"World of Difference"
Earth and space
Can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
Can describe the movement of the Moon relative to the Earth
Can describe the Sun, Earth and Moon as approximately spherical bodies
Uses the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
Identifies the effects of air resistance, water resistance and friction, that act between moving surfaces
Recognises that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
Location and Place knowledge
Can describe and explain similarities and differences (human and physical) of a region of a European country and a region/area within North or South America.
Can identify the position and explain the significance of latitude and longitude and Prime of Greenwich Meridian.
Geographical Skills and Fieldwork
Is beginning to produce their own scaled maps.
Can compare land use and geographical features on different types of maps. Respond to and ask relevant questions about patterns in the landscape, and make appropriate observations on the location of features relative to others.
Uses four and six figure grid references to locate features on an Ordnance Survey map or a map of the United Kingdom/World map.
Can identify the best method for recording observations and measurements including sketch maps, plans, graphs and digital technologies.
Suggests where in the world an aerial photograph or satellite image shows, explaining reasons for their suggestions.
Is beginning to develop historical perspective between two periods of history.
Uses historical terms appropriately when discussing and understanding concepts (e.g. local, regional, national and international)
Historical Interpretation and Enquiry Skills
Can follow more independent lines of enquiry and make informed responses based on this.
Can compare and describe how different types of evidence tell us different things about the past.
Understands why contrasting arguments and interpretations occur.
Health and Prevention
how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body
safe and unsafe exposure to the sun (incl. the risk of sun damage and skin cancer)
the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
dental health and the benefits of good oral hygiene and dental flossing (incl. regular trips to the dentist)
Personal hygiene and the importance of hand washing incl. an understanding of germs/viruses/bacteria and how they are spread and treated
the facts and science relating to immunisation and vaccination
Uses technology safely, respectfully and responsibly
Knows the school's e-safety rules and can encourage others how to be safe online
Recognises acceptable/unacceptable behaviour in relation to technology use
Knows that a digital footprint is often public and permanent and understand the possible dangers of this
Know ways to report concerns about content and contact both in and beyond the school (eg Facebook, Kik etc)
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
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
Gymnastics, Dance and Movement:
Shows control and accuracy in the execution of shapes and actions
Can perform longer sequences (at least 7 elements) showing more complexity and variation, including use of apparatus, and of synchronization and canon
Shows different ways of turning, inc. straddle roll (‘teddy bear’ roll), 180 degree jump
Shows understanding of symmetry and asymmetry in shape and actions
Can compose creative and imaginative dance sequences.
Performs expressively and hold a precise and strong body posture.
Composes their own dances in a creative way
Shows clarity, fluency, accuracy and consistency