Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Develop Ideas

• Respond to ideas and starting points.
• Explore ideas and collect visual information.
• Explore different methods and materials as
ideas develop.

• Develop ideas from starting points
throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language

• Develop and imaginatively extend ideas from starting points throughout the curriculum.
• Collect information, sketches and resources and present ideas imaginatively in a sketch book.
• Use the qualities of materials to enhance ideas.
• Spot the potential in unexpected results as work progresses.
• Comment on artworks with a fluent grasp of visual language.

Master Techniques: Painting

• Use thick and thin brushes.
• Mix primary colours to make secondary.
• Add white to colours to make tints and black
to colours to make tones.
• Create colour wheels.

• Use a number of brush techniques using thick
and thin brushes to produce shapes, textures,
patterns and lines.
• Mix colours effectively.
• Use watercolour paint to produce washes for
backgrounds then add detail.
• Experiment with creating mood with colour

• Sketch (lightly) before painting to combine line and colour.
• Create a colour palette based upon colours observed in the natural or built world.
• Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
• Combine colours, tones and tints to enhance the mood of a piece.
• Use brush techniques and the qualities of paint to create texture.
• Develop a personal style of painting, drawing upon ideas from other artists

Master Techniques: Collage

• Use a combination of materials that are cut,
torn and glued.
• Sort and arrange materials.
• Mix materials to create texture

• Select and arrange materials for a striking
effect.
• Ensure work is precise.
• Use coiling, overlapping, tessellation, mosaic and montage

• Mix textures (rough and smooth, plain and
patterned).
• Combine visual and tactile qualities.
• Use ceramic mosaic materials and techniques

Master Techniques: Sculpture

• Use a combination of shapes.
• Include lines and texture.
• Use rolled up paper, straws, paper, card and clay as materials.
• Use techniques such as rolling, cutting, moulding and carving.

• Create and combine shapes to create
recognisable forms (e.g. shapes made from
nets or solid materials).
• Include texture that conveys feelings,
expression or movement.
• Use clay and other mouldable materials.
• Add materials to provide interesting detail.

• Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
• Use tools to carve and add shapes, texture and pattern.
• Combine visual and tactile qualities.
• Use frameworks (such as wire or moulds) to provide stability and form.

Master Techniques: Drawing

• Draw lines of different sizes and thickness.

• Colour (own work) neatly following the lines.

• Show pattern and texture by adding dots and lines.

• Show different tones by using coloured pencils

• Use different hardnesses of pencils to show line, tone and texture.

• Annotate sketches to explain and elaborate ideas.

• Sketch lightly (no need to use a rubber to correct mistakes).

• Use shading to show light and shadow.

• Use hatching and cross hatching to show tone and texture.

• Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

• Use a choice of techniques to depict movement, perspective, shadows and reflection.

• Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).

• Use lines to represent movement.

Master Techniques: Print

• Use repeating or overlapping shapes.

• Mimic print from the environment (e.g. wallpapers).

• Use objects to create prints (e.g. fruit, vegetables or sponges).

• Press, roll, rub and stamp to make prints.

• Use layers of two or more colours.

• Replicate patterns observed in natural or built environments. 

• Make printing blocks (e.g. from coiled string glued to a block).

• Make precise repeating patterns.

• Build up layers of colours.

• Create an accurate pattern, showing fine detail.

• Use a range of visual elements to reflect the purpose of the work.

Master Techniques: Textiles

• Use weaving to create a pattern.

• Join materials using glue and/or a stitch.

• Use plaiting.

• Use dip dye techniques

• Shape and stitch materials.

• Use basic cross stitch and back stitch.

• Colour fabric.

• Create weavings.

• Quilt, pad and gather fabric.

• Show precision in techniques.

• Choose from a range of stitching techniques.

• Combine previously learned techniques to create pieces.

Master Techniques: Digital Media

• Use a wide range of tools to create different textures, lines, tones, colours and shapes.

• Create images, video and sound recordings and explain why they were created.

• Enhance digital media by editing (including sound, video, animation, still images and installations).

Take inspiration from the greats

• Describe the work of notable artists, artisans and designers.
• Use some of the ideas of artists studied to create pieces

• Replicate some of the techniques used by notable artists, artisans and designers.
• Create original pieces that are influenced by studies of others.

• Give details (including own sketches) about the style of some notable artists, artisans and designers.
• Show how the work of those studied was influential in both society and to other artists.
• Create original pieces that show a range of influences and styles.

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

To code

• Control motion by specifying the number of steps to travel, direction and turn.

• Add text strings, show and hide objects and change the features of an object.

• Select sounds and control when they are heard, their duration and volume.

• Control when drawings appear and set the pen colour, size and shape.

• Specify user inputs (such as clicks) to control events.

• Specify the nature of events (such as a single event or a loop).

• Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

• Use specified screen coordinates to control movement.

• Set the appearance of objects and create sequences of changes.

• Create and edit sounds. Control when they are heard, their volume, duration and rests.

• Control the shade of pens.

• Specify conditions to trigger events.

• Use IF THEN conditions to control events or objects.

• Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).

• Use variables to store a value.

• Use the functions define, set, change, show and hide to control the variables.

• Use the Reporter operators

() + ()

() - ()

() * ()

() / ()

to perform calculations.

• Set IF conditions for movements. Specify types of rotation giving the number of degrees.

• Change the position of objects between screen layers (send to back, bring to front).

• Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.

• Combine the use of pens with movement to create interesting effects.

• Set events to control other events by ‘broadcasting’ information as a trigger.

• Use IF THEN ELSE conditions to control events or objects.

• Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.

• Use lists to create a set of variables.

• Use the Boolean operators

() < ()

() = ()

() > ()

()and()

()or()

Not()

to define conditions.

• Use the Reporter operators

() + ()

() - ()

() * ()

() / ()

to perform calculations.

Pick Random () to ()

Join () ()

Letter () of ()

Length of ()

() Mod () This reports the remainder

after a division calculation

Round ()

() of ().

To connect

• Participate in class social media accounts.

• Understand online risks and the age rules for sites.

• Contribute to blogs that are moderated by teachers.

• Give examples of the risks posed by online communications.

• Understand the term ‘copyright’.

• Understand that comments made online that are hurtful or offensive are the same as bullying.

• Understand how online services work.

• Collaborate with others online on sites approved and moderated by teachers.

• Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used. 

To communicate

• Use a range of applications and devices in order to communicate ideas, work and messages.

• Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.

• Choose the most suitable applications and devices for the purposes of communication.

• Use many of the advanced features in order to create high quality, professional or efficient communications.

To collect
 

• Use simple databases to record information in areas across the curriculum.

• Devise and construct databases using applications designed for this purpose in areas across the curriculum.

• Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Master Practical Skills:  Food
 

• Cut, peel or grate ingredients safely and hygienically.

• Measure or weigh using measuring cups or electronic scales.

• Assemble or cook ingredients.

• Prepare ingredients hygienically using appropriate utensils.

• Measure ingredients to the nearest gram accurately.

• Follow a recipe.

• Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking)

• Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms).

• Measure accurately and calculate ratios of ingredients to scale up or down from a recipe.

• Demonstrate a range of baking and cooking techniques.

• Create and refine recipes, including ingredients, methods, cooking times and temperatures

Master Practical Skills:  Materials

• Cut materials safely using tools provided.

• Measure and mark out to the nearest centimetre.

• Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).

• Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen)

• Cut materials accurately and safely by selecting appropriate tools.

• Measure and mark out to the nearest millimetre.

• Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).

• Select appropriate joining techniques.

• Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).

• Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper).

Master Practical Skills:  Textiles

• Shape textiles using templates.

• Join textiles using running stitch.

• Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).

• Understand the need for a seam allowance.

• Join textiles with appropriate stitching.

• Select the most appropriate techniques to decorate textiles.

• Create objects (such as a cushion) that employ a seam allowance.

• Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration). 

• Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion).

Master Practical Skills: Electricals and electronics

• Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage).

• Create series and parallel circuits

• Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).

Master Practical Skills:  Computing

• Model designs using software.

• Control and monitor models using software designed for this purpose.

• Write code to control and monitor models or products.

Master Practical Skills: Construction

Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.

• Choose suitable techniques to construct products or to repair items.

• Strengthen materials using suitable techniques.

• Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding)

Master Practical Skills: Mechanics

• Create products using levers, wheels and winding mechanisms.

• Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).

• Convert rotary motion to linear using cams.

• Use innovative combinations of electronics (or computing) and mechanics in product designs

Design, make, evaluate and improve

• Design products that have a clear purpose and an intended user.

• Make products, refining the design as work progresses.

• Use software to design.

• Design with purpose by identifying opportunities to design.

• Make products by working efficiently (such as by carefully selecting materials).

• Refine work and techniques as work progresses, continually evaluating the product design.

• Use software to design and represent product designs. 

• Design with the user in mind, motivated by the service a product will offer (rather than simply for profit).

• Make products through stages of prototypes, making continual refinements.

• Ensure products have a high quality finish, using art skills where appropriate.

• Use prototypes, cross-sectional diagrams and computer aided designs to represent designs. 

Take inspiration from designs throughout history

• Explore objects and designs to identify likes and dislikes of the designs.

• Suggest improvements to existing designs.

• Explore how products have been created.

• Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs.

• Improve upon existing designs, giving reasons for choices.

• Disassemble products to understand how they work

• Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.

• Create innovative designs that improve upon existing products.

• Evaluate the design of products so as to suggest improvements to the user experience. 

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

To read words accurately

• Apply phonic knowledge and skills as the route to decode words.

• Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.

• Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

• Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

• Read other words of more than one syllable that contain taught GPCs.

• Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s).

• Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words.

• Re-read these books to build up fluency and confidence in word reading.

• Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

• Read accurately words of two or more syllables that contain the same graphemes as above.

• Read words containing common suffixes.

• Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

• Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

• Re-read books to build up fluency and confidence in word reading represents the omitted letter(s).

• Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words.

• Re-read these books to build up fluency and confidence in word reading.

• Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

• Read accurately words of two or more syllables that contain the same graphemes as above.

• Read words containing common suffixes.

• Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

• Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

• Re-read books to build up fluency and confidence in word reading.

• Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology).

• Read further exception words, noting the spellings.

• Apply knowledge of root words, prefixes and suffixes.

• Read age-appropriate books with confidence and fluency (including whole novels).

(Note: this should be through normal reading rather than direct teaching.)

To understand texts 

• Discuss events.

• Predict events.

• Link reading to own experiences and other books.

• Join in with stories or poems.

• Check that reading makes sense and self-correct.

• Infer what characters are like from actions.

• Ask and answer questions about texts.

• Discuss favourite words and phrases.

• Listen to and discuss a wide range of texts.

• Recognise and join in with (including role-play) recurring language.

• Explain and discuss understanding of texts.

• Discuss the significance of the title and events.

• Make inferences on the basis of what is being said and done.

• Draw inferences from reading.

• Predict from details stated and implied.

• Recall and summarise main ideas.

• Discuss words and phrases that capture the imagination.

• Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes.

• Prepare poems and plays to read aloud with expression, volume, tone and intonation.

• Identify recurring themes and elements of different stories (e.g. good triumphing over evil).

• Recognise some different forms of poetry.

• Explain and discuss understanding of reading, maintaining focus on the topic.

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

• Predict what might happen from details stated and implied.

• Identify main ideas drawn from more than one paragraph and summarise these.

• Identify how language, structure and presentation contribute to meaning.

• Ask questions to improve understanding of a text.

• Recommend books to peers, giving reasons for choices.

• Identify and discuss themes and conventions in and across a wide range of writing.

• Make comparisons within and across books.

• Learn a wide range of poetry by heart.

• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

• Check that the book makes sense, discussing understanding and exploring the meaning of words in context.

• Ask questions to improve understanding.

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

• Predict what might happen from details stated and implied.

• Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

• Identify how language, structure and presentation contribute to meaning.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

• Retrieve and record information from non-fiction.

• Participate in discussion about books, taking turns and listening and responding to what others say.

• Distinguish between statements of fact and opinion.

• Provide reasoned justifications for views.

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Investigate places

 Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).

• Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.

• Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.

• Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.

• Use aerial images and plan perspectives to recognise landmarks and basic physical features.

• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

• Name and locate the world’s continents and oceans.

• Ask and answer geographical questions about the physical and human characteristics of a location.

• Explain own views about locations, giving reasons.

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.

• Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

• Use a range of resources to identify the key physical and human features of a location. 

• Name and locate counties and cities of the United 

Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. 

• Name and locate the countries of Europe and identify their main physical and human characteristics.

• Collect and analyse statistics and other information in order to draw clear conclusions about locations.

• Identify and describe how the physical features affect the human activity within a location.

• Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.

• Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. 

• Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps - as in London’s Tube map).

• Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

• Name and locate the countries of North and South America and identify their main physical and human characteristics.

Investigate patterns

 Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country.

• 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. 

• Identify land use around the school.

• Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas.

• Describe geographical similarities and differences between countries.

• Describe how the locality of the school has changed over time. 

• Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

• Understand some of the reasons for geographical similarities and differences between countries.

• Describe how locations around the world are changing and explain some of the reasons for change.

• Describe geographical diversity across the world.

• Describe how countries and geographical regions are interconnected and interdependent.

Communicate geographically

 Use basic geographical vocabulary to refer to: 

• key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather. 

• key human features, including: city, town, village, factory, farm, house, office and shop.

• Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.

• Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1).

• Describe key aspects of: 

• physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. 

• human geography, including: settlements and land use.

• Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

• Describe and understand key aspects of: 

• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. 

• human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.

• Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

• Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Investigate and interpret the past

Observe or handle evidence to ask questions and find answers to questions about the past.

• Ask questions such as: What was it like for people? What happened? How long ago?

• Use artefacts, pictures, stories, online sources and databases to find out about the past.

• Identify some of the different ways the past has been represented.

• Use evidence to ask questions and find answers to questions about the past.

• Suggest suitable sources of evidence for historical enquiries.

• Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.

• Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.

• Suggest causes and consequences of some of the main events and changes in history.

• Use sources of evidence to deduce information about the past.

• Select suitable sources of evidence, giving reasons for choices.

• Use sources of information to form testable hypotheses about the past.

• Seek out and analyse a wide range of evidence in order to justify claims about the past.

• Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.

• Understand that no single source of evidence gives the full answer to questions about the past.

• Refine lines of enquiry as appropriate.

Build an overview of world history 

• Describe historical events.

• Describe significant people from the past.

• Recognise that there are reasons why people in the past acted as they did.

• Describe changes that have happened in the locality of the school throughout history.

• Give a broad overview of life in Britain from ancient until medieval times.

• Compare some of the times studied with those of other areas of interest around the world.

• Describe the social, ethnic, cultural or religious diversity of past society.

• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

• Identify continuity and change in the history of the locality of the school.

• Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times.

• Compare some of the times studied with those of the other areas of interest around the world. 

• Describe the social, ethnic, cultural or religious diversity of past society.

• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

Understand chronology

• Place events and artefacts in order on a time line.

• Label time lines with words or phrases such as: past, present, older and newer.

• Recount changes that have occurred in their own lives.

• Use dates where appropriate.

• Place events, artefacts and historical figures on a time line using dates.

• Understand the concept of change over time, representing this, along with evidence, on a time line.

• Use dates and terms to describe events.

• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

• Identify periods of rapid change in history and contrast them with times of relatively little change.

• Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.

• Use dates and terms accurately in describing events.

Communicate historically

• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

• Show an understanding of the concept of nation and a nation’s history.

• Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.

• Use appropriate historical vocabulary to communicate, including: 

    • dates 

    • time period 

    • era 

    • change 

    • chronology.

• Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.

• Use appropriate historical vocabulary to communicate, including: 

    • dates 

    • time period 

    • era 

    • chronology 

    • continuity 

    • change 

    • century 

    • decade 

    • legacy.

• Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past.

• Use original ways to present information and ideas.

Threshold Concept

Milestone 1

Milestone 2

Milestone 3

Know and use numbers
 

Counting

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

• Count, read and write numbers to 100 in numerals.

• Given a number, identify one more and one less.

• Count in steps of 2, 3, 5 and 10 from 0 or 1 and in tens from any number, forward and backward.

• Count in multiples of 2 to 9, 25, 50, 100 and 1000.

• Find 1000 more or less than a given number.

• Count backwards through zero to include negative numbers.

• Read numbers up to 10 000 000.

• Use negative numbers in context and calculate intervals across zero.

Representing

• Identify, represent and estimate numbers using different representations, including the number line.

• Read and write numbers initially from 1 to 20 and then to at least 100 in numerals and in words.

• Identify, represent and estimate numbers using different representations.

• Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

• Write numbers up to 10 000 000

• Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Comparing

• Use the language of: equal to, more than, less than (fewer), most and least.

• Compare and order numbers from 0 up to 100; use <, > and = signs.

• Order and compare numbers beyond 1000.

• Order and compare numbers up to 10 000 000.

Place value

• Recognise the place value of each digit in a two-digit number (tens, ones).

• Recognise the place value of each digit in a four-digit number. (thousands, hundreds, tens, and ones)

• Round any number to the nearest 10, 100 or 1000.

• Round any whole number to a required degree of accuracy.

• Determine the value of each digit in any number.

Solving problems

• Use place value and number facts to solve problems.

• Solve number and practical problems with increasingly large positive numbers.

• Solve number and practical problems.

Add and subtract
 

Complexity

• Solve one-step problems with addition and subtraction:

• Using concrete objects and pictorial representations including those involving numbers, quantities and measures.

• Using the addition (+), subtraction (-) and equals (=) signs.

• Applying their increasing knowledge of mental and written methods.

• Solve two-step addition and subtraction problems in contexts, deciding which operations and methods to use and why.

• Solve multi-step addition and subtraction problems in contexts, deciding which operations and methods to use and why.

Methods

• Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

• One-digit and two-digit numbers to 20, including zero.

• A two-digit number and ones.

• A two-digit number and tens.

• Two two-digit numbers.

• Adding three one-digit numbers.

• Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.

• Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.

• Add and subtract numbers mentally, including:

• A three-digit number and ones.

• A three-digit number and tens.

• A three-digit number and hundreds.

• Add and subtract whole numbers with more than 4 digits, including using formal written methods. (columnar addition and subtraction)

• Add and subtract numbers mentally with increasingly large numbers.

Checking

• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

• Estimate and use inverse operations to check answers to a calculation.

• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

Using number facts

• Represent and use number bonds and related subtraction facts within 20.

• Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.

• Solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction.

• Add and subtract negative integers.

Multiply and divide
 

Complexity

• Solve one-step (two-step at greater depth) problems involving multiplication and division.

• Solve problems involving multiplying and dividing, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems (such as n objects are connected to m objects).

• Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.

• Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

• Use knowledge of the order of operations to carry out calculations involving the four operations.

Methods

• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs.

• Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

• Solve problems involving multiplication and division using mental methods.

• Multiply two-digit and three-digit numbers by a one-digit number using formal written layout.

• Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.

• Recognise and use factor pairs and commutativity in mental calculations.

• Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.

• Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.

• Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

• Perform mental calculations, including with mixed operations and large numbers.

Checking

• Use known multiplication facts to check the accuracy of calculations.

• Recognise and use the inverse relationship between multiplication and division and use this to check calculations and solve missing number problems.

• Estimate and use inverse operations and rounding to check answers to a calculation.

Using multiplication and division facts

• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.

• Recognise odd and even numbers.

• Use multiplication and division facts to solve problems.

• Recall multiplication and division facts for multiplication tables up to 12 × 12.

• Identify common factors, common multiples and prime numbers.

• Establish whether a number up to 100 is prime and recall prime numbers up to 19.

• Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

• Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3).

• Solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes.

Fractions
 

Recognising fractions

• Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

• Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

• Recognise, find, name and write fractions 1/2, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.

• Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

• Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

• Round decimals with one decimal place to the nearest whole number.

• Compare numbers with the same number of decimal places up to two decimal places.

• Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.

• Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

• Compare and order unit fractions and fractions with the same denominators.

• Compare and order fractions whose denominators are all multiples of the same number.

• Compare and order fractions, including fractions > 1.

• Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number.

• Round decimals with two decimal places to the nearest whole number and to one decimal place.

• Read, write, order and compare numbers with up to three decimal places.

• Identify the value of each digit in numbers given to three decimal places.

• Solve problems involving number up to three decimal places.

• Recognise the percent symbol (%) and understand that percent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.

Equivalence

• Recognise the equivalence of 2/4 and 1/2.

• Recognise and show, using diagrams, families of common equivalent fractions.

• Recognise and write decimal equivalents of any number of tenths or hundredths.

• Recognise and write decimal equivalents to 1/4, 1/2, 3/4.

• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.

• Read and write decimal numbers as fractions.

• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

• Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

• Associate a fraction with division and calculate decimal fraction equivalents.

• Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Solving problems

• Write simple fractions for example, 1/2 of 6 = 3.

• Add and subtract fractions with the same denominator within one whole.

• Solve problems involving increasingly harder fractions.

• Calculate quantities and fractions to divide quantities (including non-unit fractions where the answer is a whole number).

• Add and subtract fractions with the same denominator.

• Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths.

• Solve simple measure and money problems involving fractions and decimals to two decimal places.

• Add and subtract fractions with the same denominator and denominators that are multiples of the same number.

• Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

• Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.

• Multiply simple pairs of proper fractions, writing the answer in its simplest form.

• Solve problems which require knowing percentage and decimal equivalents of, 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.

• Divide proper fractions by whole numbers.

• Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.

Ratio and proportion

• Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

• Solve problems involving the calculation of percentages and the use of percentages for comparison.

• Solve problems involving similar shapes where the scale factor is known or can be found.

• Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Understand the properties of shapes
 

• Recognise and name common 2D and 3D shapes.

• Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line.

• Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.

• Identify 2-D shapes on the surface of 3-D shapes.

• Compare and sort common 2-D and 3-D shapes and everyday objects.

• Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them.

• Recognise angles as a property of shape or a description of a turn.

• Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

• Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.

• Identify acute and obtuse angles and compare and order angles up to two right angles by size.

• Identify lines of symmetry in 2-D shapes presented in different orientations.

• Complete a simple symmetric figure with respect to a specific line of symmetry.

• Identify 3-D shapes, including cubes and other cuboids, from 2-D representations.

• Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles.

• Draw given angles, and measure them in degrees (°).

• Identify:

• Angles at a point and one whole turn (total 360°).

• Angles at a point on a straight line and a turn (total 180°).

• Other multiples of 90°.

• Use the properties of rectangles to deduce related facts and find missing lengths and angles.

• Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

• Draw 2-D shapes using given dimensions and angles.

• Recognise, describe and build simple 3-D shapes, including making nets.

• Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons.

• Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.

• Recognise angles where they meet at a point, are on a straight line, or are vertically opposite and find missing angles.

Describe position, direction and movement
 

• Describe position, direction and movement, including whole, half, quarter and three-quarter turns.

• Order and arrange combinations of mathematical objects in patterns and sequences.

• Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

• Recognise angles as a property of shape and as an amount of rotation.

• Identify right angles, recognise that 2 right angles make a half turn and 4 make a whole turn.

• Identify angles that are greater than a right angle.

• Describe positions on a 2-D grid as coordinates in the first quadrant.

• Describe movements between positions as translations of a given unit to the left/right and up/down.

• Plot specified points and draw sides to complete a given polygon.

• Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

• Describe positions on the full coordinate grid. (all four quadrants)

• Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Use measures
 

• Compare, describe and solve practical problems for:

•lengths and heights

•mass/weight

•capacity and volume

•time.

• Measure and begin to record:

•lengths and heights

•mass/weight

•capacity and volume

•time (hours, minutes, seconds).

• Recognise and know the value of different denominations of coins and notes.

• Sequence events in chronological order using language.

• Recognise and use language relating to dates, including days of the week, weeks, months and years.

• Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

• Use standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.

• Compare and order lengths, mass, volume/capacity and record the results using >, < and =.

• Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.

• Find different combinations of coins that equal the same amounts of money.

• Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

• Compare and sequence intervals of time.

• Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

• Know the number of minutes in an hour and the number of hours in a day.

• Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).

• Measure the perimeter of simple 2-D shapes.

• Add and subtract amounts of money to give change. (£ and p)

• Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks.

• Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use appropriate vocabulary.

• Know the number of seconds in a minute and the number of days in each month, year and leap year.

• Compare durations of events.

• Convert between different units of measure. (for example, kilometre to metre; hour to minute)

• Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.

• Find the area of rectilinear shapes by counting squares.

• Estimate, compare and calculate different measures, including money in pounds and pence.

• Read, write and convert time between analogue and digital 12- and 24-hour clocks.

• Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

• Convert between different units of metric measure.

• Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.

• Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.

• Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.

• Estimate volume and capacity.

• Solve problems involving converting between units of time.

• Use all four operations to solve problems involving measure (for example, length, mass, volume, money) using decimal notation, including scaling.

• Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

• Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation up to three decimal places.

• Convert between miles and kilometres.

• Recognise that shapes with the same areas can have different perimeters and vice versa.

• Recognise when it is possible to use formulae for area and volume of shapes.

• Calculate the area of parallelograms and triangles.

• Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units.

Use statistics
This concept involves interpreting, manipulating and presenting data in various ways.

• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.

• Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.

• Ask and answer questions about totalling and comparing categorical data.

• Interpret and present data using bar charts, pictograms and tables.

• Solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts, pictograms and tables.

• Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

• Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

• Solve comparison, sum and difference problems using information presented in a line graph.

• Complete, read and interpret information in tables, including timetables.

• Interpret and construct pie charts and line graphs and use these to solve problems.

• Calculate and interpret the mean as an average.

Use algebra

• Solve addition and subtraction problems involving missing numbers.

• Solve addition and subtraction, multiplication and division problems that involve missing numbers.

• Use simple formulae.

• Generate and describe linear number sequences.

• Express missing number problems algebraically.

• Find pairs of numbers that satisfy an equation with two unknowns.

• Enumerate possibilities of combinations of two variables.

Threshold Concept (Big Idea)

Milestone 1

Milestone 2

Milestone 3

Read fluently (SP.1)

SP.1.1.A Begin to recognise some simple Spanish words.

SP.1.2.A Recognise familiar Spanish words including numbers, colours, days and months.

SP.1.2.B Begin to use a Spanish translation dictionary to translate simple words.

SP.1.3.A Read carefully and show understanding of words, phrases and simple writing.

SP.1.3.B Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

Write imaginatively (SP.2)

SP.2.2.A Write simple well-known Spanish words.

SP.2.3.A Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

SP.2.3.B Describe people, places, things and actions in writing.

Speak confidently (SP.3)

SP.3.1.A Begin to build a simple Spanish vocabulary.

SP.3.2.A Engage in simple conversations where questions are asked and answered.

SP.3.2.B Increase use of Spanish vocabulary and begin to speak in simple sentences.

SP.3.3.A Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

SP.3.3.B Speak in sentences, using familiar vocabulary, phrases and basic language structures.

SP.3.3.C Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

SP.3.3.D Present ideas and information orally to a range of audiences.

SP.3.3.E Describe people, places, things and actions orally.

Listen and respond (SP.4)

SP.4.1.A Appreciate Spanish versions of well-known songs and begin to join in.

SP.4.1.B Respond to simple Spanish instructions and questions.

SP.4.2.A Join in with a range of Spanish songs and rhymes.

SP.4.2.B Respond to a range of instructions, questions and commands.

SP.4.3.A Listen attentively to spoken language and show understanding by joining in and responding.

SP.4.3.B Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

SP.4.3.C Appreciate stories, songs, poems and rhymes in the language.

Understand the culture of the countries in which the language is spoken (SP.5)

SP.5.1.A Get to know some of the features, traditions and cultures of Spain. Children to share Spanish holiday photos etc. 

SP.5.2.A Understand climate, traditions, cultures, etc of South American Spanish speaking countries.

SP.5.3.A Describe some similarities and differences between Spanish speaking countries and this country.

Grammar (SP.6)

SP.6.2.A Begin to use masculine, feminine and neuter forms.

SP.6.3.A Understand basic grammar, including feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Perform
 

• Take part in singing, accurately following the melody.

• Follow instructions on how and when to sing or play an instrument.

• Make and control long and short sounds, using voice and instruments.

• Imitate changes in pitch.

• Sing from memory with accurate pitch.

• Sing in tune.

• Maintain a simple part within a group.

• Pronounce words within a song clearly.

• Show control of voice.

• Play notes on an instrument with care so that they are clear.

• Perform with control and awareness of others.

• Sing or play from memory with confidence.

• Perform solos or as part of an ensemble.

• Sing or play expressively and in tune.

• Hold a part within a round.

• Sing a harmony part confidently and accurately.

• Sustain a drone or a melodic ostinato to accompany singing.

• Perform with controlled breathing (voice) and skillful playing (instrument).

Compose
 

• Create a sequence of long and short sounds.

• Clap rhythms.

• Create a mixture of different sounds (long and short, loud and quiet, high and low).

• Choose sounds to create an effect.

• Sequence sounds to create an overall effect.

• Create short, musical patterns.

• Create short, rhythmic phrases.

• Compose and perform melodic songs.

• Use sound to create abstract effects.

• Create repeated patterns with a range of instruments.

• Create accompaniments for tunes.

• Use drones as accompaniments.

• Choose, order, combine and control sounds to create an effect.

• Use digital technologies to compose pieces of music.

• Create songs with verses and a chorus.

• Create rhythmic patterns with an awareness of timbre and duration.

• Combine a variety of musical devices, including melody, rhythm and chords.

• Thoughtfully select elements for a piece in order to gain a defined effect.

• Use drones and melodic ostinati (based on the pentatonic scale).

• Convey the relationship between the lyrics and the melody.

• Use digital technologies to compose, edit and refine pieces of music.

Transcribe
 

• Use symbols to represent a composition and use them to help with a performance.

• Devise non-standard symbols to indicate when to play and rest.

• Recognise the notes EGBDF and FACE on the musical stave.

• Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

• Read and create notes on the musical stave.

• Understand the purpose of the treble and bass clefs and use them in transcribing compositions.

• Understand and use the # (sharp) and ♭ (flat) symbols.

• Use and understand simple time signatures.

Describe music
 

• Identify the beat of a tune.

• Recognise changes in timbre, dynamics and pitch.

• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

• Evaluate music using musical vocabulary to identify areas of likes and dislikes.

• Understand layers of sounds and discuss their effect on mood and feelings.

• Choose from a wide range of musical vocabulary to accurately describe and appraise music including: 

    • pitch 

    • dynamics 

    • tempo 

    • timbre 

    • texture 

    • lyrics and melody 

    • sense of occasion 

    • expressive 

    • solo

    • rounds

    • harmonies

    • accompaniments

    • drones

    • cyclic patterns

    • combination of musical elements

    • cultural context.

• Describe how lyrics often reflect the cultural context of music and have social meaning.

Being Me

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·  Offer constructive support to others.

·  Identify what makes them special.

·     Listen and respond respectfully.

·     Identify differences and similarities between people but know that everyone is equal.

·    Identify that differences and similarities between people arise from a number of factors, but that everyone is equal.

Living in the Wider World

·  Recognise they belong to different groups and communities such as family and school. 

·  Explore ways in which they are all unique. 

·  Identify ways in which we are the same as all other people; what we have in common with everyone else. 

·     Explore different kinds of responsibilities at school and in the community. 

·     Identify what being part of a community means.

·     Appreciate the range of identities in the UK. 

·    Explore different kinds of responsibilities at school and in the community. 

·    Identify what being part of a community means. 

Growing Up

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·  Understand the process of growing from young to old. 

·  Explore growing and changing and becoming independent. 

·  Know the correct names for the main parts of the body (including external genitalia). 

·  Identify people who they can ask for help and think about how they might do that. 

·  Identify ways of keeping safe and knowing they do not keep secrets.

·  Know about privacy in different contexts.

·  Respect the needs of ourselves and other people.

·  Know that images in the media do not always reflect reality. 

·  Celebrate our strengths/qualities.

·  Know about the kind of changes that happen in life and the associated feelings. 

·  Know that a simple hygiene routine can prevent the spread of bacteria.

·  Understand the changes that happen as they grow up. 

·  Understand about the right to protect our bodies.

·  Explore how images in the media and online do not always reflect reality.

·  Identify the intensity of feelings.

·  Recognise conflicting feelings and how to manage these. 

·  Know that simple hygiene routine can prevent the spread of bacteria.

·  Identify pressures and influences.

·  Understand what puberty and human reproduction is in relation to change at this time.

Relationships

·  Identify similarities and difference. 

·  Know what physical contact is acceptable.

·  Know about differences and similarities between people, but understand everyone is equal. 

·  Understand about the difference between acceptable and unacceptable physical contact. 

·  Know the names of the body parts. 

·  Recognise and challenge stereotypes

·  Identify qualities of a healthy relationship.

·  Understand about committed loving relationships. 

·  Identify that differences and similarities between people arise from a number of factors and that everyone is equal.

Living in the Wider World

·  Explore ways in which they are all unique.

·  Research, discuss and debate topical issues. 

Science

Biology: Understanding Animals and Humans

n/a

n/a

·  Describe the changes as humans develop to old age.

Bullying Matters

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·  Recognise their behaviour can affect others. 

·  Listen to others and working cooperatively. 

·  Identify that people’s bodies can be hurt. 

·  Recognise when people are being unkind to them or others, who to tell and what to say. 

·  Identify different types of teasing and bullying, to identify that these are wrong and unacceptable.

·  Identify strategies to resist teasing/ bullying if experienced or witnessed.

·  Understand that their actions affect themselves and others.

·  Identify the importance of working towards shared goals.

·  Develop strategies for getting support for themselves or for others at risk.

·  Identify that differences and similarities arise from a number of factors, but that everyone is equal.

·  Understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviour (including cyberbullying, prejudice-based language, ‘trolling’).

·  Know how to recognise bullying and abuse in all its forms.

·    Understand that their actions affect themselves and others.

·    Develop strategies for getting support for themselves or for others at risk. 

·    Identify that differences and similarities arise from a number of factors. 

·    Understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviour (including cyberbullying, prejudice based language, ‘trolling’).

·    Know how to recognise bullying and abuse in all its forms

Changes

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·  Explore what change means and manage it positively.

·  Explore loss and change and the associated feelings. 

·  Explore the changes of growing from young to old. 

·  Identify people who they can ask for help and think about how they might do that. 

·  Understand good and not so good feelings including their range and intensity.

·  Develop an understanding that change can cause conflicting emotions.

·  Acknowledge, explore and identify how to manage change positively. 

·  Know about the kind of changes that happen in life and the associated feelings.

·  Know where to go for help and how to ask for help.

·    Explain intensity of feelings.

·    Explore and managing the difficult emotions. 

·    Acknowledge and manage change positively. 

·    Manage transition to secondary school. 

·    Explore and managing loss, separation, divorce and bereavement. 

·    Practise asking for help and knowing where to go for help.

Being Responsible

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·  Recognise what is fair/unfair, right/wrong, kind/unkind.

Living in the Wider World

·  Identify how they can contribute to the life of the classroom and school.

·  Construct and explore the importance of rules. 

·  Explore and understand that everyone has rights and responsibilities. 

·  Identify what improves and harms their environments.

·     Research, discuss and debate topical issues. 

·     Identify why rules are needed in different situations. 

·     Understand that there are human rights to protect everyone. 

·     Explore rights and responsibilities, rights and duties at home, school, community and the environment.

·     Develop skills to carry out responsibilities. 

·     Explore how to resolve differences and respect others’ points of view.

·     Explore what being part of a community means and how they belong.

·    Research, discuss and debate topical issues. 

·    Identify why rules are needed in different situations. 

·    Understand that there are human rights to protect everyone. 

·    Understand there are some cultural practices against British law.

·    Explore rights and responsibilities at home, school, community and the environment. 

·  Develop skills to carry out responsibilities. 

·    Explore others’ points of view.

·    Explore what being part of a community means and how they belong.

Drug Awareness

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·  Explore the importance of physical, mental and emotional health. 

·  Explore how to make informed choices. 

·  Understand the role of drugs as medicines. 

·  Identify alternatives to taking medicines. 

·  Identify that household products, including medicines, can be harmful if not used properly. 

·  Identify rules for and ways of keeping safe including the part of keeping secrets.

·  Recognise they have a shared responsibility for keeping themselves and others safe.

·  Recognise how to make informed choices and what may influence this. 

·  Understand that people have different attitudes to risk. 

·  Recognise, predict and assess risks in different situations. 

·  Know where to get help and how to ask for help. 

·  Distinguish between safe and harmful and to know some substances can be harmful if misused. 

·  Understand rules that can keep them safe.

·  Know how to make informed choices.

·  Identify a range of drugs/substances and assessing some of the risks/effects. 

·  Identify influences and when an influence becomes a pressure. 

·  Practise asking for help and knowing where to go for help.

·  Identify basic emergency procedures. 

·  Explore what is meant by the term habit and why habits can be hard to change.

Science 

Biology: Understanding Animals and Humans

n/a

n/a

·  Recognise the importance of diet, exercise, drugs and lifestyle on the way the human body functions (Saplings).

Being Healthy

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·   Explore what a healthy lifestyle means. 

·   Identify the benefits of a healthy lifestyle. 

·  Recognise what they like and dislike. 

·   Recognise that choices can have good and not so good consequences.

·  Set simple goals.  

·  Recognise the importance of personal hygiene. 

·  Develop simple skills to help prevent diseases spreading.

· Explore what affects their physical, mental and emotional health.

· Understand the concept and benefits of a balanced healthy lifestyle. 

· Recognise how to make informed choices and what may influence this.

· Understand what is included in a balanced diet. 

· Set goals.

·    Explore what affects their physical, mental and emotional health.

·    Understand the concept and benefits of a balanced healthy lifestyle. 

·    Explore how we make choices about the food we eat.

·    Identify how to make informed choices. 

·    Recognise how images in the media do not always reflect reality.

·    Set simple but challenging goals.

·    Explore what is meant by the term habit and why habits can be hard to change.

Difference and Diversity

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·   Share opinions on things that matter using discussions.

·  Identify and respect the differences and similarities between people.

· Listen and respond respectfully to a wide range of people. 

·  Recognise the differences and similarities between people, but understand everyone is equal.

·  Recognise the nature and consequences of discrimination.

· Recognise and challenge stereotypes.

·    Identify how to listen and respond respectfully to a wide range of people.

·    Identify that differences and similarities between people arise from a number of factors and that everyone is equal. 

·    Recognise the nature and consequences of discrimination.

·    Recognise and challenge stereotypes. 

·    Understand the correct use of the terms sex, gender identity and sexual orientation.

Living in the Wider World

·   Understand that they belong to different groups. 

·   Explore ways in which they are unique.

Exploring Emotions

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·   Communicate feelings to others. 

·   Develop simple strategies for managing feelings. 

·  Use words to describe a range of feelings.

· Deepen their understanding of good and not so good feelings. 

·  Extend vocabulary to help explain the range and intensity of feelings. 

· Recognise conflicting emotions.

·    Extend emotional vocabulary. 

·    Explore the intensity and range of feelings. 

·    Explore and manage difficult emotions.

·    Recognise when they experience conflicting emotions and how to manage these.

Relationships

·  Recognise a range of feelings in ourselves and other people. 

·  Recognise how others show feelings and how to respond. 

·  Recognise that their behaviour can affect others.

·  Recognise and respond appropriately to a wide range of emotions in themselves and others. 

·  Understand their actions affect themselves and others. 

· Develop strategies to resolve disputes.

·    Recognise a wider range of feelings in others and how to respond appropriately. 

·    Recognise that their actions can affect themselves and others. 

·    Develop strategies to resolve conflicts/disputes.

Relationships

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·   Recognise our behaviour can affect others. 

·  Recognise what is fair and unfair, kind and unkind, what is right and wrong. 

·  Listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).

·  Offer constructive support and feedback to others. 

·   Identify their special people (family, friends, carers) and how they should care for each other.

·  Recognise what constitutes a healthy relationship and develop the skills to form positive and healthy relationships. 

· Recognise ways in which a relationship can be unhealthy and whom to talk to if they need support. 

·  Recognise different types of relationship. 

·  Understand that actions affect themselves and others.

· Understand when it is right to ‘break a confidence’ or ‘share a secret’. 

· Listen and respond respectfully. 

· Understand personal boundaries.

·    Recognise what a healthy relationship is. 

·    Recognise ways in which a relationship can be unhealthy and whom to talk to if they need support. 

·    Recognise different types of relationship, including those between acquaintances, friends, relatives and families.

·    Understand the true meaning behind civil partnerships and marriage. 

·    Develop strategies to resolve disputes/conflicts. 

·    Recognise that forcing anyone to marry is a crime. 

·    Understand about confidentiality and about times when it is necessary to break a confidence.

Money Matters

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Relationships

·    Recognise and manage dares.

Living in the Wider World

·   Recognise what money looks like.

·  Identify how money is obtained.

·   Understand the ways money can be used. 

·  Understand how to keep money safe and what influences choices.

· Identify the role of voluntary and charity groups. 

· Understand different values and customs. 

· Explore how to manage money.

· Explain the importance of money in people’s lives and how money is obtained.

· Understand the concepts of interest, loan, debt and tax.

·  Understand enterprise and begin to develop enterprise skills.

·    Understand how finance plays an important part in people’s lives.

·    Understand about being a critical consumer. 

·    Develop an understanding of the concepts of interest, loan, debt and tax. 

·    Identify how resources are allocated and the effects on individuals, communities and the environment. 

·    Develop enterprise skills.

·    Critique how social media presents information.

Being Safe

Milestone 1

(Acorns & Seedlings)

(Sett & Goyt)

Milestone 2

(Seedlings & Saplings)

(Sett, Goyt & Mersey)

Milestone 3

(Saplings & Oak)

(Mersey)

Health and Wellbeing

·  Identify household products are hazards if not used properly.

·  Explore rules for and ways of keeping safe in a range of situations.

·  Know who to go to if they are worried. 

·  Recognise that they share a responsibility for keeping themselves and others safe.

·  Explore what is ‘privacy’; their right to keep things private and the importance of respecting others’ privacy.

· Understand how to make informed choices and what may influence this.

·  Explore how to recognise, predict and assess risks in different situations. 

· Understand that increased independence brings increased responsibility to keep themselves safe.

·  Understand how rules can keep them safe. 

· Identify where and how to get help. 

· Develop strategies for keeping physically and emotionally safe in different situations. 

· Understand the importance of protecting information particularly online. 

· Understand how to become digitally responsible.

·    Know how to make informed choices. 

·    Explore how to recognise, predict and assess risks in different situations.

·    Understand that increased independence brings increased responsibility to keep themselves safe. 

·    Explain how rules can keep them safe. 

·    Identify where and how to get help. 

·    Understand the term 'habit.'

·    Understand the importance of protecting information particularly online. 

·    Understand how to become digitally responsible.

Living in the Wider World

· Identify people who work in the community and how to ask for help.

Science

Physics: Understanding Light and Sound

· Observe and name a variety of sources of light, including electric lights, flames and the sun, explaining that we see things because light travels from them to our eyes (in relations to staying safe) – Acorns.

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Develop practical skills in order to participate, compete and lead a healthy lifestyle
 

Games

• Use the terms ‘opponent’ and ‘team-mate’.

• Use rolling, hitting, running, jumping, catching and kicking skills in combination.

• Develop tactics.

• Lead others when appropriate.

• Throw and catch with control and accuracy.

• Strike a ball and field with control.

• Choose appropriate tactics to cause problems for the opposition.

• Follow the rules of the game and play fairly.

• Maintain possession of a ball (with, e.g. feet, a hockey stick or hands).

• Pass to team mates at appropriate times.

• Lead others and act as a respectful team member.

• Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.).

• Work alone, or with team mates in order to gain points or possession.

• Strike a bowled or volleyed ball with accuracy.

• Use forehand and backhand when playing racket games.

• Field, defend and attack tactically by anticipating the direction of play.

• Choose the most appropriate tactics for a game.

• Uphold the spirit of fair play and respect in all competitive situations.

• Lead others when called upon and act as a good role model within a team.

Dance

• Copy and remember moves and positions.

• Move with careful control and coordination.

• Link two or more actions to perform a sequence.

• Choose movements to communicate a mood, feeling or idea.

• Plan, perform and repeat sequences.

• Move in a clear, fluent and expressive manner.

• Refine movements into sequences.

• Create dances and movements that convey a definite idea.

• Change speed and levels within a performance. 

• Develop physical strength and suppleness by practising moves and stretching.

• Compose creative and imaginative dance sequences.

• Perform expressively and hold a precise and strong body posture.

• Perform and create complex sequences.

• Express an idea in original and imaginative ways.

• Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece. 

• Perform complex moves that combine strength and stamina gained through gymnastics activities (such as cartwheels or handstands).

Gymnastics

• Copy and remember actions.

• Move with some control and awareness of space.

• Link two or more actions to make a sequence.

• Show contrasts (such as small/tall, straight/curved and wide/narrow).

• Travel by rolling forwards, backwards and sideways. 

• Hold a position whilst balancing on different points of the body.

• Climb safely on equipment.

• Stretch and curl to develop flexibility.

• Jump in a variety of ways and land with increasing control and balance.

• Plan, perform and repeat sequences.

• Move in a clear, fluent and expressive manner.

• Refine movements into sequences.

• Show changes of direction, speed and level during a performance.

• Travel in a variety of ways, including flight, by transferring weight to generate power in movements.

• Show a kinesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape).

• Swing and hang from equipment safely (using hands).

• Create complex and well-executed sequences that include a full range of movements including: 

    • travelling 

    • balances 

    • swinging 

    • springing 

    • flight 

    • vaults 

    • inversions 

    • rotations 

    • bending, stretching and twisting 

    • gestures 

    • linking skills.

•Hold shapes that are strong, fluent and expressive.

• Include in a sequence set pieces, choosing the most appropriate linking elements.

• Vary speed, direction, level and body rotation during floor performances.