Curriculum Relevance

Year 1 programme of study

Animals, including humans

• identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
• identify and name a variety of common animals that are carnivores, herbivores and omnivores
• describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

Seasonal changes

• observe changes across the 4 seasons

Year 2 programme of study

Living things and their habitats

• explore and compare the differences between things that are living, dead, and things that have never been alive
• identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
• identify and name a variety of plants and animals in their habitats, including microhabitats
• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Animals, including humans

• notice that animals, including humans, have offspring which grow into adults
• find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

Year 3 programme of study

Animals, including humans

• 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
• identify that humans and some other animals have skeletons and muscles for support, protection and movement

Year 4 programme of study

Living things and their habitats

• recognise that living things can be grouped in a variety of ways
• explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
• recognise that environments can change and that this can sometimes pose dangers to living things

Animals, including humans

• construct and interpret a variety of food chains, identifying producers, predators and prey

States of matter

• identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Year 5 programme of study

Living things and their habitats

• describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
• describe the life process of reproduction in some plants and animals

Year 6 programme of study

Living things and their habitats

• describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

• give reasons for classifying plants and animals based on specific characteristics

Animals including humans

• describe the ways in which nutrients and water are transported within animals, including humans

Evolution and inheritance

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Biology

Genetics and evolution – Inheritance, chromosomes, DNA and genes: 

• Changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction. 

Relationships in an ecosystem: 

• How organisms affect, and are affected by, their environment, including the accumulation of toxic materials 

Chemistry

Earth and Atmosphere: 

• Earth as a source of limited resources and the efficacy of recycling 

• The production of carbon dioxide by human activity and the impact on climate 

Biology

Ecosystems  

• Some abiotic and biotic factors which affect communities; the importance of interactions between organisms in a community 

• Organisms are interdependent and are adapted to their environment 

• The importance of biodiversity 

• Positive and negative human interactions with ecosystems

Chemistry

Chemical and allied industries  

• The viability of recycling of certain materials 

Earth and atmospheric science 

• Evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change 

Key stage 1

Locational knowledge

• name and locate the world’s 7 continents and 5 oceans
• name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Human and physical geography

• 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

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

Key stage 2

Locational knowledge

• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Human and physical geography

• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Key stage 3 & 4

Human and physical geography

• understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on the effective functioning of natural systems

Key stage 1

Writing – composition:  

• Develop positive attitudes towards and stamina for writing by:  writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry, writing for different purposes 

Spoken Language

• ask relevant questions to extend their understanding and knowledge
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• participate in discussions, presentations, performances, role play, improvisations and debates

Key stage 2

Writing – composition:  

• Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own 

Draft and write by:

• selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning 

Reading - Comprehension 

• distinguish between statements of fact and opinion
• explain and discuss their understanding of what they have read, including through
  formal presentations and debates, maintaining a focus on the topic and using notes
  where necessary
• provide reasoned justifications for their views.

Spoken Language

• ask relevant questions to extend their understanding and knowledge
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• participate in discussions, presentations, performances, role play, improvisations and debates

Key stage 3

Write accurately, fluently, effectively and at length for pleasure and information through: 

• writing for a wide range of purposes and audiences, including: stories, scripts, poetry and other imaginative writing 

Key stage 1

• Use a range of materials creatively to design and make products 
• Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination 
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 

Key stage 2

• Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Key stage 3

• use a range of techniques and media, including painting 

• Increase proficiency in the handling of different materials 

Key stage 4

• develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products  

• acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent 

Key stage 1 & 2

Make:

• 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 

Technical Knowledge:  

• Build structures, exploring how they can be made stronger, stiffer and more stable

Key stage 3

• select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties 

Key Stage 1

Developing confidence and responsibility

• to share their opinions on things that matter to them and explain their views

Preparing to play an active role as citizens

• to take part in discussions with one other person and the whole class;
• to take part in a simple debate about topical issues;
• to realise that people and other living things have needs, and that they have responsibilities to meet them;
• what improves and harms their local, natural and built environments and about some of the ways people look after them;

Key Stage 2

Developing confidence and responsibility

• to talk and write about their opinions, and explain their views, on issues that affect themselves and society;
• to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Preparing to play an active role as citizens

• to research, discuss and debate topical issues, problems and events;
• that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment;
• to explore how the media present information

Key stage 3

• The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities 

Key stage 4

• The different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity 

Living in the wider world

Shared responsibilities:

L4. the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others

L5. ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices)

Communities:

L6. about the different groups that make up their community; what living in a community means

L7. to value the different contributions that people and groups make to the community

Biodiversity and interdependence

First Level

• I can distinguish between living and non living things. I can sort living things into groups and explain my decisions. SCN 1-01a
• I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food. SCN 1-02a

Second Level

• I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a
• I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a

Third Level

• I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-01a

Fourth Level

• I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity SCN 4-01a

Energy sources and sustainability

Second Level

By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy. SCN 2-04a

Third Level

By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential problems. SCN 3-04b

Fourth Level

By contributing to an investigation on different ways of meeting society’s energy needs, I can express an informed view on the risks and benefits of different energy sources, including those produced from plants. SCN 4-04a

Through investigation, I can explain the formation and use of fossil fuels and contribute to discussions on the responsible use and conservation of finite resources. SCN 4-04b

Processes of the planet

Entry Level/First Level

By investigating how water can change from one form to another, I can relate my findings to everyday experiences. SCN 0-05a / SCN 1-05a

Second Level

I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. SCN 2-05a

Third Level

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

Fourth Level

Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4-05b

Entry Level

• I can talk about science stories to develop my understanding of science and the world around me. SCN 0-20a

First Level

• I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a

Second Level

• Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20a
• I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b

Fourth Level 

• Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. SCN 4-20b

• I can talk about science stories to develop my understanding of science and the world around me. SCN 0-20a
• I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a
• Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20a
• I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b
• Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. SCN 4-20b

Entry Level

• I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. SOC 0-08a

First Level

• I can consider ways of looking after my school or community and can encourage others to care for their environment. SOC 1-08a
• By exploring climate zones around the world, I can compare and describe how climate affects living things. SOC 1-12b
• By exploring a natural environment different from my own, I can discover how the physical features influence the variety of living things. SOC 1-13b

Second Level

• I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b
• I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a
• Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the environment. SOC 2-09a
• By comparing my local area with a contrasting area outwith Britain, I can investigate the main features of weather and climate discussing the impact on living things. SOC 2-12a

Third Level

• I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a
• I can investigate the climate, physical features and living things of a natural environment different from my own and explain their interrelationship. SOC 3-10a

Fourth Level

• I can discuss the sustainability of key natural resources and analyse the possible implications for human activity. SOC 4-08a
• I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an area. SOC 4-10a
• I can identify threats facing the main climate zones, including climate change, and analyse how these threats impact on the way of life. SOC 4-12a
• I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. SOC 4-12b

Listening and Talking

Finding useful information

• I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a
• I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
• I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06a / LIT 4-06a

Creating texts

• Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-09a
• When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a
• When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more. LIT 2-09a
• When listening and talking with others for different purposes, I can: communicate information, ideas or opinions; explain processes, concepts or ideas; identify issues raised, summarise findings or draw conclusions. LIT 3-09a
• When listening and talking with others for different purposes, I can: communicate detailed information, ideas or opinions; explain processes, concepts or ideas with some relevant supporting detail; sum up ideas, issues, findings or conclusions. LIT 4-09a
• I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. LIT 4-10a

Writing

Enjoyment and choice

• I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a
• I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 3-20a / LIT 4-20a

Tools for writing

• I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a
• Throughout the writing process, I can check that my writing makes sense. LIT 1-23a
• I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a
• Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a
• Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading. LIT 3-23a
• I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience. LIT 3-24a
• Throughout the writing process, I can review and edit my writing independently to ensure that it meets its purpose and communicates meaning clearly at first reading. LIT 4-23a
• I can justify my choice and use of layout and presentation in terms of the intended impact on my reader. LIT 4-24a

Creating texts

• I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a
• I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a
• I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. LIT 3-29a
• I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence. LIT 4-29a

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. TCH 2-02b

• In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences. HWB 0-19a
• I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 0-20a / HWB 1-20a
• I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-20a / HWB 3-20a / HWB 4-20a

Progression step 1

• I can explore the environment, make observations and communicate my ideas.

Progression step 2

• I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.
• I can explore relationships between living things, their habitats and their life cycles.
• I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others

Progression step 3

• I can understand how my actions and the actions of others impact on the environment and living things.

Progression step 4

• I can explain how the impact of our actions contribute to the changes in the environment and biodiversity.

Progression step 5

• I can evaluate contemporary issues that affect the planet and biodiversity.
• I can evaluate the effectiveness and impact of scientific and technological solutions on a personal, societal and environmental level.

Progression step 1

• I can recognise that plants and animals are living things which grow.

Progression step 2

• I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.
• I can explore relationships between living things, their habitats and their life cycles.

Progression step 3

• I can describe how living things compete for specific resources and depend on each other for survival.
• I can describe the features of organisms and recognise how they allow them to live, grow and reproduce for survival in their environment.
• I can explain the role of different organs and systems that enable plants and animals to live and grow. 

Progression step 4

• I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival.
• I can explain how reproduction, mutations and the environment can lead to variation and adaptations within organisms which can affect their chances of survival.
• I can describe the levels of cellular organisation and how cells perform biological processes that ensure the development and survival of organisms.

Progression step 5

• I can explain how variation of organisms within a changing environment leads to natural selection which drives evolution.

Progression step 2

• I can listen to others and understand that they may have a different perspective from my own
• I can respond to what I hear, read and see, asking questions and showing my understanding.

Progression step 3

• I can listen empathetically to different people’s viewpoints on various subjects.
• I can read empathetically to identify different people’s viewpoints on various subjects

Progression step 4

• I can listen empathetically to different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
• I can read empathetically to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions

Progression step 5

• I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.
• I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

Progression step 1

• I am beginning to use appropriate language to talk about events in the past and future.
• I am beginning to understand that writing can be for different purposes and audiences.
• I can contribute to shared writing for different audiences and purposes
• I am beginning to communicate using text, image, sound, animation and video

Progression step 2

• I can speak clearly, varying expression and gestures to communicate my ideas.
• I can ask and answer questions and exchange ideas and information.
• I can explain information and share ideas, opinions and feelings using relevant vocabulary.
• I can talk to plan writing and write for different purposes and audiences

Progression step 3

• I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience. 
• I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen
• I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

Progression step 4

• I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.
• I can respond to others’ points of view, summarising and evaluating what I have heard, read or seen, structuring arguments and challenging what others say with confidence and sensitivity.
• I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.

Progression step 5

• I can convey meaning convincingly in a range of contexts so that the audience is fully engaged. 
• I can evaluate and respond critically to what I have heard, read or seen. 
• I can communicate my thoughts, feelings and opinions in challenging and contentious contexts showing empathy and respect. 

Progression step 1

• I am beginning to ask and answer questions to clarify my understanding.

Progression step 2

• I can use my imagination to respond to and adapt literature to create my own work.
• I can respond to what I hear, read, and view, asking questions and showing my understanding.
• I can use my imagination to create my own literature

Progression step 3

• I can use my imagination and experiment with language to create my own literature.
• I can show empathy when responding to literature and understand that others may have different views from min

Progression step 4

• I can use my imagination and experiment with different creative forms and techniques to create my own literature.
• I can appreciate literature, showing empathy andunderstanding that literature can be interpreted differently.

Progression step 5

• I can experiment with and craft my own literature.
• I can appreciate literature, showing empathy when evaluating different interpretations of literature, including my own.

Interdependence

Key Stage 1

• How plants and animals rely on each other within the natural world;
• Interdependence of people and the environment;
• The effect of people on the natural environment over time;
• Interdependence of people, plants, animals and place.

Key Stage 2

• How they and others interact in the world;
• How living things rely on each other within the natural world;
• The effect of people on the natural and built environment over time.

Place

Key Stage 1

• How place influences plant and animal life;
• Ways in which living things depend on and adapt to their environment;

Key Stage 2

• How place influences the nature of life;
• Ways in which people, plants and animals depend on the features and materials in places and how they adapt to their environment;
• Features of, and variations in places, including physical, human, climatic, vegetation and animal life;
• Change over time in places;
• Positive and negative effects of natural and human events upon place over time.

Change over Time

Key Stage 1

• Ways in which change occurs in the natural world;
• Positive change and how we have a responsibility to make an active contribution.

Key Stage 2

• How change is a feature of the human and natural world and may have consequences for our lives and the world around us;
• Ways in which change occurs over both short and long periods of time in the physical and natural world;
• The effects of positive and negative changes globally and how we contribute to some of these changes.

Key Stage 3

Earth and Universe

• The environment and human influences

Developing pupils as Contributors to the Economy and the Environment

• Identify how skills developed through science will be useful to a wide range of careers
• Investigate the effects of pollution and specific measures to improve and protect the environment
• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity.
• Investigate what can be done to conserve and promote biodiversity

Key Stage 4 Biology

Cells, Living Processes and Biodiversity

• demonstrate knowledge of the structure and function of animal cells, including nucleus and chromosomes, cytoplasm, mitochondria as the site of cell respiration, and cell and nuclear membranes;

Food chains and food webs

Demonstrate knowledge and understanding of food chains and webs by:

• identifying producers and consumers;
• describing the differences between the trophic levels; and
• understanding that arrows represent consumption and the transfer of substances (carbon and nitrogen) and energy through the ecosystem;

Global warming

Evaluate the evidence for how environmental changes affect the distribution of organisms, limited to increasing levels of carbon dioxide leading to global warming and demonstrate knowledge and understanding of: the causes, including

• increasing temperatures (melting ice caps, rising sea levels or flooding);
• increasing frequency of extreme weather (storms or drought);
• loss of habitats;

Human activity and biodiversity

• demonstrate knowledge and understanding that human activity can have positive effects on biodiversity

Talking and Listening

Key Stage 1

• listen to, interpret and retell, with some supporting detail, a range of oral and written texts;
• take turns at talking and listening in group and paired activities
• express thoughts, feelings and opinions in response to personal experiences, imaginary situations, literature, media and curricular topics and activities;

Key stage 2

• participate in group and class discussions for a variety of curricular purposes;
• share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals;
• describe and talk about real experiences and imaginary situations and about people, places, events and artefacts;
• prepare and give a short oral presentation to a familiar group, showing an awareness of audience and including the use of multimedia presentations;
• identify and ask appropriate questions to seek information, views and feelings;

Reading

Key Stage 1

• research and manage information relevant to specific purposes, using traditional and digital sources, and present their findings in a variety of ways;
• express opinions and give reasons based on what they have read

Key Stage 2

• use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task;
• represent their understanding of texts in a range of ways, including visual, oral, dramatic and digital;
• begin to be aware of how different media present information, ideas and events in different ways;
• read aloud to the class or teacher from prepared texts, including those composed by themselves, using inflection to assist meaning;

Writing

Key Stage 1

• understand and use a range of vocabulary by investigating and experimenting with language;
• write without prompting, making their own decisions about form and content
• express thoughts, feelings and opinions in imaginative and factual writing;
• organise, structure and present ideas and information using traditional and digital means;

Key Stage 2

• write for a variety of purposes and audiences, selecting, planning and using appropriate style and form;
• express thoughts, feelings and opinions in imaginative and factual writing;
• use a variety of stylistic features to create mood and effect;
• create, organise, refine and present ideas using traditional and digital means, combining text, sound or graphics;
• understand the differences between spoken and written language;

Knowledge, Understanding and Skills

Key Stage 3

Through engagement with a range of stimuli including peers, poetry, prose, drama, non-fiction, media and multimedia which enhance creativity and stimulate curiosity and imagination, pupils should have opportunities to become critical, creative and effective communicators by:

• expressing meaning, feelings and viewpoints;
• talking to include debate, role-play, interviews, presentations and group discussions;
• listening actively and reporting back;
• reading and viewing for key ideas, enjoyment, engagement and empathy;
• writing and presenting in different media and for different audiences and purposes;
• developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created;

Developing pupils as Contributors to the Economy and Environment:

• Plan and create an effective communication campaign,

Art and Design

Key Stage 1

• explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas;
• experiment with a range of media, materials, tools and processes such as: drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction

Key Stage 2

• collect, examine and select resource material to use in the development of ideas;
• develop their understanding of the visual elements of colour, tone, line, shape, form, space, texture and pattern to communicate their ideas;
• use a range of media, materials, tools and processes such as: drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction, selecting which is appropriate in order to realise personal ideas and intentions.

Key Stage 3

Developing pupils as Contributors to the Economy and Environment:

• Explore ways of reusing waste materials in a creative context

Key Stage 1

• developing themselves as members of a community.

Key Stage 2

• playing an active and meaningful part in the life of the community and being concerned about the wider environment.

Key Stage 3

Developing pupils as Contributors to the Economy and Environment

Geography

• Investigate how the skills developed through geography will be useful to a range of careers
• Investigate the impact of conflict between social, economic and environmental needs both locally and globally
• Explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally

History

• Investigate the need to preserve history in the local and global environment

Key Stage 4

Understanding our natural world

Coastal Environments: Sustainable management of coasts

• recognise the following reasons for coastal defences: – in all continents, except Africa, most people live near coasts
• coastal areas are important economically, for example as a location for tourism, fishing and port activity
• sea levels rise as a result of climate change