Year N Overview
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions
Seasonal Changes Y1
observe changes across the 4 seasons
observe and describe weather associated with the seasons and how day length varies
Animals, including humans
Y1 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Y1 distinguish between an object and the material from which it is made
Y1 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Y1 describe the simple physical properties of a variety of everyday materials
Y1 compare and group together a variety of everyday materials on the basis of their simple physical properties
Animals, including humans
Y1 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
Y1 identify and name a variety of common animals that are carnivores, herbivores and omnivores
Y1 describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
Y1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Y1 identify and describe the basic structure of a variety of common flowering plants, including trees
suitable temperature to grow and stay healthy
Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
Human and Physical Geography
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
Use basic geographical vocabulary to refer to:
Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.
Geographical skills and fieldwork
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
Use simple compass directions (North, South, East and West) and locational and directional language.
Understand geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-European country.
Geographical skills and fieldwork
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
|History||Significant historical events, people and places in their own locality.|
|Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life||
Events beyond living memory that are significant nationally or globally.
The lives of significant individuals in the past who have contributed to national and
international achievements. Some should be used to compare aspects of life in different periods
To use a range of materials creatively to design and make products
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
|Design and Technology||
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
Build structures, exploring how they can be made stronger, stiffer and more stable.
Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
Participate in team games, developing simple tactics for attacking and defending
Perform dances using simple movement patterns
Use their voices expressively and creatively by singing songs and speaking chants and rhymes
Play tuned and untuned instruments musically
Listen with concentration and understanding to a range of high-quality live and recorded music
Experiment with, create, select and combine sounds using the interrelated dimensions of music
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Recognise common uses of information technology beyond school
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
|Use logical reasoning to predict the behaviour of simple programs||Create and debug simple programs|