Summer Term - "Growth"
Knowledge and understanding of events, people and changes in the past
Can provide reasons for, and outcomes of, the main events and changes in historical periods e.g The Mayan Civilization
Can compare and contrast a Non-European society e.g The Mayan Civilization with British history
Locational and Place knowledge
Can describe the environmental regions, key human and physical characteristics, countries and major cities of Europe, North and South America.
Can explain how time zones (including day and night) in different countries around the world affect the human and physical geography of a place.
Understands how human and physical geography can lead to similarities and differences in a range of environments studied.
Human and Physical Geography
Can show how climate zones, biomes and vegetation belts affect the human and physical features of a place in the world.
Can describe the impact of an environmental scheme in place to sustain or improve the environment.
Geographical Skills and Fieldwork
Can identify geographical patterns on a range of scales.
Can produce accurate scaled maps.
Can compare and contrast areas of the UK and the wider world by analysing their geographical features on a range of maps including digital/ computer mapping.
Can describe geographical processes observed including taking appropriate measurements and represent these, e.g. text, graphs and spreadsheets.
Can explain what physical and human processes may have occurred in a place by studying an aerial image of it.
Complete making and evaluating clocks.
Using the medium of clay to represent specific styles and emulate successful artists.
Uses technology safely, respectfully and responsibly
Recognises acceptable/unacceptable behaviour including breaking the law (eg trolling, copyright rules)
Knows how to report concerns about content and contact both in and beyond the school (eg Facebook, Kik etc.)
Know how to protect their online identity and digital footprint (eg passwords)
Recognises that light appears to travel in straight lines
Uses the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
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
Uses the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Associates the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
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
Uses recognised symbols when representing a simple circuit in a diagram.
Enjoys experimenting with voice, sounds, instruments and technology in a creative way
Can sing songs confidently with control of pitch, rhythm and dynamics
Can sing in a round
Can play taught notes on an instrument confidently
Can maintain my own part in a group performance, demonstrating increased musicality with expression and phrasing
Maintains a strong sense of pulse, knowing when they are going out of time and corrects
Takes on difference roles in performance and rehearsal
Can describe, compare and evaluate different kinds of music using different musical language
Can comment on how the composer of a piece has achieved an effect; referring to combination of musical elements, cultural content, timbre)
Use a wide range of musical vocabulary to accurately describe and appraise the structure of music heard; referring to pitch, dynamics, tempo, solo, round, harmonies, accompaniment, drones, cyclic patterns)
Links intelligently with other players within a team game through passing and movement
Can lead others in a game situation act as a good role model within a team
Can umpire or referee a game
Plays to agreed rules, demonstrating a sporting attitude
Selects and performs combinations of sending and striking skills, with confidence, accuracy and consistency, e.g. striking a ball in cricket, forehand and backhand in tennis
Can use, adapt and apply tactics, choosing the most effective one for different situations
Works with others to design a game, or modify an established game
Demonstrates good control, strength, speed and stamina in a variety of athletic events
Effectively paces themselves over a variety of running distances
Swims competently, confidently and proficiently over a distance of at least 25 metres
Uses a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
Performs safe self-rescue in different water-based situations