location in which they live.

I make my own printing blocks and experiment with different materials.I can make a one coloured print.I can build up layers of colours to make prints of two or more colours. I know how printing is used in the everyday life of designers or artists.I have explored printing from other cultures and time periods.

Japanese woodblock prints:Kunisada, HiroshigeAndy Warhol

IT Music PEI recognise the grid layout of a spreadsheet program.I use the terms cells, rows, and columns.I enter data, highlight it and make bar charts.I copy and paste the graph and use it in a WP document.

I can sing songs from memory with accurate pitch.I sing in tune.I can maintain a simple part within a group.

I throw and catch a ball with increasing control and accuracy.I have a range of throwing techniques (underarm, over arm, putting and hurling).I sometimes throw with accuracy to hit a large target.I strike a ball and field with control.I follow simple rules in a game.I am beginning to keep possession of a ball (feet, hockey stick, hands).


Year 4

Autumn 1 Suggested

Stimulus: Keeping

Science – Animals History – Social History DTI can describe the simple functions of the basic parts of the digestive system in humans.I can use pictures to represent the different parts of the digestive system and show how it works. I know that eating a healthy diet is good for the digestive system. I can identify the different types of teeth in humans and their simple functions.I can compare the teeth of carnivores and herbivores, and suggesting reasons for differences.I know what damages teeth and how to look after them.

I use evidence to describe the culture and leisure activities from the past century (e.g. sport, holidays, hobbies etc.).I use evidence to describe how diet and food has changed over the past century.I can compare lifestyles of past and present and say which aspects are healthy and which are unhealthy. I can talk about diseases in the past compared with now. I can use sources to find out about how diseases were treated differently in the past compared with now.

Making a healthy mealI select ingredients for my food product.I work in a safe and hygienic way.I measure out my ingredients by weight or quantity, using scales where appropriate.My food product is presented to impress the intended user.I describe my food product in terms of taste, texture, flavour and relate this to the intended purpose of the food.My product has been cooked or chilled to change the nature of the raw ingredients

IT Music PE


Healthy

I can draw a square, rectangle and other regular shapes on screen, using commands. ( eg pen up, pen down, repeat etc)I can create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them.

With support, I create accompaniments for my tunes.My accompaniments use drones or melodic ostinati (based on a pentatonic scale).I carefully choose, order, combine and control sounds with awareness of their combined effect.

Swimming (over whole year):I can swim competently, confidently and proficiently over a distance of at least 25m.I can use a range of strokes effectively (e.g. front crawl, backstroke, breaststroke).I can perform safe self-rescue in different water-based situations.

Year 4

Autumn 2 Suggested

Stimulus: Tudors

Science – Sound History - Tudors ArtI can identify how sounds are made, associating some of them with something vibrating. I can recognise that vibrations from sounds travel through a medium to the ear.I can find patterns between the pitch of a sound and features of the object that produced it.I can find patterns between the volume of a sound and the strength of the vibrations that produced it.I can recognise that sounds get fainter as the distance from the sound source increases.

I can use a range of sources to identify key people and events of Tudor times.I can plot key events from Tudor times on a timeline. I use evidence to investigate what life was like in Tudor times.I can talk about culture and religion during Tudor times and how this is different to the present. I have looked at two versions of the same event in history and have identified differences in the accounts.I give reasons why there may be different accounts of history.

I can compare modern art with art from the Tudor period (focus on portraits).I have examined a range of Tudor portraits, e.g. Hans HolbeinMarcus Gheeraerts the Younger, c.1592The Ditchley Portrait,I have researched comics throughout the 20th and 21st century to see how styles are used for effect.I make notes in my sketchbook of how artists have used contrasting styles and techniques to create portraits. I have created my own portraits and self-portraits.

IT Music PE

http://en.wikipedia.org/wiki/Marcus_Gheeraerts_the_Younger


I can talk about what information I need to know and how I might find and use it. I can find out about the Tudors using online resources.I can refine my search to get more accurate results.I can interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

I understand how the musical elements can change the feeling of a piece of music.I can carefully choose, order, combine and control sounds with awareness of their combined effect.

I improvise with ideas and movements to music. My dance movements communicate an idea.I refine my movements into sequences.My dance movements are clear and fluent.I know that dance can express meaning.I can work in a team to create dance pieces.

Year 4

Spring 1 Suggested Stim

ulus: Bodies of Water

Science - Electricity Geography – Bodies of Water

ArtI can identify common appliances that run on electricity.I can construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.I can identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.I can recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. I can recognise some common conductors and insulators, and associate metals with being good conductors.

I can use geographical terminology to label and describe bodies of water (both still and moving). I can identify the parts of a river and understand how land use is different along the river’s course. I can explain the process of erosion and deposition in a river.I can link bodies of water with human geography (e.g. growth of cities during the Industrial Revolution). I can name and identify a range of significant rivers, seas and lakes, both in the UK and abroad. With support I am able to locate these on a map.

I have studied a variety of art pieces portraying bodies of water (e.g. Turner, Canaletto, Valette, etc).I mix colours using tints and tones.I use watercolour paint to produce washes for backgrounds and then add detail.I experiment in creating mood and feelings with colour. I use a number of brush techniques using thin and thick brushes, to produce shapes, textures, patterns and lines.I make notes in my sketchbook of how artists have used paint and paint techniques to produce pattern, colour, texture, tone, shape, space, form and line.


IT Music PEI recognise the grid layout of a spreadsheet program.I use the terms cells, rows, and columns.I enter data, highlight it and make bar charts.I copy and paste the graph and use it in a WP document.I can prepare information for development using ICT, including selecting suitable sources, finding information, classifying and checking.

With support, I am beginning to describe music using words such as duration, timbre, pitch beat, tempo, and texture.I use these words to identify where my music works well and how it can be improved.

I throw and catch a ball with control and accuracy.I strike a ball and field with control.When playing games, I am aware of who is on my team and who is on the opposing team.I follow rules in a game.I keep possession of a ball (feet, hockey stick, hands).I can jump in a number of ways, sometimes using a short run-up.

Spring 2 Suggested Stim

ulus: The United

Science – States of matter Geography – the United Kingdom

DTI can compare and group materials together, according to whether they are solids, liquids or gases.I can observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).I can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. I understand reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporating.I classify changes using the terms ‘reversible’ and ‘non-reversible’.

I can name the four countries of the United Kingdom and their capitals.I can locate the UK countries and capital cities on a map of the British Isles.I can name and describe key geographical features of the United Kingdom e.g. rivers, lakes, mountain ranges, forests. I know that some areas of land are protected e.g. green belt areas.I can use compass references and grid references to locate features on a map of the United Kingdom. I can compare urban and rural locations in the United Kingdom.

I have explored a range of non-reversible changes in states of matter using food.I can plan my meals and say what I think will happen to the products (e.g. what happens when I heat/cool chocolate).I can evaluate my meals and suggest ways to improve them.I know which meals are healthy and which should be eaten rarely.

IT Music SRE


Kingdom

I use ICT to capture still images.I have created a simple presentation of 3-5 slides.My presentation moves on with the click of the mouse.I copy graphics from a range of sources and paste it into a desktop publishing program.My presentation has some animation.I develop and refine ideas by bringing together, organizing and reorganizing, text tables, images and sound.I use CTRL C to copy and CTRL V to paste.

I know the symbol for a rest in music, and use silence for effect in my music.I know how many beats in a minim, crotchet and semibreve and I recognise their symbols.I describe the different purposes of music throughout history and in other cultures.I know that the sense of occasion affects the performance.

Sex and Relationships Education – 6 week block.See scheme of work on shared drive – ‘Growing and Changing Together’.

Year 4

Summ

er 1 Suggested Stim

ulus: Endangered

Science – Animals and habitats Geography ArtI recognise that environments can change as a result of human behaviour.I understand that human intervention in the environment can sometimes pose dangers to living things. I understand what ‘endangered’ means and how human behaviour has resulted in some animals becoming endangered.I can name various endangered animals.I can suggest ways in which humans can change their behaviour and protect endangered animals.

I can name the continent and country where specific endangered animals live.I can identify and locate the countries of specific endangered animals on a world map.I can describe the environment of specific endangered animals including human and physical features.I can identify ways in which human behaviour has changed these environments and how they have changed (e.g. melting of ice caps, loss of rainforest).I can suggest ways in which humans can protect these environments in the future.

TextilesI can use a range of stiches for example cross-stitch and backstitch.I can use dye to create patterns on textiles (e.g. tie-dying). I create texture in my textiles work by tying and sewing threads or by pulling threads.I use my textiles skills to create artwork that is matched to an idea or purpose.I am aware of textiles work from other cultures and times, e.g. Chinese silk painting Zang Daqian 1981, Naum Gabo twisting thread sculptures.

IT Music PE


Animals

I send and reply to e-mail messages sent to other schools or contacts, (giving no personal details: address, telephone no etc).I am sensitive to the needs of the audience and think carefully about content and quality when communicating information.I understand the importance of staying safe online.

I recognise how musical elements can be used together to compose music.I can compose my own piece of music for a variety of purposes and effect.I know how many beats in a minim, crotchet and semibreve and I recognise their symbols.

I can perform a range of sustained balanced movements using different parts of my body.My shapes are controlled.I plan, perform and repeat sequences individually and with others.My sequences include changes in speed and level.I work on improving strength and suppleness by practicing stretches and shapes.

Year 4

Summ

er 2 Suggested Stim

ulus: The Romans

Science – Animals and habitats

History – the Romans DTI recognise that living things (animals, flowering plants and non-flowering) can be grouped in a variety of ways.I can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.I can talk about how plants and animals in two different habitats are suited to their environment. I use food chains to show feeding relationships in a habitat.I can construct and interpret a variety of food chains, identifying producers, predators and prey.

I can use a range of sources to identify key people and events of Roman times.I can plot key events from Roman times on a timeline. I use evidence to investigate what life was like in Roman times.I can talk about culture and religion during Roman times and how this is different to the present. I know about British resistance to the Romans (e.g. Boudica). I can talk about the legacy of the Roman invasion in modern Britain.

Using clay to make a modelI have studied a range of Roman art including sculptures. I can design a model using clay.I shape my product carefully, using techniques and tools that lead to a high quality finish.I use my art skills to apply texture or design to my product.I can evaluate my work and suggest ways to improve it.


IT Music PEI can explore different types of computers used in the community. I use the automatic spell checker to edit my spellings.I align my text using the left, right and centre tools.

I listen to several layers of sound and talk about the effect on the mood and feelings.I can compose and perform melodies and songs (including using ICT).

I am beginning to understand that team games require tactics and team work.I follow rules in a game.I keep possession of a ball (feet, hockey stick, hands).I can sprint over a short distance.I can run over a longer distance, conserving energy.I have a range of throwing techniques (underarm, over arm, putting and hurling).I throw with accuracy to hit a target.

Upper Key Stage 2 Continual SkillsScience History GeographyI can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. I can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. I can use test results to make predictions to set up further comparative and fair tests. I can report and present findings from enquiries, including conclusions, causal

I use a time line to place events I have found out about both in this country and abroad.I understand that a time line can be divided into periods: Before Christ (Ancient Civilizations such as Ancient Greeks and Egyptians or Maya etc) AD Romans (AD 43), Anglo-Saxons, Tudors (AD 1485) Stuarts (AD 1603), Georgians (AD 1714), Victorians (AD 1837), Today (AD 1939…).I can describe the main changes in a period in history. (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’.I can name the date of any significant event from the past that I have studied

I keep a class weather chart throughout the school year and discuss changes, relating this to news and opinions about climate change. I collect temperature and rainfall information and keep this on a class record sheet throughout the school year.I choose the most appropriate writing skills to communicate what I know.I choose the most appropriate maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc)I choose which of my ICT skills to use to help me find out information and present what I have found out.I make careful measurements of rainfall,


relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.I can identify scientific evidence that has been used to support or refute ideas or arguments.

and place it in the right place on a time line.I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time.I present my findings about past using speaking, writing, maths, ICT, drama, drawing skills.I use dates and terms accurately.I choose the most appropriate way to present my information, which I realise is for an audience.I have studied a a non European society that provides contrasts with British history.

temperature, distances, depths (as appropriate) and record these in the most suitable way. (Including use of ICT)

Art DT MusicI explore ideas and collect visual and other information to help me to develop my work. I keep these in my art sketchbook. I make comments on the ideas, methods and approaches used in my own and others’ work, relating these to the context in which their work was made.I adapt and refine my work to reflect the purpose and meaning of the work. I keep notes in my sketchbook about how I might develop my work further My work communicates a meaning, idea, thought, feeling or emotion and this is explained in a short piece of writing to accompany each piece of artwork or technique.

I generate ideas by collecting and using information.I take the views of users’ into account when designing my products.I produce step-by-step plans.I communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design. I reflect on my designs and develop them bearing in mind the way they will be used.I identify what is working well and what can be improved.

I sing in tune.I breathe well and pronounce words, change pitch and show control in my singing.I perform songs with an awareness of the meaning of the words.I hold my part in a round.I perform songs in a way that reflects there meaning and the occasion.I can sustain a drone or melodic ostinato to accompany singing.I can play an accompaniment on an instrument (e.g. glockenspiel, bass drum or cymbal).I can improvise within a group.I can understand the musical stave and can work out the notes, EGBDF and FACE.


Year 5


ulus: Space

Science - Space Geography ArtI can describe the movement of the Earth, and other planets, relative to the Sun in the solar system.I can describe the movement of the Moon relative to the Earth. I can describe the Sun, Earth and Moon as approximately spherical bodies.I can use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. I know the Earth orbits the Sun once each year, and that the Moon takes approximately twenty eight days to orbit the Earth.I know not to look directly at the sun and can explain why.

I can use maps to locate key geographical features including the continents, the world’s countries and the poles.I can identify the position and significance of lines of latitude, longitude, the equator, the hemispheres, the tropics, the Arctic and Antarctic Circles, the Greenwich Meridian and time zones. I can use these features to help find places on a map or globe.

I can design and create a mosaic.I have used existing mosaics by artists and designers for inspiration, for example, Roman mosaics, Manchester Northern Quarter. I experiment with techniques that use contrasting textures, colours or patterns. (rough/smooth, light/dark, plain/patterned) in my work.I have used a range of resources to create my design.

IT Music PEI change the page layout. (Landscape/portrait) independently.My layout is thoughtful and appealing to the viewer.I confidently format all text to suit the purpose of my document.I use the word count tool to check the length of my document.I use the bullets and numbering tools confidently.

I know how to make creative use of the way sounds can be changed, organised and controlled (including ICT).I can form an opinion about the music I hear and express this to others. I can create rhythmic patterns with an awareness of timbre and duration.I create my own songs.

I use maps and diagrams to orientate myself e.g. in outdoor and adventurous challenges.I can adapt my actions to changing situations (e.g. weather).I can plan, alone or with others, careful responses to challenges or problems.

Year 5

Rushbrook Primary AcademySkills Based CurriculumAutum

n 2 Suggested Stimulus: The

Victorians

Science - Animals History – the Victorians ArtI can describe the changes as humans develop to old age. I can draw a timeline to indicate stages in the growth and development of humans. I know about the changes experienced in puberty. I understand the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health.

I can use a range of sources to identify key people and events of Victorian times.I can plot key events from Victorian times on a timeline. I use evidence to investigate what life was like in Victorian times.I can talk about culture and religion during Victorian times and how this is different to the present. I have looked at two versions of the same event in history and have identified differences in the accounts.I give reasons why there may be different accounts of history.

I can compare modern art with art from the Victorian period, for example Pre-Raphaelite art.I can use Victorian art as a stimulus for my own work.I can mix paint to create the shade I require.I experiment with different colours to create a mood.My paintings use colour and shapes to reflect feelings and moods.I sketch (lightly) before I paint so as to combine lines with colour to produce images that convey a purpose.

IT Music PEI use online resources to find out about the Victorians.I can search for the most suitable web site, refining my search as appropriate.I can copy extracts of text to paste into a document for editing.

I can create rhythmic patterns with an awareness of timbre and duration.I create music, which reflects given intentions.With support I use written notations as a support for performance.I identify where to place emphasis and accents in a song to create effects.I have listened to a range of different pieces of Japanese music. I can give my opinion and support this with explanations using musical terms.

I am creative and imaginative in composing my own dances.I listen carefully to music and create movements to suit the mood.I perform expressively and can talk about the meaning of my movements. My movements are controlled and express emotion or feeling.I can work independently and with others. I can give feedback to other performers.

Year 5


ulus: Japan

Science – Living things and their habitats

Geography - Japan ArtI can observe and compare the life cycles of plants and animals.I can compare how different animals reproduce and grow. I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.I can describe the life process of reproduction in some plants and animals. I use keys based on observable features to help me identify and group living things systematically.

I can use a range of sources to find out about an unfamiliar country (e.g. Japan).I can research the human and physical features of an unfamiliar country and present my findings orally and in writing.I can compare contrasting places where people live and give reasons for the differences.I use aerial photographs to help describe a location in more detail.I use the internet to help find out about a location (e.g. Google Earth).

I use a variety of tools and techniques for sculpting in clay, papier-mache and other mouldable materials.I explore paper techniques such as pop-up books and origami.I add paper curlings or other objects to a surface to embellish my design.Use silk painting tradition to inspire 3D work.Suggested stimulus:Japanese Silk PaintingMa Yuan 1210

IT Music PEI search databases for Information using symbols such as = > or < I create databases, planning the fields, rows and columns carefully.

I can combine sounds expressivelyI create songs with an understanding of the relationship between lyrics and melody.I know and use standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.With support I can read the musical stave and can work out the notes, EGBDF and FACE.

I make complex sequences that include changes in direction, level and speed.I combine actions, shapes and balances in my gymnastic performance.My movements are clear, accurate and consistent.I prepare and perform to an audience.I listen to feedback and act upon it to improve my work.

Year 5


ulus: Ancient Greece

Science - Forces History – Ancient Greece DTI can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.I can identify the effects of air resistance, water resistance and friction that act between moving surfaces.I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

I can use a range of sources to identify key people and events of Ancient Greece.I can plot key events from Ancient Greece on a timeline. I use evidence to investigate what life was like in Ancient Greece.I can talk about culture and religion in Ancient Greece.I can talk about the legacy of Ancient Greek culture in present times. I can compare and contrast two significant historical time periods (Victorian times and Ancient Greece). I understand that these periods are separated by both time and place.

I can create a moving model using hydraulics.I can use a range of sources to find out about mechanical movement using hydraulics.I can plan and design my model using images and examples of other models.I can select materials and resources that are fit for purpose. I can test my model, evaluate it and improve the design.

IT Music PEI can make an information poster about Ancient Greece using graphics skills to good effect.My layout is thoughtful and appealing to the viewer.I confidently format all text to suit the purpose of my document.I use ICT to record sounds.I make multimedia presentations that contain:Sound and buttons to navigate.I have made a home page for a web site that contains links to other pages.I capture my own sounds and images.

I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence).I can describe music using musical vocabulary and I use this to evaluate my music and pieces created by other people.I can create change within a piece of music.

I use a variety of techniques to pass.I am beginning to think tactically when playing team games. I work with my team or alone to gain possession of the ball.I can strike a bowled ball.I use forehand and backhand when playing racquet games. I position myself appropriately and concentrate when fielding.

Year 5

Su Science – Properties and changes of materials History



ulus: Food from

Other Cultures

I can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.I know that some materials will dissolve in liquid to form a solution. I can describe how to recover a substance from a solution.I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.I can demonstrate that dissolving, mixing and changes of state are reversible changes.I can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

I can use a range of sources to research an important figure in world history (e.g. Martin Luther King). I can independently plot key events on a timeline. I have looked at two versions of the same event in history and have identified differences in the accounts.I give reasons why there may be different accounts of history.

DT IT Music PEI have explored a range of non-reversible changes in states of matter using food.I can plan my meals and say what I think will happen to the products (e.g. what happens when I heat/cool chocolate).I can evaluate my meals and suggest ways to improve them.I know which meals are healthy and which should be eaten rarely.

I use an ICT program to control an external device that is electrical and/or mechanical.I use ICT to measure sound or light or temperature using sensors.

I can draw a treble clef at the correct position on the stave.I use the venue and sense of occasion to create performances that are well appreciated by the audience.I can read notation on a score (e.g. crotchet, minim and semibreve).

I choose the best pace for running.I am controlled in take off and landing when jumping.I am accurate when throwing for distance.I combine running and jumping well.

Year 5

Su Science - Electricity Geography – Climate change DT



ulus: Climate

Change

I can connect a device to an electrical circuit and make it work.I can change the number or type of components (for example, batteries, bulbs, wires) in a series circuit to make bulbs brighter or dimmer.I represent series circuits by drawings and conventional symbols.I can construct series circuits using diagrams.I know energy can be generated from renewable and non-renewable sources.

I can summarise an environmental issue, its possible causes, and solutions both in the local area, country and the wider world. I can suggest a variety of way in which the local area can be improved. I describe different points of view on the effects of climate change and give my opinion on the issue.I know how I can contribute to a reduction in climate change.I can summarise ways that people are trying to manage the environment (locally and across the globe).

TextilesI can design and create a piece of jewellery or clothing using recycled and biodegradable materials.I can use images of jewellery or clothing from other cultures to provide ideas for my work.I can use techniques including stitching, weaving, threading and plaiting to create my piece.I can use materials which are fit for purpose.I can evaluate my work and suggest ways of improving it.

IT Music SREI create charts, graphs and tables that I copy and paste into other documents.I can send an e mail with an attachment.I understand how to use electrical appliances safely and how to spot hazards.

I have a range of words to help me describe music. (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence).I can describe music using musical vocabulary and I use this to evaluate my music and pieces created by other people.I can create change within a piece of music. I have listened to a range of electrical instruments. I can differentiate between these and acoustic instruments.

Sex and Relationships Education – 6 week block.See scheme of work on shared drive – ‘Growing and Changing Together’.

Year 6

Au Science - Light History – World War 2 DT

Rushbrook Primary AcademySkills Based Curriculumtum

n 1 Suggested Stimulus: W

orld War 2

I can recognise that light appears to travel in straight lines.I can 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.I can 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. I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

I can use a range of reliable sources of factual evidence to;describe the culture and leisure activities from the past,describe the clothes, way of life and actions of people in the past,describe buildings and their uses of people from the past,describe what was important to people from the past,show how the lives of rich and poor people from the past differed.I understand that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history.

I can design and create a mask for one of the characters in the Shakespeare Play.I use suitable materials for the purpose of my product (e.g. clay, paper-mache).My product is fit for purpose and I improve it in response to a user’s point of view.I apply a high quality finish (e.g. using carving, paint, glaze, varnish or other finishes).I know that my product may need further improvement as the material changes as it dries.

IT Music PEI confidently choose the correct page set up option when creating my document.I confidently use text-formatting tools, including heading and body text.I incorporate graphics where appropriate, using the most effective text wrapping formats.I use the ‘hanging indent’ tool to help format work where appropriate. (e.g. a play script).

I know how to make creative use of the way sounds can be changed, organised and controlled (including ICT).I can create rhythmic patterns with an awareness of timbre and duration.I create my own songs and use notation on a score.

I use maps and resources to orientate myself.I can adapt my actions quickly to changing situations (e.g. weather).I can confidently demonstrate the key skills of communication, problem solving, leadership and teamwork.I can identify and use skills learned in one problem or task to help to solve another.I know how to prepare safely for physical activity.

Year 6

Au Science – Evolution and inheritance History – Early Civilisations DT

Rushbrook Primary AcademySkills Based Curriculumtum

n 2 Suggested Stimulus: Natural

Disasters

I recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.I recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.I can identify how animals and plants are adapted to suit their environment in different ways and that adaption may lead to evolution.

I can use a range of sources to find out about one of the world’s earliest civilisations (e.g. the Aztecs).I can discuss the strength and weaknesses of the sources I have used and compare these with sources that tell us about more recent history.I can raise my own questions for research and use the internet to answer these questions. I can present my findings to others.I can use a study of chocolate to compare the Aztecs with modern life.

I can design and make my own chocolate product.I have researched existing chocolate products and can use this to create my own design.I practise making my chocolate product and can suggest ways to improve it.I can design packaging and marketing for my chocolate product.I can collect and analyse feedback on my product.

IT Music PEI can use the internet to research early civilisations. I can search for the most suitable web site, refining my search as appropriate.I can copy extracts of text to paste into a document for editing.I use ICT to structure, refine and present information in different styles and formats, depending on the purpose and audience.

I can create rhythmic patterns with an awareness of timbre and duration.I create music which reflects given intentions.I use notation as a support for performance.I identify where to place emphasis and accents in a song to create effects.

I am creative and imaginative in composing my own dances.I select music and choreograph dances to meet a given brief.I perform expressively.My movements are controlled and express emotion or feeling.I maintain posture, character and mood throughout the piece.I demonstrate awareness of an audience.I use feedback to improve my routines.

Year 6


ulus: Animals

Science – Living things and their habitats

Geography Art I can 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. I can give reasons for classifying plants and animals based on specific characteristics.

I can use maps to locate key geographical features including the continents, the world’s countries and the poles.I can identify the position and significance of lines of latitude, longitude, the equator, the hemispheres, the tropics, the Arctic and Antarctic Circles, the Greenwich Meridian and time zones. I can use these features to help find places on a map or globe. I can use the eight points of a compass, four and six figure grid references, symbols and keys to build knowledge of the United Kingdom.

I can design and create a collage.I have researched collages from different historical periods to provide ideas for my design.My collage combines both visual and tactile qualities.I am able to talk and write about the meaning or messages in my art work.I can offer constructive feedback to others as part of a discussion.

IT Music PEI search databases for Information using symbols such as = > or < I create databases, planning the fields, rows and columns carefully.

I can combine sounds expressively.I create songs with an understanding of the relationship between lyrics and melody.I know and use standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

I make complex sequences that include changes in direction, level and speed.I combine actions, shapes and balances in my gymnastic performance.My movements are clear, accurate and consistent.I prepare and perform to an audience.

Year 6


ulus: SATs Revision

Year 6



ulus: Theme

Parks

Science - Electricity History/Geography Art/DTI can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.I can 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.I can use recognised symbols when representing a simple circuit in a diagram.

IT Music PEI use an ICT program to control an external device that is electrical and/or mechanical.I use ICT to measure sound or light or temperature using sensors.I explore ‘What if’ questions by playing adventure or quest games and planning different scenarios for my controlled devices.I use an ICT program to control a number of events for an external device. My device can have more than one pre- determined actions.

I can read the musical stave and can work out the notes, EGBDF and FACE.I can draw a treble clef at the correct position on the stave.I use the venue and sense of occasion to create performances that are well appreciated by the audience.

I choose the best pace for running.I listen to feedback and use this to develop athletic skills.I am controlled in take off and landing when jumping.I am accurate when throwing for distance.I combine running and jumping well.

Year 6



ulus: Human

Biology and SRE

Science – Animals Geography ArtI can identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.I recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.I can describe the way in which nutrients and water are transported within animals, including humans.

I can describe and understand key aspects of physical geography including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes, earthquakes and the water cycle.I can describe and understand key aspects of human geography including types of settlements and land use, economic activity including trade links and the distribution of natural resources e.g. energy, food, minerals and water.

I have studied printing from contrasting time periods (e.g. Japanese woodblock printing (Kunisada, Hiroshige) and Andy Warhol’s pop art printing).I can design my own artistic print and suggest suitable resources.I can make a print using a range of resources and materials.I can evaluate my work and offer feedback to others as part of a discussion.

IT Music SREI can make an information poster about the circulatory system using graphics skills to good effect.My layout is thoughtful and is very readable.I confidently format all text to suit the purpose of my document.I use ICT to record sounds and capture both still and video images.I make multimedia presentations that contain:Sound, animation, video and buttons to navigate.I have made a home page for a web site that contains links to other pages.I capture my own sounds, images and video.

I understand musical vocabulary.I can perform with my class.I can evaluate own and others work giving appropriate feedback.I can describe my music using musical words and I use this to identify strengths and weaknesses in my music.

Sex and Relationships EducationSee scheme of work on shared drive – ‘Growing and Changing Together’.

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