1.
Science
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A. asking relevant questions and using different types of scientific enquiries to answer them
B. setting up simple practical enquiries, comparative and fair tests
C. making systematic and careful observations and, where appropriate, taking accurate measurements using standard units,
using a range of equipment, including thermometers and data loggers
Plants Y3
 h. identify and describe the functions of different parts of
flowering plants: roots, stem/trunk, leaves and flowers
 i. explore the requirements of plants for life and growth (air, light,
water, nutrients from soil, and room to grow) and how they vary
from plant to plant
 J. investigate the way in which water is transported within plants
 K. explore the part that flowers play in the life cycle of flowering
plants, including pollination, seed formation and seed dispersal.
 L. Animals including humans Y3
 m. identify that animals, including humans, need the right types and
amount of nutrition, and that they cannot make their own food; they
get nutrition from what they eat
 n. identify that humans and some other animals have skeletons and
muscles for support, protection and movement
Rocks Y3
 O. compare and group together different kinds of rocks on the basis
of their appearance and simple physical properties
 P. describe in simple terms how fossils are formed when things that
have lived are trapped within rock
 Q. recognise that soils are made from rocks and organic matter.
Light Y3
 R. recognise that they need light in order to see things and that
dark is the absence of light
 S. notice that light is reflected from surfaces
 t. recognise that light from the sun can be dangerous and that there
are ways to protect their eyes
 U.recognise that shadows are formed when the light from a light
source is blocked by a solid object
 V. find patterns in the way that the size of shadows change.
Forces and magnets Y3
 W. compare how things move on different surfaces
 X. notice that some forces need contact between two objects, but
magnetic forces can act at a distance
 Y. observe how magnets attract or repel each other and attract
some materials and not others
 Z1. compare and group together a variety of everyday materials on
the basis of whether they are attracted to a magnet, and identify
some magnetic materials
 Z2. describe magnets as having two poles
 Z3. predict whether two magnets will attract or repel each other,
depending on which poles are facing
3. History
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A. changes in Britain from the Stone Age to the
Iron Age
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D. gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
E. recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
f. reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and
conclusions
g. using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further
Living things and their habitats Y4
 Z4. recognise that living things can be grouped in a variety of
ways
 Z5. explore and use classification keys to help group, identify
and name a variety of living things in their local and wider
environment
 Z6. recognise that environments can change and that this can
sometimes pose dangers to living things.
Animals including humans Y4
 Z8. describe the simple functions of the basic parts of the
digestive system in humans
 Z9. identify the different types of teeth in humans and their
simple functions
 Y1. construct and interpret a variety of food chains, identifying
producers, predators and prey
States of matter Y4
 Y3. compare and group materials together, according to whether
they are solids, liquids or gases
 Y4. observe that some materials change state when they are
heated or cooled, and measure or research the temperature at
which this happens in degrees Celsius (°C)
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. A. Locate world’s
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B. countries, focussing on Europe & Americas
B. the Roman Empire and its impact on Britain
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C. focus on key physical & human features
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C. Britain’s settlement by Anglo-Saxons and Scots
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D. . Study a region of the UK (not local area)
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D. the Viking and Anglo-Saxon struggle for the
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E . Use 8 points of compass, symbols & keys
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g. Describe & understand climate, rivers, mountains,
Confessor
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volcanoes, earthquakes, water cycle, settlements, trade
links, etc.
E. a study of an aspect or theme in British history
that extends pupils’ chronological knowledge
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. i. Use fieldwork to observe, measure & record
A. Design & write programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems
by decomposing them into smaller parts.
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B. Use logical reasoning to explain how a simple algorithm works
and to detect and correct errors in algorithms and programs
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C. Understand computer networks including the internet; how
they can provide multiple services, such as the world-wide-web;
and the opportunities they offer for communication and collaboration.
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D. describe how internet search engines find and store data; use
search engines effectively, be discerning in evaluating digital
content; respect individuals and intellectual property; use technology responsibly, securely and safely.
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E. select, use and combine a variety of software on a range of
digital devices to accomplish given goals, including collecting,
6. Modern languauges
5. Art and Design
4. Geography
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Kingdom of England to the time of Edward the
Sound Y4
 Y5. identify how sounds are made, associating some of them with something
vibrating
 Y6. recognise that vibrations from sounds travel through a medium to the ear
 Y7. find patterns between the pitch of a sound and features of the object that
produced it
 Y8. find patterns between the volume of a sound and the strength of the
vibrations that produced it
 Y9. recognise that sounds get fainter as the distance from the sound source
increases.
Electricity Y4
 X1. identify common appliances that run on electricity
 X2. construct a simple series electrical circuit, identifying and naming its basic
parts, including cells, wires, bulbs, switches and buzzers
 X3. identify whether or not a lamp will light in a simple series circuit, based on
whether or not the lamp is part of a complete loop with a battery
 X4. recognise that a switch opens and closes a circuit and associate this with
whether or not a lamp lights in a simple series circuit
 X.5 recognise some common conductors and insulators, and associate metals with
being good conductors
2. Computing
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A. Use sketchbooks to collect, record and
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.a. Listen & engage
evaluate ideas
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B. Ask & answer questions
B. Improve mastery of techniques such as
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C. Speak in sentences using familiar vocabulary
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D. Develop appropriate pronunciation
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E. Show understanding of words & phrases
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f. Appreciate stories, songs, poems & rhymes
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g. Broaden vocabulary
drawing,
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C. painting and sculpture with varied materials
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D. Learn about great artists, architects &
designers
beyond 1066.
7. Music
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A. Use voice & instruments with increasing
8. Physical Education
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accuracy, control and expression
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B. Improvise & compose music
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C. Listen with attention to detail
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D. Appreciate wide range of live & record-
E. Begin to develop understanding of his-
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B. Play competitive games, modified as
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C. Develop flexibility & control in gym,
dance & athletics
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D. Compare performances to achieve personal bests
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E. Swimming proficiency at 25m (KS1 or
KS2
A. Use research& criteria to develop products
which are fit for purpose
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B. Use annotated sketches and prototypes to
explain ideas
appropriate
tory
Year 3 and 4
10. Design Technology
throwing in isolation and in combination
ed music
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A. Use running, jumping, catching and
9. Religious Education
Barnsley agreed syllabus
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C. Evaluate existing products and improve own
work
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D. Use mechanical systems in own work
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.e. Understand seasonality; prepare & cook mainly
savoury dishes