progression of skills in art and design · 2019. 9. 14. · paper and fabric. • alter and modify...

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Progression of Skills In Art and Design

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Exploring and developing ideas

(ONGOING)

• Record and explore ideas from first hand observation, experience and imagination.

• Ask and answer questions about the starting points for their work, and develop their ideas.

• Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

• Record and explore ideas from first hand observation, experience and imagination.

• Ask and answer questions about the starting points for their work and the processes they have used. Develop their ideas.

• Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

• Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

• Question and make thoughtful observations about starting points and select ideas to use in their work.

• Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.


• Question and make thoughtful observations about starting points and select ideas to use in their work.



• Question and make thoughtful observations about starting points and select ideas and processes to use in their work.



• Question and make thoughtful observations about starting points and select ideas and processes to use in their work.


Evaluating and developing work

(ONGOING)

• Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook

• Identify what they might change in their current work or develop in their future work.

• Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook

• Identify what they might change in their current work or develop in their future work.

• Annotate work in sketchbook.

• Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

• Adapt their work according to their views and describe how they might develop it further.

• Annotate work in sketchbook.







Drawing • Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media.

• Use a sketchbook to gather and collect artwork.

• Begin to explore the use of line, shape and colour

• Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint.

• Understand the basic use of a sketchbook and work out ideas for drawings.

• Draw for a sustained period of time from the figure and real objects, including single and grouped objects.

• Experiment with the visual elements; line, shape, pattern and colour.

• Experiment with different grades of pencil and other implements.

• Plan, refine and alter their drawings as necessary.

• Use their sketchbook to collect and record visual information from different sources.

• Draw for a sustained period of time at their own level.

• Use different media to achieve variations in line, texture, tone, colour, shape and pattern.

• Make informed choices in drawing inc. paper and media.

• Alter and refine drawings and describe changes using art vocabulary.

• Collect images and information independently in a sketchbook.

• Use research to inspire drawings from memory and imagination.

• Explore relationships between line and tone, pattern and shape, line and texture.

• Use a variety of source material for their work.

• Work in a sustained and independent way from observation, experience and imagination.

• Use a sketchbook to develop ideas.

• Explore the potential properties of the visual elements, line, tone, pattern, texture, colour and shape.

• Demonstrate a wide variety of ways to make different marks with dry and wet media.

• Identify artists who have worked in a similar way to their own work.

• Develop ideas using different or mixed media, using a sketchbook.

• Manipulate and experiment with the elements of art: line, tone, pattern , texture, form, space, colour and shape.


Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Painting • Use a variety of tools and

techniques including the use of different brush sizes and types.

• Mix and match colours to artefacts and objects.

• Work on different scales. • Mix secondary colours and

shades • using different types of

paint. • Create different textures

e.g. use of sawdust.

• Mix a range of secondary colours, shades and tones.

• Experiment with tools and techniques, inc. layering, mixing media, scraping through etc.

• Name different types of paint and their properties.

• Work on a range of scales e.g. large brush on large paper etc.

• Mix and match colours using artefacts and objects.

• Mix a variety of colours and know which primary colours make secondary colours.

• Use a developed colour vocabulary.

• Experiment with different effects and textures inc. blocking in colour, washes, thickened paint etc.

• Work confidently on a range of scales e.g. thin brush on small picture etc.

• Make and match colours with increasing accuracy.

• Use more specific colour language e.g. tint, tone, shade, hue.

• Choose paints and implements appropriately.

• Plan and create different effects and textures with paint according to what they need for the task.

• Show increasing independence and creativity with the painting process.

• Demonstrate a secure knowledge about primary and secondary, warm and cold, complementary and contrasting colours.

• Work on preliminary studies to test media and materials.

• Create imaginative work from a variety of sources.

• Create shades and tints using black and white.

• Choose appropriate paint, paper and implements to adapt and extend their work.

• Carry out preliminary studies, test media and materials and mix appropriate colours.

• Work from a variety of sources, inc. those researched independently.

• Show an awareness of how paintings are created (composition).

Printing • Make marks in print with a variety of objects, including natural and made objects.

• Carry out different printing techniques e.g. monoprint, block, relief and resist printing.

• Make rubbings. • Build a repeating pattern

and recognise pattern in the environment.

• Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings.

• Design patterns of increasing complexity and repetition.

• Print using a variety of materials, objects and techniques.

• Print using a variety of materials, objects and techniques including layering.

• Talk about the processes used to produce a simple print.

• to explore pattern and shape, creating designs for printing.

• Research, create and refine a print using a variety of techniques.

• Select broadly the kinds of material to print with in order to get the effect they want

• Resist printing including marbling, silkscreen and coldwater paste.

• Explain a few techniques, inc’ the use of poly-blocks, relief, mono and resist printing.

• Choose the printing method appropriate to task.

• Build up layers and colours/textures.

• Organise their work in terms of pattern, repetition, symmetry or random printing styles.

• Choose inks and overlay colours.

• Describe varied techniques. • Be familiar with layering prints. • Be confident with printing on

paper and fabric. • Alter and modify work. • Work relatively independently.

Textiles/collage • Use a variety of techniques, e.g. weaving, finger knitting, fabric crayons, sewing and binca.

• How to thread a needle, cut, glue and trim material.

• Create images from imagination, experience or observation.

• Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc.

• Use a variety of techniques, inc. weaving, French knitting, tie-dyeing, fabric crayons and wax or oil resist, appliqué and embroidery.

• Create textured collages from a variety of media.

• Make a simple mosaic. • Stitch, knot and use other

manipulative skills.

• Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper and plastic trappings and appliqué.

• Name the tools and materials they have used.

• Develop skills in stitching. Cutting and joining.

• Experiment with a range of media e.g. overlapping, layering etc.

• Match the tool to the material. • Combine skills more readily. • Choose collage or textiles as a

means of extending work already achieved.

• Refine and alter ideas and explain choices using an art vocabulary.

• Collect visual information from a variety of sources, describing with vocabulary based on the visual and tactile elements.

• Experiments with paste resist.

• Join fabrics in different ways, including stitching.

• Use different grades and uses of threads and needles.

• Extend their work within a specified technique.

• Use a range of media to create collage.

• Experiment with using batik safely.

• Awareness of the potential of the uses of material.

• Use different techniques, colours and textures etc when designing and making pieces of work.

• To be expressive and analytical to adapt, extend and justify their work.

3 D form • Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping.

• Explore sculpture with a range of malleable media, especially clay.

• Experiment with, construct and join recycled, natural and man-made materials.

• Explore shape and form.

• Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models.

• Build a textured relief tile. • Understand the safety and

basic care of materials and tools. Experiment with, construct and join recycled, natural and man-made materials more confidently.

• Join clay adequately and work reasonably independently.

• Construct a simple clay base for extending and modelling other shapes.

• Cut and join wood safely and effectively.

• Make a simple papier mache object.

• Plan, design and make models.

• Make informed choices about the 3D technique chosen.

• Show an understanding of shape, space and form.

• Plan, design, make and adapt models.

• Talk about their work understanding that it has been sculpted, modelled or constructed.

• Use a variety of materials.

• Describe the different qualities involved in modelling, sculpture and construction.

• Use recycled, natural and man-made materials to create sculpture.

• Plan a sculpture through drawing and other preparatory work.

• Develop skills in using clay inc. slabs, coils, slips, etc.

• Make a mould and use plaster safely.

• Create sculpture and constructions with increasing independence.


Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Breadth of study • Work on their own, and

collaboratively with others, on projects in 2 and 3 dimensions and on different scales.

• Use ICT • Investigate different kinds of

art, craft and design.

• Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales.

• Use ICT. • Investigate different kinds of art,

craft and design.


• Use ICT. • Investigate art, craft and design in

the locality and in a variety of genres, styles and traditions.


• Use ICT. • Investigate art, craft and design

in the locality and in a variety of genres, styles and traditions.







Progression of Skills In Computing

Year 1 Year 2 Year 3/4 Year 4/5 Year 5/6

Text and Multimedia

• Work with others and with support to contribute to a digital class resource which includes text, graphic and sound.

• Generate their own work, (with help where appropriate with multimedia) combining text, graphics and sound. Save and retrieve and edit their work.

• Record and present information integrating a range of appropriate media combining text and graphics in printable form and sound and video for on-screen presentations which include hyperlinks. Begin to show an awareness of the intended audience and seek feed-back.

• Use advanced tools in word processing / DTP software such as tabs, appropriate text formatting, line spacing etc appropriately to create quality presentations appropriate for a known audience.

• Multimedia work shows restrained use of effects that help to convey meaning rather than impress.

Digital Images (photos, paint, animation)

• Use a range of simple tools in a paint package / image manipulation software to create / modify a picture.

• Use a range of tools in a paint package / image manipulation software to create / modify a picture to communicate an idea.

• Create a simple animation to tell a story.

• Manipulate digital images using a range of tools in appropriate software to convey a specific mood or idea.

• Make a short film / animation from images (still and / or moving) that they have sourced, captured or created.

• Use images that they have sourced / captured / manipulated as part of a bigger project (eg presentation or document).

Sound and music (inc sound recorders)

• Chose suitable sounds from a bank to express their ideas.

• Record short speech.

• Compose music from icons. • Produce a simple presentation

incorporating sounds the children have captured, or created.

• Create a simple podcast, selecting and importing already existing music and sound effects as well as recording their own.

• Create multiple track compositions that contain a variety of sounds.

• Create and share more sophisticated podcasts and consider the effect that their podcasts will have on the audience.

Electronic Communication

• Contribute ideas to a class email to another class / school etc.

• Work collaboratively by email to share and request information of another class or story character.

• Begin to understand the need to abide by school e-safety rules.

• Share ICT work they have done electronically by email, VLE, or uploading to authorised sites.

• Where possible seek and respond to feedback.

• Abide by school rules for e-safety.

Research and E Safety

• As a class exercise children explore information from a variety of sources (electronic, paper based, observations of the world around them, etc.).

• They show an awareness of different forms of information

• Children use a search engine to find specific relevant information to use in a presentation for a topic.

• They save and retrieve their work.

• Using another curriculum area as a starting point, children ask their own questions then use ICT sources to find answers, making use of search engines, an index, menu, hyperlinks as appropriate. Children use the information or resources they have found.

• Children talk about using ICT to find information / resources noting any frustrations and showing an emerging understanding of internet safety.

• Make use of copy and paste, beginning to understand the purpose of copyright regulations and the need to repurpose information for a particular audience.

• They show an understanding that not all information on the internet is accurate.

• Develop a growing awareness of how to stay safe when using the internet (in school and at home) and that they abide by the school's internet safety policy.

• Independently and with due regard for safety, search the internet using a variety of techniques to find a range of information and resources on a specific topic.

• Use appropriate methods to validate information and check for bias and accuracy.

• Repurpose and make appropriate use of selected resources for a given audiences, acknowledging material used where appropriate.

Control (algorithms)

• Control simple everyday devices to make them produce different outcomes.

• Control a device, on and off screen, making predictions about the effect their programming will have.

• Children can plan ahead.

• Children are able to type a short sequence of instructions and to plan ahead when programming devices on and off screen.

• Engage in Logo based problem solving activities that require children to write procedures etc. and to predict, test and modify.

• Use control software to control devices (using output commands) or to simulate this on screen. Predict, test and refine their programming.

• Independently create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs).

• Design, build, test, evaluate and modify the system; ensuring that it is fit for purpose.



Handling information (databases and graphs)

• As a class or individually with support, children use a simple pictogram or painting program to develop simple graphical awareness / one to one correspondence.

• Use a graphing package to collect, organise and classify data, selecting appropriate tools to create a graph and answer questions.

• Enter information into a simple branching database, database or word processor and use it to answer questions.

• They save, retrieve and edit their work.

• Children use a simple database (the structure of which has been set up for them) to enter and save and save information on a given subject.

• They follow straight forward lines of enquiry to search their data for their own purposes.

• They talk about their experiences of using ICT to process data compared with other methods.

• Children work as a class or group to create a data collection sheet and use it to setup a straight forward database to answer questions.

• Enter information and interrogate it ( by searching, sorting, graphing etc).

• Begin to reflect on how useful the collected data and their interrogation was and whether or not their questions were answered.

• Independently solve a problem by planning and carrying out data collection, by organising and analysing data involving complex searches using a database, and by drawing conclusions and presenting findings.

• The need for accuracy is demonstrated and strategies for spotting implausible data are evident.

• Children should be able to talk about issues relating to data protection and the need for data security in the world at large (eg health, police databases).

Modelling and simulations (spreadsheets, adventure games and simulations)

• Make simple choices to control a simple simulation program.

• Children are able to play an adventure game and use a simple simulation, making choices and observing the results.

• Their conversation shows they understand that computers are good at replicating real life events and allowing them to explore contexts that are otherwise not possible.

• Use models and simulations to find things out and solve problems. Recognise that simulations are useful in widening experience beyond the classroom.

• Make simple use of a spreadsheet to store data and produce graphs.

• Set up and use a spreadsheet model to explore patterns and relationships. Make predictions.

• Know how to enter simple formulae to assist this process.

• Set up and use their own spreadsheet, which contains formulae to investigate mathematical models. Ask "what if …" questions and change variable in their model.

• Understand the need for accuracy when creating formulae and check regularly for mistakes, by questioning results.

• Relate their use of spreadsheets to model situations to the wider world.

Data logging (science and maths)

• Begin to use a data logger to sense physical data (sound, light, temperature).

• Use a data logger confidently, connected to the computer or remotely, to capture continuous or intermittent data readings.

• Interpret the results and use these in their investigations.

• Realise the advantages of using ICT to collect data that might otherwise be problematic.

• Children are able to identify their own opportunities for data logging and carry out their own experiments.

• They check and question results and are able to spot trends in data and identify when problems may have occurred.

Understanding Technologies (individual technologies)

• Show an awareness of the range of devices and tools they encounter in everyday life

• Show an awareness of a range of inputs to a computer (IWB, mouse touch screen, microphone, keyboard, etc)

• Begin to show discernment in their use of computing devices and tools for a particular purpose and explain why their choice was made.

• Make choices about the devices and tools they use for specific purposes and explain them in relation to the context.

• Begin to show an awareness of specific tools used in working life.

• Evaluate the tools available to them including any that are unfamiliar or new and use them to solve problems.

• Demonstrate an awareness of the appropriateness of outcomes depending on choices regarding tools and devices.

Understanding Technologies (networks)

• Show an awareness that what they create on a computer or tablet device can be shown to others via another device (e.g. printer, projector, Apple TV)

• Begin to show an awareness that computers can be linked to share resources

• Show an understanding that their password is the key to accessing a personalised set of resources and files (e.g. My Documents).

• Show an awareness of where passwords are critical in everyday use (e.g. parents accessing bank details)

• Show an understanding of the school network and how it links computers to resources in school and beyond.

• Compare this with other networks they may encounter at home or in the wider world (e.g. banks)

• Show an understanding of how filtering and monitoring tools affect their use of the school network and Internet and compare this with their experience of access outside school.

Understanding Technologies (the internet)

• Use websites and demonstrate an awareness of how to manage their journey around them (e.g. using the back/forward button, hyperlinks)

• Show an awareness that not all the resources/tools they use are resident on the device they are using.

• Begin to show an understanding of URLs.

• Perform a search using different search engines and check the results against each other, explaining why they might be different.

• Show an awareness of the need for accuracy in spelling and syntax to search effectively.

• Use collaborative tools and e-mail showing a sensitivity for this type of remote collaboration and communication


Progression of Skills In Design Technology

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Developing, planning and communicating ideas.

• Draw on their own experience to help generate ideas

• Suggest ideas and explain what they are going to do

• Identify a target group for what they intend to design and make

• Model their ideas in card and paper

• Develop their design ideas applying findings from their earlier research

• Generate ideas by drawing on their own and other people's experiences

• Develop their design ideas through discussion, observation , drawing and modelling

• Identify a purpose for what they intend to design and make

• Identify simple design criteria • Make simple drawings and

label parts

• Generate ideas for an item, considering its purpose and the user/s

• Identify a purpose and establish criteria for a successful product.

• Plan the order of their work before starting

• Explore, develop and communicate design proposals by modelling ideas

• Make drawings with labels when designing

• Generate ideas, considering the purposes for which they are designing

• Make labelled drawings from different views showing specific features

• Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail

• Evaluate products and identify criteria that can be used for their own designs

• Generate ideas through brainstorming and identify a purpose for their product

• Draw up a specification for their design

• Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail

• Use results of investigations, information sources, including ICT when developing design ideas

• Communicate their ideas through detailed labelled drawings

• Develop a design specification

• Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways

• Plan the order of their work, choosing appropriate materials, tools and techniques

Working with tools, equipment, materials and components to make quality products (inc-food)

• Make their design using appropriate techniques

• With help measure, mark out, cut and shape a range of materials

• Use tools eg scissors and a hole punch safely

• Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape

• Select and use appropriate fruit and vegetables, processes and tools

• Use basic food handling, hygienic practices and personal hygiene

• Use simple finishing techniques to improve the appearance of their product

• Begin to select tools and materials; use vocab' to name and describe them

• Measure, cut and score with some accuracy

• Use hand tools safely and appropriately

• Assemble, join and combine materials in order to make a product

• Cut, shape and join fabric to make a simple garment. Use basic sewing techniques

• Follow safe procedures for food safety and hygiene

• Choose and use appropriate finishing techniques

• Select tools and techniques for making their product

• Measure, mark out, cut, score and assemble components with more accuracy

• Work safely and accurately with a range of simple tools

• Think about their ideas as they make progress and be willing change things if this helps them improve their work

• Measure, tape or pin, cut and join fabric with some accuracy

• Demonstrate hygienic food preparation and storage

• Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT

• Select appropriate tools and techniques for making their product

• Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques

• Join and combine materials and components accurately in temporary and permanent ways

• Sew using a range of different stitches, weave and knit

• Measure, tape or pin, cut and join fabric with some accuracy

• • Use simple graphical

communication techniques

• Select appropriate materials, tools and techniques

• Measure and mark out accurately

• Use skills in using different tools and equipment safely and accurately

• Weigh and measure accurately (time, dry ingredients, liquids)

• Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens

• Cut and join with accuracy to ensure a good-quality finish to the product

• Select appropriate tools, materials, components and techniques

• Assemble components make working models

• Use tools safely and accurately

• Construct products using permanent joining techniques

• Make modifications as they go along

• Pin, sew and stitch materials together create a product

• Achieve a quality product

Evaluating processes and products

• Evaluate their product by discussing how well it works in relation to the purpose

• Evaluate their products as they are developed, identifying strengths and possible changes they might make

• Evaluate their product by asking questions about what they have made and how they have gone about it

• Evaluate against their design criteria

• Evaluate their products as they are developed, identifying strengths and possible changes they might make

• Talk about their ideas, saying what they like and dislike about them

• Evaluate their product against original design criteria e.g. how well it meets its intended purpose

• Disassemble and evaluate familiar products

• Evaluate their work both during and at the end of the assignment

• Evaluate their products carrying out appropriate tests

• Evaluate a product against the original design specification

• Evaluate it personally and seek evaluation from others

• Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests

• Record their evaluations using drawings with labels

• Evaluate against their original criteria and suggest ways that their product could be improved

Progression of Skills In Geography


Geographical enquiry

• Teacher led enquiries, to ask and respond to simple closed questions.

• Use information books/pictures as sources of information.

• Investigate their surroundings • Make observations about

where things are e.g. within school or local area.

• Children encouraged to ask simple geographical questions; Where is it? What's it like?

• Use NF books, stories, maps, pictures/photos and internet as sources of information.

• Investigate their surroundings • Make appropriate observations

about why things happen. • Make simple comparisons

between features of different places.

• Begin to ask/initiate geographical questions.

• Use NF books, stories, atlases, pictures/photos and internet as sources of information.

• Investigate places and themes at more than one scale

• Begin to collect and record evidence

• Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations.

• Ask and respond to questions and offer their own ideas.

• Extend to satellite images, aerial photographs

• Investigate places and themes at more than one scale

• Collect and record evidence with some aid

• Analyse evidence and draw conclusions e.g. make comparisons between locations photos/pictures/ maps

• Begin to suggest questions for investigating

• Begin to use primary and secondary sources of evidence in their investigations.

• Investigate places with more emphasis on the larger scale; contrasting and distant places

• Collect and record evidence unaided

• Analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life

• Suggest questions for investigating

• Use primary and secondary sources of evidence in their investigations.

• Investigate places with more emphasis on the larger scale; contrasting and distant places

• Collect and record evidence unaided

• Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it

Direction/Location • Follow directions (Up, down, left/right, forwards/backwards)

• Follow directions (as yr 1 and inc’. NSEW)

• Use 4 compass points to follow/give directions:

• Use letter/no. co-ordinates to locate features on a map.

• Use 4 compass points well: • Begin to use 8 compass points; • Use letter/no. co-ordinates to

locate features on a map confidently.

• Use 8 compass points; • Begin to use 4 figure co-

ordinates to locate features on a map.

• Use 8 compass points confidently and accurately;

• Use 4 figure co-ordinates confidently to locate features on a map.

• Begin to use 6 figure grid refs; use latitude and longitude on atlas maps.

Drawing maps • Draw picture maps of imaginary places and from stories.

• Draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph)

• Try to make a map of a short route experienced, with features in correct order;

• Try to make a simple scale drawing.

• Make a map of a short route experienced, with features in correct order;

• Make a simple scale drawing.

• Begin to draw a variety of thematic maps based on their own data.

• Draw a variety of thematic maps based on their own data.

• Begin to draw plans of increasing complexity.

Representation • Use own symbols on imaginary map.

• Begin to understand the need for a key.

• Use class agreed symbols to make a simple key.

• Know why a key is needed. • Use standard symbols.

• Know why a key is needed. • Begin to recognise symbols on

an OS map.

• Draw a sketch map using symbols and a key;

• Use/recognise OS map symbols.

• Use/recognise OS map symbols; • Use atlas symbols.

Using maps • Use a simple picture map to move around the school;

• Recognise that it is about a place.

• Follow a route on a map. • Use a plan view. • Use an infant atlas to locate

places.

• Locate places on larger scale maps e.g. map of Europe. Follow a route on a map with some accuracy. (e.g. whilst orienteering)

• Locate places on large scale maps, (e.g. Find UK or India on globe)

• Follow a route on a large scale map.

• Compare maps with aerial photographs.

• Select a map for a specific purpose. (E.g. Pick atlas to find Taiwan, OS map to find local village.)

• Begin to use atlases to find out about other features of places. (e.g. find wettest part of the world)

• Follow a short route on an OS map. Describe features shown on OS map.

• Locate places on a world map. • Use atlases to find out about

other features of places. (e.g. mountain regions, weather patterns)

Scale/Distance • Use relative vocabulary (e.g. bigger/smaller, like/dislike)

• Begin to spatially match places (e.g. recognise UK on a small scale and larger scale map)

• Begin to match boundaries (E.g. find same boundary of a country on different scale maps.)

• Begin to match boundaries (E.g. find same boundary of a county on different scale maps.)

• Measure straight line distance on a plan.

• Find/recognise places on maps of different scales. (E.g. river Nile.)

• Use a scale to measure distances.

• Draw/use maps and plans at a range of scales.



Perspective • Draw around objects to make a plan.

• Look down on objects to make a plan view map.

• Begin to draw a sketch map from a high view point.

• Draw a sketch map from a high view point.

• Draw a plan view map with some accuracy.

• Draw a plan view map accurately.

Map knowledge • Learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France.

• Locate and name on UK map major features e.g. London, River Thames, home location, seas.

• Begin to identify points on maps A,B and C

• Begin to identify significant places and environments

• Identify significant places and environments

• Confidently identify significant places and environments

Style of map • Picture maps and globes • Find land/sea on globe. • Use teacher drawn base

maps. • Use large scale OS maps. • Use an infant atlas

• Use large scale OS maps. • Begin to use map sites on

internet. • Begin to use junior atlases. • Begin to identify features on

aerial/oblique photographs.

• Use large and medium scale OS maps.

• Use junior atlases. • Use map sites on internet. • Identify features on

aerial/oblique photographs.

• Use index and contents page within atlases.

• Use medium scale land ranger OS maps.

• UseOSmaps.• Confidentlyuseanatlas.• Recogniseworldmapasa

flattenedglobe.

Progression of Skills In History


Chronological understanding

• Sequence events in their life • Sequence 3 or 4 artefacts from

distinctly different periods of time • Match objects to people of

different ages

• Sequence artefacts closer together in time - check with reference book

• Sequence photographs etc. from different periods of their life

• Describe memories of key events in lives

• Place the time studied on a time line

• Use dates and terms related to the study unit and passing of time

• Sequence several events or artefacts

• Place events from period studied on time line

• Use terms related to the period and begin to date events

• Understand more complex terms eg BC/AD

• Know and sequence key events of time studied

• Use relevant terms and period labels

• Make comparisons between different times in the past

• Place current study on time line in relation to other studies

• Use relevant dates and terms • Sequence up to 10 events on a

time line

Range and depth of historical knowledge

• Recognise the difference between past and present in their own and others lives

• They know and recount episodes from stories about the past

• Recognise why people did things, why events happened and what happened as a result

• Identify differences between ways of life at different times

• Find out about every day lives of people in time studied

• Compare with our life today • Identify reasons for and results of

people's actions • Understand why people may

have wanted to do something

• Use evidence to reconstruct life in time studied

• Identify key features and events of time studied

• Look for links and effects in time studied

• Offer a reasonable explanation for some events

• Study different aspects of different people - differences between men and women

• Examine causes and results of great events and the impact on people

• Compare life in early and late 'times' studied

• Compare an aspect of lie with the same aspect in another period

• Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings

• Compare beliefs and behaviour with another time studied

• Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation

• Know key dates, characters and events of time studied

Interpretations of history

• Use stories to encourage children to distinguish between fact and fiction

• Compare adults talking about the past – how reliable are their memories?

• Compare 2 versions of a past event

• Compare pictures or photographs of people or events in the past

• Discuss reliability of photos/ accounts/stories

• Identify and give reasons for different ways in which the past is represented

• Distinguish between different sources – compare different versions of the same story

• Look at representations of the period – museum, cartoons etc

• Look at the evidence available • Begin to evaluate the usefulness

of different sources • Use text books and historical

knowledge

• Compare accounts of events from different sources – fact or fiction

• Offer some reasons for different versions of events

• Link sources and work out how conclusions were arrived at

• Consider ways of checking the accuracy of interpretations – fact or fiction and opinion

• Be aware that different evidence will lead to different conclusions

• Confidently use the library and internet for research

Historical enquiry

• Find answers to simple questions about the past from sources of information e.g. artefacts, (see 4a)

• Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.

• Use a range of sources to find out about a period

• Observe small details – artefacts, pictures

• Select and record information relevant to the study

• Begin to use the library and internet for research

• Use evidence to build up a picture of a past event

• Choose relevant material to present a picture of one aspect of life in time past

• Ask a variety of questions • Use the library and internet for

research

• · Begin to identify primary and secondary sources

• Use evidence to build up a picture of a past event

• Select relevant sections of information

• Use the library and internet for research with increasing confidence

• Recognise primary and secondary sources

• Use a range of sources to find out about an aspect of time past

• Suggest omissions and the means of finding out

• Bring knowledge gathered from several sources together in a fluent account

Organisation and communication

• Communicate their knowledge through: Discussion…. Drawing pictures… Drama/role play.. Making models….. Writing.. Using ICT…

• Recall, select and organise historical information • Communicate their knowledge and understanding.

• Select and organise information to produce structured work, making appropriate use of dates and terms.

Progression of Skills In Music

Year 1 and 2 Year 3 and 4 Year 5 and 6

Singing songs with control and using the voice expressively.

• To find their singing voice and use their voices confidently. • Sing a melody accurately at their own pitch. • Sing with a sense of awareness of pulse and control of rhythm. • Recognise phrase lengths and know when to breathe. • Sing songs expressively. • Follow pitch movements with their hands and use high, low and

middle voices. • Begin to sing with control of pitch (e.g. following the shape of the

melody). • Sing with an awareness of other performers.

• Sing with confidence using a wider vocal range. • Sing in tune. • Sing with awareness of pulse and control of rhythm. • Recognise simple structures. (Phrases). • Sing expressively with awareness and control at the expressive

elements. E.g. timbre, tempo, dynamics. • Sing songs and create different vocal effects. • Understand how mouth shapes can affect voice sounds. • Internalise sounds by singing parts of a song ‘in their heads.’

• Sing songs with increasing control of breathing, posture and sound projection. • Sing songs in tune and with an awareness of other parts. • Identify phrases through breathing in appropriate places. • Sing with expression and rehearse with others. • Sing a round in two parts and identify the melodic phrases and how they fit

together. • Sing confidently as a class, in small groups and alone, and begin to have an

awareness of improvisation with the voice.

Listening, Memory and Movement.

• Recall and remember short songs and sequences and patterns of sounds.

• Respond physically when performing, composing and appraising music.

• Identify different sound sources. • Identify well-defined musical features.

• Identify melodic phrases and play them by ear. • Create sequences of movements in response to sounds. • Explore and chose different movements to describe animals. • Demonstrate the ability to recognise the use of structure and

expressive elements through dance. • Identify phrases that could be used as an introduction, interlude

and ending.

• Internalise short melodies and play these on pitched percussion (play by ear). • Create dances that reflect musical features. • Identify different moods and textures. • Identify how a mood is created by music and lyrics. • Listen to longer pieces of music and identify features.

Controlling pulse and rhythm

• Identify the pulse in different pieces of music. • Identify the pulse and join in getting faster and slower together. • Identify long and short sounds in music. • Perform a rhythm to a given pulse. • Begin to internalise and create rhythmic patterns. • Accompany a chant or song by clapping or playing the pulse or

rhythm.

• Recognise rhythmic patterns. • Perform a repeated pattern to a steady pulse. • Identify and recall rhythmic and melodic patterns. • Identify repeated patterns used in a variety of music. (Ostinato).

• Identify different speeds of pulse (tempo) by clapping and moving. • Improvise rhythm patterns. • Perform an independent part keeping to a steady beat. • Identify the metre of different songs through recognising the pattern of strong

and weak beats. • Subdivide the pulse while keeping to a steady beat.

Exploring sounds, melody and accompaniment.

• To explore different sound sources. • Make sounds and recognise how they can give a message. • Identify and name classroom instruments. • Create and chose sounds in response to a given stimulus. • Identify how sounds can be changed. • Change sounds to reflect different stimuli.

• Identify ways sounds are used to accompany a song. • Analyse and comment on how sounds are used to create

different moods. • Explore and perform different types of accompaniment. • Explore and select different melodic patterns. • Recognise and explore different combinations of pitch sounds.

• Skills development for this element are to be found within ‘Control of instruments’ and ‘Composition’.

Control of instruments

• Play instruments in different ways and create sound effects. • Handle and play instruments with control. • Identify different groups of instruments.

• Identify melodic phrases and play them by ear. • Select instruments to describe visual images. • Choose instruments on the basis of internalised sounds.

• Identify and control different ways percussion instruments make sounds. • Play accompaniments with control and accuracy. • Create different effects using combinations of pitched sounds. • Use ICT to change and manipulate sounds.

Composition • Contribute to the creation of a class composition. • Basic skills developments for composition in KS1 are to be found

within ‘Exploring sounds’.

• Create textures by combining sounds in different ways. • Create music that describes contrasting moods/emotions. • Improvise simple tunes based on the pentatonic scale. • Compose music in pairs and make improvements to their own

work. • Create an accompaniment to a known song. • Create descriptive music in pairs or small groups.

• Identify different starting points or composing music. • Explore, select combine and exploit a range of different sounds to compose

a soundscape. • Write lyrics to a known song. • Compose a short song to own lyrics based on everyday phrases. • Compose music individually or in pairs using a range of stimuli and developing

their musical ideas into a completed composition.


Year 1 and 2 Year 3 and 4 Year 5 and 6

Reading and writing notation

• Perform long and short sounds in response to symbols. • Create long and short sounds on instruments. • Play and sing phrase from dot notation. • Record their own ideas. • Make their own symbols as part of a class score.

• Perform using notation as a support. • Sing songs with staff notation as support.

Performance skills • Perform together and follow instructions that combine the musical elements.

• Perform in different ways, exploring the way the performers are a musical resource.

• Perform with awareness of different parts.

• Present performances effectively with awareness of audience, venue and occasion.

Evaluating and appraising

• Choose sounds and instruments carefully and make improvements to their own and others’ work.

• Recognise how music can reflect different intentions. • Improve their work through analysis, evaluation and comparison.

Progression of Skills In Religious Education


AT1

Beliefs and teachings (what people believe)

• Recount outlines of some religious stories

• Retell religious stories in my own words • Identify some religious beliefs and

teachings

• Describe some religious beliefs and teachings in Christianity and other religions

• Explain why beliefs are important

• Describe the key beliefs and teachings of the religions studied,

• Make accurate connections to religious beliefs and

• Make comparisons between religious beliefs and teachings

• Explain how some beliefs and teachings are shared by different religions

• Explain how beliefs impact on individuals and the wider community

AT1

Practices and lifestyles (what people do)

• Recognise features of religious life and practice

• Identify some religious practices • Know that some are characteristic of

more than one religion

• Describe how some features of religions studied are used or exemplified in festivals and practices

• Show understanding of the ways of belonging to religions and what these involve

• Explain how selected features of religious life and practice make a difference to the lives of individuals and communities

AT1

Expression and language (how people express themselves)

• Recognise some religious symbols and words

• Suggest meanings in religious symbols, language and stories

• Make links between religious symbols, language and stories and the beliefs or ideas that underlie them

• Show, using technical terminology, how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language

• Explain how some forms of religious expression are used differently by individuals and communities

AT2

Identity and experience (making sense of who we are)

• Identify aspects of own experience and feelings, in religious material studied

• Respond sensitively to the experiences and feelings of others, including those with a faith

• Compare aspects of their own experiences and those of others, identifying what influences their lives

• Ask questions about the significant experiences of key figures from religions studied and suggest answers from own and others' experiences, including believers

• Make informed responses to questions of identity and experience in the light of their learning

AT2

Meaning and purpose (making sense of life)

• Identify things they find interesting or puzzling, in religious materials studied

• Realise that some questions that cause people to wonder are difficult to answer

• Compare their own and other people's ideas about questions that are difficult to answer

• Ask questions about puzzling aspects of life and experiences and suggest answers, making reference to the teaching of religions studied

• Make informed responses to questions of meaning and purpose in the light of their learning

AT2

Values and commitments (making sense of right and wrong)

• Identify what is of value and concern to themselves, in religious material studied

• Respond sensitively to the values and concerns of others, including those with a faith, in relation to matters of right and wrong

• Make links between values and commitments, including religious ones, and their own attitudes or behaviour

• Ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues

• Make informed responses to people's values and commitments (including religious ones) in the light of their learning

Skills • Ask and answer simple questions about religion using information.

• Use simple resources to answer questions.

• Gather information from different sources and ask questions about them.

• Gather information from sources and draw out the meaning from them.

• Analyse and interpret religious sources.


Progression of Skills In Scientific Enquiry

EYFS Y1-2 Y3-4 Y5-6

Observing Over Time

Plan • I am curious about things that change • With help I ask questions about things changing • I talk about my ideas for finding out how things

change Do • I use all my senses to observe changes • I look closely at how things change • I make simple records of how things change (with

help where necessary) • I use simple equipment to observe and record

changes Review • I talk about what I have done and what I noticed

Plan • I ask questions about how and why things change • With help, I identify changes to observe and

measure and suggest how to do it Do • I use non-standard units and simple equipment to

record changes • I record in words or pictures, or in simple prepared

formats such as tables and charts Review • I identify simple changes and talk about them • I sequence the changes • I begin to use scientific language to talk about

changes • I talk about whether the change was what I

expected

Plan • I talk about things changing and decide when

questions can be answered by observing over time • I decide what observations to make, how often and

what equipment to use Do • I use a range of equipment to collect data using

standard measures • I make records using tables and bar charts • I begin to use and interpret graphs produced by

dataloggers Review • I draw simple conclusions from the changes I

observed • I talk about changes using some scientific

language • I suggest improvements to the ways I observe

Plan • I recognise when observing changes over time will

help to answer my questions • I decide how detailed my observations need to be,

and what equipment to use, to make my measurements as accurate as possible

Do • I use equipment accurately without support • I record data appropriately • I present data in line graphs • I interpret changes in the data • I recognise the effect of changing the time and

number of observations Review • I draw valid conclusions from data about changes • I recognise the significance of things changing

over time • I talk about and explain changes using scientific

knowledge and understanding • I evaluate how well I observed over time

Identifying and Classifying

Plan • I am curious about similarities and differences • With help I ask questions about similarities and

differences • I talk about my ideas for sorting or matching things Do • I use my senses to sort and match things • I match things that are the same • I find things that are similar or different • I sort or group things in my own way • I use simple equipment to help me sort things

(e.g., boxes, hoops) Review • I talk about how I sorted or matched things

Plan • I ask questions about how and why things are

similar or different • I decide what to observe to identify or sort things Do • I make comparisons between simple features of

objects, materials or living things • I record my observations in words or pictures or

simple tables • I sort objects by observable and behavioural

features • I record my sorting in sorting circles or tables Review • I identify similarities and differences and talk about

them • I begin to use simple scientific language to talk

about how things are similar or different • I try to use my records to help sort or identify other

things

Plan • I talk about what criteria I will use to sort and

classify things • I decide what equipment to use to identify and

classify things • I talk about things that can be grouped and decide

when questions can be answered by sorting and classifying

Do • I carry out simple tests to sort and classify

according to properties or behaviour • I use Carroll diagrams, Venn diagrams and more

complex tables to sort things • I use simple keys and branching databases to

identify things • I make simple branching databases (keys) for

things that have clear differences Review • I draw simple conclusions about the things I have

sorted and classified • I talk about the similarities and differences I

identified using some scientific language • I suggest improvements to the way I sort and

identify things

Plan • I recognise when identifying and classifying will be

helpful to answer my questions • I decide what equipment, tests and secondary

sources of information to use to identify and classify things

Do • I use a series of tests to sort and classify materials • I use secondary sources to identify and classify

things • I make my own keys and branching databases with

4 or more items • I use more than one piece of scientific evidence to

identify and classify things Review • I draw valid conclusions when sorting and

classifying • I recognise the significance of sorting and

classifying • I talk about and explain what I have done using

scientific knowledge • I evaluate how well my keys worked


EYFS Y1-2 Y3-4 Y5-6

Pattern Seeking Plan• Iamcuriousaboutpatterns• WithhelpIaskquestionsaboutpatterns• ItalkaboutmyideasforfindingoutaboutpatternsDo• Iusemysensestolookcloselyforpatterns• Iobservemorethanonethingatatime• ImakesimplerecordsofwhatInotice(withhelp

wherenecessary)• Iusesimpleequipmenttoobserveandrecord

patternsReview• ItalkaboutwhatIhavedoneandthepatternsI

noticed

Plan• Iaskquestionsaboutwhyandhowthingsarelinked• Withhelp,Idecidewhatpatternstoobserveand

measureandsuggesthowtodoitDo• Iusenon-standardunitsandsimpleequipmentto

recordeventsthatmightberelated• Irecordinwordsorpictures,orinsimpleprepared

formatssuchastables,tallychartsandmapsReview• Iidentifysimplepatternsandtalkaboutthem• Imakelinksbetweentwosetsofobservations• Ibegintousescientificlanguagetotalkabout

patterns• ItalkaboutwhetherthepatternwaswhatI

expected

Plan• Italkaboutwherepatternsmightbefoundand

decidewhenquestionscanbeinvestigatedbypatternseeking

• Idecideonwhichsetsofdatatocollect,whatobservationstomakeandwhatequipmenttouse

Do• Iusearangeofequipmenttocollectdatausing

standardmeasures• Imakerecordsusingtables,barchartsorsimple

scattergraphs• Ibegintouseandinterpretdatacollectedthrough

dataloggersReview• Idrawconclusionsaboutsimplepatternsbetween

twosetsofdata• Italkaboutpatternsusingsomescientificlanguage• IsuggestimprovementstothewayIlookedfor

patterns

Plan• Irecognisewhenvariablescannotbecontrolledand

whenpatternseekingwillhelptoanswermyquestion

• Idecidehowdetailedmydataneedstobe,andwhichequipmenttouse,tomakemymeasurementsasaccurateaspossible

Do• Iuseequipmentaccuratelytocollectobservations• Irecorddataappropriatelyandaccurately• Ipresentdatainscattergraphsandfrequencycharts• Irecognisepatternsinresults• IrecognisetheeffectofsamplesizeonreliabilityReview• Idrawvalidconclusionsfromdataaboutpattersand

recognisetheirlimitations• Irecognisethesignificanceofrelationshipsbetween

setsofdata• Italkaboutandexplaincauseandeffectpatterns

usingscientificknowledgeandunderstanding• IevaluatehowwellIlookedforpatterns

Research Plan• Iamcuriousaboutthingsinmysurroundings• WithhelpIaskquestionsthatIcananswerusing

secondarysourcesDo• Ilistencarefully• Iknowthatinformationinbooksandelectronic

mediacanbeusedtoanswerquestions• Ifindpicturesofthings• Italktopeopleaboutwhattheydoandhowthings

workReview• ItalkaboutthingsIfoundout

Plan• Iaskquestionsabouthowthingsareandtheway

theywork• Withhelp,Imakesuggestionsabouthowtofind

thingsoutDo• Iusesimplebooksandelectronicmediatofind

thingsout• Iaskquestionstofindoutwhatpeopledoandhow

thingswork• IrecordinwordsandpictureswhatIfoundoutReview• IbegintousescientificlanguagetotalkaboutwhatI

foundout• Italkaboutwhethertheinformationsourcewas

useful• IgiveanopinionaboutsomethingsIfoundout

Plan• Italkabouthowthingsareandthewaytheywork

anddecidewhenquestionscanbeansweredbyresearchusingsecondarysources

Do• IuseinformationsourcestofindtheinformationI

need• Iusesomeoneelse'sdata• IrecordwhatIfoundoutinmyownwords• IpresentinformationindifferentwaysReview• IdrawconclusionsfromwhatIfoundoutfrom

differentsources• Italkaboutwhattheinformationanddatameans

usingsomescientificlanguage• IsuggestwaystoimprovehowIfindoutanduse

information

Plan• Irecognisewhenresearchusingsecondarysources

willhelptoanswermyquestions• Idecidewhichsourcesofinformationmightanswer

myquestionsDo• Iuserelevantinformationanddatafromarangeof

secondarysources• Irecognisehowdatahasbeenobtained• Istarttonoticewheninformationanddataisbiased

orbasedonopinionsratherthanfacts• IpresentmyfindingsinsuitableformatsReview• Idrawvalidconclusionsfrommyresearch• Italkaboutandexplainmyresearchusingscientific

knowledgeandunderstanding• Ievaluatehowwellmyresearchhasansweredmy

questions• Irecognisethatsomescientificquestionsmaynot

havebeenanswereddefinitively


EYFS Y1-2 Y3-4 Y5-6

Fair Testing Plan• Iamcuriousabouthowthingsbehave• Withhelp,IaskquestionsaboutthingsIcantest• ItalkaboutmyideasfortestinghowthingsbehaveDo• Iusemysensestolookcloselyathowthingsbehave• Icarryoutsimpletests• ImakesimplerecordsofwhatInotice(withhelp

wherenecessary)• IusesimpleequipmenttoobserveandrecordReview• ItalkaboutwhatIhavedoneandwhatInoticed• Italkaboutwhethersomethingmakesadifference

Plan• Iaskquestionsaboutwhyandhow• Withhelp,Inoticelinksbetweencauseandeffect• Withhelp,Iidentifysimplevariablestochangeand

measureDo• Iusenon-standardunitsandsimpleequipmentto

recorddata• Irecordinwordsorpictures,orinsimpleprepared

formatssuchastablesandtallychartsReview• Iinterpretandtalkaboutmydata• Ibegintousesimplescientificlanguagetoidentify

anddescribesimplecausalrelationships• Withhelp,Icansayifmytestwasfair• IsayiftherelationshipwaswhatIexpected

Plan• Italkaboutlinksbetweencauseandeffectand(with

help)poseafairtestquestion• Ihelptoplanafairtest• Idecidewhatdatatocollect• Idecidewhatequipmenttouseandhowtomake

observationsDo• Iusearangeofequipmenttocollectdatausing

standardmeasures• Imakerecordsusingtablesandbarcharts• Ibegintouseandinterpretdatathrough

dataloggersReview• Idrawsimpleconclusionsfrommyfairtests• Italkabout,andexplain,simplecausalrelationships

usingsomescientificlanguage• IsuggestwaysthatIcanimprovemyfairtests

Plan• Irecognisewhenvariablesneedtobecontrolledand

whenafairtestisthebestwaytoanswermyquestion

• Iplanafairtest,selectingthemostsuitablevariablestomeasure,changeandkeepthesame

• Idecidewhatequipmenttousetomakemymeasurementsasaccurateaspossible

Do• Iuseequipmentaccuratelytocollectobservations• Irecorddataappropriatelyandaccurately• Ipresentdatainlinegraphs• IidentifycausalrelationshipsReview• Idrawvalidconclusionsbasedonthedata• Irecognisethesignificanceoftheresultsoffairtests• Italkaboutandexplaincausalrelationshipsusing

scientificknowledgeandunderstanding• Ievaluatetheeffectivenessofmyfairtesting,

recognisingvariablesthatweredifficulttocontrol

Progression of Skills in Art and DesignProgression of Skills in ComputingProgression of Skills in Design TechnologyProgression of Skills in GeographyProgression of Skills in HistoryProgression of Skills in MusicProgression of Skills in REProgression of Skills in Science