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Living things and their habitats
-recognise that living things can be grouped in a variety of ways
-explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment - recognise that environments can change and that this can sometimes pose dangers to living things
Animals, including humans
-describe the simple functions of the basic parts of the digestive system in humans
-identify the different types of teeth in humans and their simple functions
-construct and interpret a variety of food chains, identifying producers, predators and prey.
States of matter
-compare and group materials together, according to whether they are solids, liquids or gases
-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) - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Sound
-identify how sounds are made, associating some of them with something vibrating
-recognise that vibrations from sounds travel through a medium to the ear
- find patterns between the pitch of a sound and features of the object that produced it
- find patterns between the volume of a sound and the strength of the vibrations that produced it
- recognise that sounds get fainter as the distance from the sound source increases.
Electricity
-identify common appliances that run on electricity
- construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
- 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
-recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit -
-recognise some common conductors and insulators, and associate metals with being good conductors.

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-changes in Britain from the Stone Age to the Iron Age the
Roman Empire and its impact on Britain
Britain’s settlement by Anglo-Saxons and Scots
-the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
a local history study
a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond
1066
the achievements of the earliest civilizations – an overview of where and when the first civilizations
appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt;
The Shang Dynasty of Ancient China
-Ancient Greece – a study of Greek life and achievements and their influence on the western world
a non-European society that provides contrasts with British history – one study chosen from: early
-Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin
(West Africa) c. AD 900-1300.

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Plants
- observe and describe how seeds and bulbs grow into mature plants
- find out and describe how plants needs water, light and a suitable temperature to grow and stay healthy

Animals, including humans
- notice that animals, including humans, have offspring which grow into adults
- find out about and describe the basic needs of animals, including humans for survival (water, food, air)
- describe the importance for humans of exercise, eating the right amounts of different types of food, hygiene.

- explore and compare the differences between things that are living, dead, and things that have never been alive
- identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend in each other
- identify and name a variety of plants and animals in their habitats, including micro-habitats
- describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

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Uses of everyday materials
- identify and compare the suitability of a variety of everyday materials including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
- find out the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, stretching

Locational knowledge
- name and locate the world's seven continents and five oceans
- name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas

Place knowledge
- understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country

Human and physical geography:
- identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South poles
- use basic geographical vocabulary to refer to
- key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

Geographical skills and fieldwork
- use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans at this key stage
- 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 featyres and routes on a map
- 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
- use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical featres of its surrounding environment

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- Use their voices expressively and creatively by singing songs and speaking charts and rhymes
- Play tuned and detuned instruments musically
- Listen with concentration and understanding to a range of high-quality live and recorded music
- Experiment with, create, select and combine sounds using the inter-related dimensions of music

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- use a wide range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

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- changes within living memory. When appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally (for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries.
- the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects in life of the different periods (for example Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and L.S. Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell
- significant historical events, people and places in their own locality.

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Design
- Design purposeful, functional, appealing products for themselves and other users based on design criteria
- Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
- Select from and uses a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing)
- Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms (for example, levers, sliders, wheels and axles), in their products

Cooking and nutrition
- use the basic principles of a healthy and varied diet to prepare dishes
- understand where food comes from

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Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Create and debug simple programs
Use logical reasoning to predict the behaviour of simple programs
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Recognise common uses of information technology beyond school
Use technology safely and respectfully, keeping personal information private, identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

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Science:
-Recognise that shadows are formed when the light from a light source is blocked by an opaque object.
-Find patterns in the way that the size of shadows change.
-Recording findings using simple scientific language, drawings and labelled diagrams.
-Observe that some materials change state when they are heated or cooled.
-Compare and group materials together, according to whether they are solids, liquids or gases.
-Identify the part played by evaporation and condensation in the water cycle.
-Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
-Explore the requirements of plants for life and growth.
-Investigate the way in which water is transported within plants.
-Asking relevant questions and using different types of scientific enquiries to answer them.
-Identify that humans need the right types and amount of nutrition, and that they cannot make their own food; they get nutricion from what they eat.
-Identify that humans have skeletons and muscles for support, protection and movement.
-Describe in simple terms how fossils are formed when things that have lived are trapped within a rock.
-Recognise that soils are made from rocks and organic matter.
-Asking relevant questions and using different types of scientiffic enquiries to answer them.
-Identifying differences, similarities or changes related to simple scientifc ideas and processes.

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-Ancient Greece: a study of Greek life and achievements and their influence on the western world.
-The legacy of Greek or Roman culture (art, architecture or literature) on later
periods in British history, including the present day.
- 'Romanisation' of Britain: culture and beliefs, including early Christianity.
-How people's lieves have shaped this nation and how Britain has influenced and been influenced by the wider world.
-Changes in Britain from the Stone Age to the Iron Age
-Develop a chronologically secure knowledge and understanding of world history.

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-Locate the world's countries using maps.
-Describe and understand key aspects of physical geography including volcanoes, earthquakes and the water cycle.
-Identify the position and significance of the Northern Hemisphere and Southern Hemisphere, and Arctic and Antarctic Circle.
-Understand geographical similarities and differences through the study of human and physical geography.
-Use maps, atlases, globes and computer mapping to locate countries and describe features studied.
-Physical geography: mountains, volcanoes and earthquakes.

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-to improve their mastery of art and design techniques, including drawing, painting and
sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
-learn about great artists, architects and designers in history.

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Make:
-select from and use a wider range of tools and equipment to perform practical tasks
[for example, cutting, shaping, joining and finishing], accurately.
-select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Cooking and nutrition:
-understand and apply the principles of a healthy and varied diet.
-understand seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed.

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• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture
with a range of materials [for example, pencil, charcoal, paint, clay]
• about great artists, architects and designers in history.

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Design
• use research and develop design criteria to inform the design of innovative, functional, appealing
products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches,
cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks [for example,
cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products evaluate their ideas and products against their
own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical Knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams,
levers and linkages]
• understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products.
Cooking & Nutrition
• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared,
caught and processed.

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• play and perform in solo and ensemble contexts, using their voices and playing musical
instruments with increasing accuracy, fluency, control and expression
• improvise and compose music for a range of purposes using the inter-related dimensions of
music
• listen with attention to detail and recall sounds with increasing aural memory
• use and understand staff and other musical notations
• appreciate and understand a wide range of high-quality live and recorded music drawn from
different traditions and from great composers and musicians
• develop an understanding of the history of music.

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- Play and perform in solo and ensemble contexts, using their voices and playing

musical instruments with increasing accuracy, fluency, control and expression.

- Improvise and compose music for a range of purposes using the inter-related dimensions of music.

- Listen with attention to detail and recall sounds with increasing aural memory.

- Use and understand staff and other musical notations.

- Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

- Develop an understanding of the history of music.

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- Play and perform in solo and ensemble contexts, using their voices and playing

musical instruments with increasing accuracy, fluency, control and expression.

- Improvise and compose music for a range of purposes using the inter-related

dimensions of music.

- Listen with attention to detail and recall sounds with increasing aural memory.

- Use and understand staff and other musical notations.

- Appreciate and understand a wide range of high-quality live and recorded music

drawn from different traditions and from great composers and musicians.

- Develop an understanding of the history of music.

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- Play and perform in solo and ensemble contexts, using their voices and playing

musical instruments with increasing accuracy, fluency, control and expression.

- Improvise and compose music for a range of purposes using the inter-related

dimensions of music.

- Listen with attention to detail and recall sounds with increasing aural memory.

- Use and understand staff and other musical notations.

- Appreciate and understand a wide range of high-quality live and recorded music

drawn from different traditions and from great composers and musicians.

- Develop an understanding of the history of music.

# data[].attributes.body
- Play and perform in solo and ensemble contexts, using their voices and playing

musical instruments with increasing accuracy, fluency, control and expression.

- Improvise and compose music for a range of purposes using the inter-related

dimensions of music.

- Listen with attention to detail and recall sounds with increasing aural memory.

- Use and understand staff and other musical notations.

- Appreciate and understand a wide range of high-quality live and recorded music

drawn from different traditions and from great composers and musicians.

- Develop an understanding of the history of music.

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Geography
Locational knowledge
- name and locate the world’s seven continents and five oceans
- name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge
- understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography
- identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
- use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork
- 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
- 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 Geography – key stages 1 and 2 3
- 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
- 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.

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Science
Plants  identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals including humans
identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- identify and name a variety of common animals that are carnivores, herbivores and omnivores
- describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
- identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Everyday materials
distinguish between an object and the material from which it is made
- identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
- describe the simple physical properties of a variety of everyday materials
- compare and group together a variety of everyday materials on the basis of their simple physical properties.

Seasonal changes
observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies.

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-Comments and asks questions about
aspects of their familiar world such as the
place where they live or the natural world.
-Can talk about some of the things they
have observed such as plants, animals,
natural and found objects.
- Understand the past through settings, characters and events encountered in  books read in class and storytelling.
-Spot differences and similarities between cultures and religions
-Explain some similarities and differences between life in this country and life in  other countries, drawing on knowledge from stories, non-fiction texts and –  when appropriate – maps.
- Developing an understanding of growth, decay and changes over time.

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-

Share their creations, explaining the process they have used

Enjoys joining in with circle time songs, dancing and ring games

Sing a range of well-known nursery rhymes and songs

Perform songs, rhymes, poems and stories with others, and – when  appropriate – try to move in time with music.

Sings to self and makes up simple songs.

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Can talk about some of the things they have observed such as plants, animals, natural and found objects.
Talks about why things happen and how things work.
Developing an understanding of growth, decay and changes over time.
Know some similarities and differences between the natural world around  them and contrasting environments, drawing on their experiences and what  has been read in class;

Understand some important processes and changes in the natural world  around them, including the seasons and changing states of matter.

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Spot differences and similarities between cultures and religions.
Explain some similarities and differences between life in this country and life in  other countries, drawing on knowledge from stories, non-fiction texts and –  when appropriate – maps.

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Can recognise a variety of colours.

Explores what happens when they mix colours.

Is able to make construction as part of a group.

Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;

Share their creations, explaining the process they have used;

Enjoys joining in with circle time songs, dancing and ring games

Make use of props and materials when role playing characters in narratives  and stories.

Talk about or create stories with their peers and teachers.

Sing a range of well-known nursery rhymes and songs;

Perform songs, rhymes, poems and stories with others, and – when  appropriate – try to move in time with music.

Plays alongside other children who are engaged in the same theme.

Sings to self and makes up simple songs.

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Unit 2:

Use research and exploration to identify and understand user needs.

Develop and communicate designs using annotated sketches, detailed plans, oral and digital presentations and computer-based tools.

Unit 3:

Identify and understand their own design problems and how to reformulate problems given to them.

Use research and exploration to identify and understand user needs.

Develop and communicate designs using annotated sketches, detailed plans, oral and digital presentations and computer-based tools.

Test evaluate and refine their ideas and products against a specification, taking into account the views of intended users.

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Unit 1:
NC:

Genetics and evolution

Inheritance, chromosomes, DNA and genes

heredity as the process by which genetic information is transmitted from one generation to the next

a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model.

Structure and function of living organisms

Cells and organisation

cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope

the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts

the similarities and differences between plant and animal cells

the role of diffusion in the movement of materials in and between cells

the structural adaptations of some unicellular organisms

the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms

Unit 2:
Interactions and interdependencies-

Relationships in an ecosystem

the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops

the importance of plant reproduction through insect pollination in human food security

how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Earth and atmosphere

Earth as a source of limited resources and the efficacy of recycling

the composition of the atmosphere

the production of carbon dioxide by human activity and the impact on climate

Genetics and evolution

differences between species

the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation

the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection

changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction

the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

Unit 3
NC: Student will pay particular focus to working scientifically across this unit, all objectives will be approached but particular attention will be given to the following;

Scientific attitudes-objectivity and concern for accuracy, precision, repeatability and reproducibility; understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review.

Experimental skills and investigations-ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience; make predictions using scientific knowledge and understanding; select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables.

Unit 5:
C:
Earth and atmosphere  the composition of the Earth

the structure of the Earth

the rock cycle and the formation of igneous, sedimentary and metamorphic rocks

Earth as a source of limited resources and the efficacy of recycling the carbon cycle

the composition of the atmosphere

Unit 6

NC:
Earth and atmosphere  the composition of the Earth

the structure of the Earth

the rock cycle and the formation of igneous, sedimentary and metamorphic rocks

Earth as a source of limited resources and the efficacy of recycling the carbon cycle

the composition of the atmosphere

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Unit 2:
NC:

Use a range of techniques to record their observations.

Increase their proficiency in the handling of materials.

Unit 3:

Use a range of techniques to record their observations.

Increase their proficiency in the handling of materials.

Unit 4:
NC:

to use a range of techniques and media, including painting  to increase their proficiency in the handling of different materials  to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work  about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Unit 5:
NC:

Use a range of techniques to record their observations.

Increase their proficiency in the handling of materials.

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Unit 2:

Locational knowledge- extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

Place Knowledge- understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Locational knowledge- extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

Place Knowledge- understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Unit 4:
NC: Human and physical geography

understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in: human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

Geographical skills and fieldwork - build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field; interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs  use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

Unit 5:

Geographical skills and fieldwork- build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field; interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs

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NC: Student will inquire into this subject from a global perspective but will include UK and Spanish systems as a priority.

the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch

the operation of Parliament, including voting and elections, and the role of political parties

the precious liberties enjoyed by the citizens of the United Kingdom

the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals

the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities

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Vikings and Anglo-Saxons
-not connections, contrasts and trends over time and develop appropriate use of historical terms.
-address and sometimes devise historically valid questions about change, cause, similarity, difference and significance.
-construct informed responses that involve thoughtful selection and organisation of relevant historical information.
-understand how our knowledge of the past is constructed constructed form a range of sources.
-Viking raids and invasion
-resistance by Alfred the Great and Athelstan, first king of England
further Viking invasions and Danegeld
Anglo-Saxon laws and justice

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Students should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.
Locational knowledge
-locate the worlds countries, using maps to focus on Europe (inc Russia) and North and South America
-name and locate counties and cities of the United Kingdom, geographical regions and identifying human and physical characteristics (inc hills, mountains, coasts and rivers)
-identify the position of longitude and latitude
Place knowledge
-physical georgrapy, inc climate zone,rivers, mountains, volcanoes and earhquakes, and the water cycle
-human geography, inc types of settlements and land use, economic activity inc trade links, distribution of natural resources
Geographical skills and framework
-use maps, atlases, globes and digital computer mapping
-use the eight point compass

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Pupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:

1. Ancient Sumer;

2. The Indus Valley;

3. Ancient Egypt; or

4. The Shang Dynasty of Ancient China

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Ge2/1.1    Locational Knowledge

Ge2/1.1a    locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Ge2/1.1b    name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Ge2/1.1c    identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Ge2/1.2    Place Knowledge

Ge2/1.2a    understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Ge2/1.3    Human and Physical Geography

Ge2/1.3a    describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Ge2/1.3b    describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Ge2/1.4    Geographical Skills and Fieldwork

Ge2/1.4a    use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Ge2/1.4b    use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Ge2/1.4c    use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

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Pupils should be taught:

Ar2/1.1    to create sketch books to record their observations and use them to review and revisit ideas

Ar2/1.2    to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Ar2/1.3    about great artists, architects and designers in history.

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Sc6/1    Working Scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Sc6/1.1    planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc6/1.2    taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc6/1.3    recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc6/1.4    using test results to make predictions to set up further comparative and fair tests

Sc6/1.5    using simple models to describe scientific ideas

Sc6/1.6    reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations

Sc6/1.7    identifying scientific evidence that has been used to support or refute ideas or arguments.

Sc6/2.1    Living Things and their habitats

Sc6/2.1a    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

Sc6/2.1b    give reasons for classifying plants and animals based on specific characteristics.

Sc6/2.2    Animals including humansSc6/2.2a    identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

Sc6/2.2b    recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Sc6/2.2c    describe the ways in which nutrients and water are transported within animals, including humans.

Sc6/2.3    Evolution

Sc6/2.3a    recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

Sc6/3.2b    recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

Sc6/2.3c    identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Sc6/4.1    Light

Sc6/4.1a    recognise that light appears to travel in straight lines

Sc6/4.1b    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

Sc6/4.1c    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

Sc6/4.1d    use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

# data[].attributes.body
Living things and their habitats
-describe the differences in the life cycle of a mammal, an amphibian, an insect and a bird
-describe the life process of reproduction in some plants and animals
Amimals, inc humans
-describe the changes as humans develop to old age
Properties and changes of materials
-compare everyday materials on their properties inc hardness, solubility, transparency and conductivity
-know some materials will dissolve into liquid and how to recover from solution
Earth and space
-describe the movement of the earth and other planets, relative to the sun in the solar system
-describe the movement of the moon relative to the earth
-describe the sun, moon and earth as approximately spherical bodies
-explain the earths rotation through day and night
Forces
-explain unsupported objects fall towards the earth because of the force of gravity
-identify effects of air resistence, water resistence and friction
-recognise mechanisms, inc levers, pulleys, and gears

# data[].attributes.body
Students should be taught to develop their techniques, inc their control and use of materials, with creativity, experimentation and an awareness of different kinds of art, craft and design
Pupils should be taught:
-to create sketch books to record observations and ideas
-to improve their mastery of art and design techinques, inc drawing, painting and sculpture
-about great artists, architects and designers in history

# data[].attributes.body
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed for designing and making.
Design
-research and develop design of innovative, functional, appealing products that are fit for purpose and audience
-generate, develop, model and communicate ideas
Make
- use a wide range of tools and equipment to perform practical tasks inc cutting, shaping, joining and finishing
-use a wide range of materials and components, inc construction materials, textiles and ingredients
Evaluate
-investigate and evaluate a range of existing products
-self evaluation of thier own products and ideas against their design criteria, improve work following peer feedback
-understand how key events and individuals have helped shape the world with design and technology
Technical knowledge
-apply their understanding how to strengthen, stiffen and reinforce complex structures
-understand and use mechanical systems inc gears, pulleys, cams, levers and linkages
-understand and use electrical systems in their products inc circuits, switches, bulbs, buzzers and motors
-apply understanding of computing to program, monitor and control their products

# data[].attributes.body
Students are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Pupils should be taught to:
-design write and debug programs that accomplish a specific goal
-use sequence, selection and repetitionin programs; work with variables and various forms of input and output
-use logical reasoning to explain simple how simple algorithms work and to detect and correct errors
-understand computer networks inc internet; provision of multiple services, www, collaboration and communication
-use search technologies effectively, how results are selected and ranked, evaluation of digital content
-select use and combine a variety of software (inc internet) on a range of digital devices to design and create a range of programs, systems and content that accomplish a given goal inc collecting, analysing, evaluating and presentingdata and information
-use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact