BSPS Progression Map: Computing

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

Sort items both offline and on a computer.

Follow a set of instructions (an algorithm) both offline and on a computer.

Create a simple algorithm, and know that these instructions must be precise.

Correct errors in an algorithm or program and know that this is called ‘debugging’

Use directional keys to move an avatar forwards, backwards, left and right

Draw symbols to represent an algorithm.

Use code blocks (event, object and action) to create a simple algorithm.

Run the program that they have made.

Make changes to the program they have made.

Year 3

Year 5

Year 6

Log onto a device navigate to appropriate apps/programs

Save work in Purple Mash and open that work again

Collect data according to set criteria

Create a simple pictogram using collected data.

Explain the difference between a traditional book and an e-book

Use drawing tools to create a picture on a page

Add text to a page.

Change the font size and style of text.

Create and play a simple animation.

Add sound (voice and music) to a page.

Show an understanding of what technology means.

Consider the types of technology used in school and out of school.

Use technology in school safely.

Explain that an algorithm is a set of instructions and describe an algorithm they have created.Read blocks of code and predict what will happen when it is run.

Create a program that uses a timer-after command and explain what this does.

Create a program that includes different object types.

Modify the properties of an object.

Use events in their program to make objects move.

Create a program that includes a button object and explain what the button does.

Use a drawing program to create digital art based on different styles

Create digital art that uses repeating patterns.

Understand that pictograms cannot be used to answer complex questions.

Understand what is meant by a binary tree and that responses are limited to ‘yes’ and ‘no’.

Design a binary tree to sort pictures of children.

Know what is meant by a database.

Use a database to answer simple and more complex search questions.

Use different sounds to create a tune

Speed up and slow down tunes and explore what happens when sounds are moved

Create two tunes which depict two feelings

Change the volume of the background sounds.

Understand that digital content can be represented in many forms

Create a quiz about a story.

Add clipart and photos to a document

Makes choices about how to present their own ideas.

Explain that Email is a form of digital communication

Open and send an email using 2respond.

Discuss their own experiences with email

Explain what is meant by a digital footprint

Give examples of what they would not want to be in their digital footprint

Recall key words related to the Internet and searching

Identify the basic parts of a search engine page.

Search the internet for answers to a quiz

Create a leaflet to show what they know about Internet searching.

use technology purposefully to create, organise, store, manipulate and retrieve digital content

recognise common uses of information technology beyond school

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.

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Read and explain a flowchart.

Use a flowchart to create a computer program that uses click events, timers.

Create a program that uses timer-after and timer-every commands.

Use the repeat command with an object and create a computer program that includes a repeat command.

Run, test and debug their programs.

Use the properties table to set the properties of objects

Plan a scene and code before creating a program.

Make several different things happen in a program.

Use YES/NO questions effectively and start to use ‘or more and ‘or less’ in their questioning.

Explain what a branching database is and contribute to class examples.

Create a branching database and use appropriate images

Use and debug their own and others branching databases.

Explain that a computer simulation can represent real and imaginary situations.

Give suggestions of advantages and problems with simulations.

Explore a simulation, try out different options and test predictions.
Evaluate simulations by comparing them with real life situations and considering their usefulness.

Create tables, charts and graphs on a spreadsheet.

Use ‘more than’, ‘less than’ and ‘equals’ tools to compare numbers and work out calculations.

Use the ‘spin’ tool to count through times tables.

Understand cells and find specified locations in a spreadsheet.

Produce graphs from given data.

Present the results of an investigation in a range of graphical formats

Use the sort option to make analysis of data easier.

Explain what makes a good password and why it important to keep a password safe

Understand the different ways that they internet can help us to communicate.

Use the internet to present clear and appropriate messages.

Understand that some information on websites may not be accurate or true.

Start to understand how to search the internet and to think critically about the results

Create their own ‘spoof’ website

Identify some of the emotional effects of playing or watching inappropriate content or games.

Relate cyberbullying to bullying in the real world and have strategies for dealing with online bullying including screenshot and reporting

Stay safe when using email and develop some written rules.

Attach work to an email

Understand what CC means and how to use it.

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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

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Create a scene using a background and objects.

Plan an algorithm and program it.

Create a program that depicts and IF statement.

Make use of X and Y properties of objects in their coding.Read code that includes IF/ELSE and explain how it works.

Create a program that includes an IF/ELSE statement.

Explain what a variable is in programming.

Create and use variables when programming.

Follow simple instructions to create a shape on paper

Create simple shapes in a Logo program

Follow logo code to predict the outcome.

Create logo shapes using the repeat command

Use the procedure features in a Logo program.

Create complex designs in a Logo.

Name the different parts of a computer

Explain the function of the different parts of a computer.

Use searches to answer a series of questions.

Create a simple rhythm using music software.

Create a simple melodic pattern using music software.

Use a variety of notes and experiment with pitch.

Explore and understand how music is created.

Experiment with pitch, rhythm and melody to create a piece of music

Present writing digitally and can format text (font, size and style) to fit the purpose and audience.

Use a simulated scenario to produce a news report.

Use mind mapping to organise ideas.

Explain that security symbols such as a padlock protect their identity online
Explain the meaning of the term ‘phishing’ and are aware of scam websites.

Explain what a digital footprint is and what is meant by identify theft

Identify the possible risks of installing free and paid software.

Explain that malware is software is designed to disrupt, damage, or gain access to a computer.

Explain what a computer virus is.

Determine whether what they are doing online is infringing another’s copyright

Explain the difference between researching and copying.

Talk about the need for citing sources that they have used.

Recognise the need to find a balance between active and digital activities.

Give reasons for limiting screen time.

Analyse the contents of a web page for clues about the credibility of the information.

Use simplified code to make their programming more efficient.

Use variables in their code.

Plan an algorithm to model a sequence, for example, traffic lights

Break tasks down into smaller achievable steps

Create a program that represents a physical system.

Create and use functions in their code to make their programming more efficient.

Create and use strings in programming.

Set/change variables values

Review and analyse a computer game.

Design a setting for a computer game.

Create a game that involves a character moving around an environment and scoring points

Select appropriate options to maximise the playability of the games

Write information and instructions for their games so that others can play it.

Evaluate their own and their peers’ games to help improve their design for the future.

Explain what 3D modelling is and how it gives different views of an object

Use 3D modelling to alter the shape of a vehicle while maintaining its form.

Explore how to edit a polygon to design a 3D model with a purpose

Refine a design to prepare for printing.

Print a 2D net and use to create a 3D model.

Discuss and explore the possibilities of 3D printing.

Combine images to create stop-motion animation.

Use video editing software to create information video combining video, images, titles, and voiceovers.

Think critically about the information they share online both about themselves and others

Explain who to tell if they are upset about something that happens online.

Use the SMART rules as a source of guidance when online.

Understand the need for good passwords

Understand that images can be manipulated and these manipulated images can be hurtful

Cite all sources when researching and explain the importance of this

Consider internet searches to increase reliability

Explain the advantages and disadvantages of different forms of communication and when it is appropriate to use each.

Plan a program that includes a timer and a score.

Follow their instructions to create a program and debug the program when things do not go as expected.

Create a program that makes use of functions and explain how their code executes when the program is run.

Follow flowcharts to create and debug code.

Create flowcharts for procedures

Create code that take text inputs from the user and attribute variables to user inputs.

Understand how the code for a text adventure works

Plan a text adventure and create, test and debug using the plan.

Split their text adventure into appropriate sections to facilitate creating it

Create a text-based adventure based on a map

Use coding concepts of functions, two-way selection (if/else statements) and repletion to code their game

Make logical attempts to debug their code when it does not work correctly.

Explain the difference between the World Wide Web and the internet

Explain what a network is and have some understanding of the different types of network. Researched and discussed Tim Berners-Lee and considered his impact on modern life.

Describe changes in technology in their life lifetime and the lifetime of their teacher/another adult.

Plan quizzes based on topics that consider the audiences ability level and interests.

Make and share quizzes with their peers.

Give feedback about somebody else quiz and respond to feedback given about their own work.

Create a spreadsheets to answer questions related to probability•    Effectively use copy, paste and count

Use the formula wizard to create formulae

Use a spreadsheet to model a real-life situation and come up with solutions that can be applied to real life.

Explain what the main risks associated with online activities are including sharing locations and personal details, spoof websites, phishing, scam emails

Use the SMART rules effectively and know where to go for help.

Understand that what they share can have an impact on them and others in the long term.

Recognise the need to find a balance between being active and digital activities

Give reasons for limiting screen time.

Discuss and debate the positive and negative aspects of technology.

Check search results for reliability by checking other sources

Be critical of websites and the information they present.

Effectively cite the sources of information when carrying out research.

BSPS Progression Map: Design 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

I can describe the features of the product I am designing and making

I can describe what my product will be used for

I can generate and develop my ideas by talking and drawing

Year 3

Year 5

Year 4

Year 6

I can measure, mark, cut and shape my materials appropriately

I can use my tools safely

I can select from, and use, a range of materials and components e.g. construction material, textiles and ingredients I can select from a range of tools and equipment to perform practical tasks

I can talk about what I am making and why

I can look at current products and recognise what they are for, how they work and why

.

I can use, develop and communicate my ideas using information and communication technology where appropriate

I can use a design plan to help create my product

I can discuss why the features of my product are suitable for my users

I can model my ideas by exploring with a variety of materials and other products

I can use finishing techniques

I can discuss the benefits to using certain materials

I can discuss why I use tools for certain purposes

I can talk about my ideas and evaluate if they will be effective

I can discuss the materials used for existing products and recognise why

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

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

I can develop my ideas using prototypes and pattern pieces

I can explain how design features of my product will work I can describe the purpose of my products

I can accurately measure and form the sections of my product

I can select from, and use, a wider range of materials and components e.g. construction material, textiles and ingredients

I can select a wider range of tools to use when making my product

I can adapt my design criteria as I develop my product to meet my needs

I can look at existing products and decide why and how they have been made 

.

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

understand how key events and individuals in design and technology have helped shape the world

I can create fit for purpose products by researching the needs of my user

I can recognise if I need to make my product more appealing by changing features

I can discuss how my product features will be appealing to myself and others I can present my ideas using annotated sketches

I can accurately add finishing touches to my product

I can recognise the benefits and disadvantages to using my selected tools and materials

I can discuss why I have selected the tools and materials for my products

I can consider the views of others as I create my product

I can discuss inventors and their contribution to design and technology

I understand where and how products were made

I can present my ideas using cross-sectional drawings

I can design innovative, functional and appealing products aimed at a particular group

I can continue to accurately use appropriate tools and materials for my products and understand why these are being used

I can critically evaluate my product using the views of others and my own feedback

I can recognise how inventors have been innovative with their products and the effect of this

I can discuss how innovative a product is and suggest improvements

I can use computer-aided design to develop and communicate my ideas

I can present my ideas using exploded diagrams

I can list the tools and materials I need to create my product and write a step-by-step guide for making it

I can hold feedback sessions in order to develop my designs and products

I can discuss where a product was made and how much it may have cost to make

BSPS Progression Map: Design Technology

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.

I can investigate what different mechanisms could do to my product

I can build a structure and explain why I have used certain materials

I can talk about different materials and describe their properties

Year 3

Year 5

Year 4

Year 6

I know which foods are bad for me

I can recognise foods that are good for me

I know where different foods come from

I can add in mechanisms to my product and explain the effect they have

I can make my structure stronger by adding or changing materials

I can discuss how to make my structures stronger

I can prepare dishes that are balanced and healthy

I know where some of the ingredients come from.

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

apply their understanding of computing to program, monitor and control their products.

I can investigate what a mechanical system could add to my product

When creating a complex structure I can decide how to strengthen, stiffen and reinforce it

I can recognise where and how ingredients are grown, reared, caught and processed

I can follow a recipe and use simple cooking techniques

I can create a menu that is varied and healthy

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

I can suggest improvements when using a mechanical system

I can add a mechanical system to my product

I can describe seasonality in food production

I know the difference between food that is grown and food that is processed

I can suggest how to amend my computer program to improve my product

I can create a simple computer program to program, monitor and control my product

I can make recipes that use ingredients appropriate for the season

I can write a simple recipe and use my cooking techniques to create the dish

I can recognise the effect of changing part of my electrical system and how this will impact on the use of my product

I can create my own electrical system e.g. using switches, bulbs, buzzers and motors

I can investigate using an electrical system in my product

I can create more detailed recipes that someone else could follow and discuss why the recipe is varied and healthy

ACTIVITY & RECIPES

Recipes

Fruit Kebab

Gingerbread Biscuits

Pancakes

Recipes

Cheese Straws

Healthy Fruit Smoothie

Recipes

Soda Bread

Quiche

Flapjacks

Recipes

Pizza (Homemade base)

Koulourakia (Greek cookies)

Recipes

Fruit Crumble

Vegetable Soup

Anglo-Saxon Bread

Recipes

WW2 Ration recipes

Scones

Sweets

Specific Activity

Sewing - Hand Puppets  (running stitch)

Cams and pneumatics -Growing plants  (Flowerton)

Specific Activity

Sewing – Textile artwork (running stitch/back stitch/Satin stitch)

Specific Activity

Sewing – Fashion alterations  (running stitch/back stitch/Satin stitch/Ladder stitch)

BSPS Progression Map: Geography

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

I can name and locate the world’s seven continents and five oceans

Year 3

Year 5

Year 6

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

I can understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom

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

use basic geographical vocabulary to refer to: key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

I can identify seasonal and daily weather patterns in the United Kingdom

I can use basic geographical vocabulary to refer to key physical features and human features

I can name and locate the four countries and capital cities of the United Kingdom

I can understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

I can locate hot and cold areas of the world in relation to the Equator and the North and South Poles

I can use more basic geographical vocabulary to refer to key physical features and human features

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

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

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

describe and understand key aspects of: 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

I can identify characteristics of the four countries and capital cities of the United Kingdom (Scotland) and its surrounding seas.

I can locate the UK on a map of the world and know it is located in Europe.

I can describe simply where places are beyond the local area

I can locate areas and countries on a map and understand these areas have many differences and similarities.

I know about the local area and begin to appreciate the importance of wider geographical location in understanding places

I can describe what gives the local area character and simply describe what other places are like beyond this areI have knowledge and understanding of some of the main events, people and changes from the past

I am aware that different places may have both similar and different characteristics

I can understand more about the links between different places and that some places depend on each other

I can understand about the links and relationships between different places and what make places dependent on each other

I can observe and describe physical and human features of the local area and other places

I can begin to compare these features to another place beyond the local area

I can begin to understand how people effect the environment

I can begin to describe physical and human features and begin to offer reasons for observations and opinions about places and environments

I can recognise how people try to improve and keep environments safe

I can recognise that these interact to affect the lives and activities of people living there

I can describe and begin to explain geographical patterns and a range of physical and human processes

I can understand how people can both improve and damage the environment

I can describe and explain a range of physical and human processes and recognise that these processes interact to produce distinctive characteristics of places

I can describe ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places

Bedlington Station compared to African Village

UK - Scotland geographical regions, human and physical features.

WORLD - South America (Brazil) environmental regions, key physical and human characteristics, countries, and major cities

UK - Wales geographical regions, human and physical features.

WORLD - North America (Mexico) environmental regions, key physical and human characteristics, countries, and major cities

UK - N.Ireland geographical regions, human and physical features.

WORLD - Asia (Japan) environmental regions, key physical and human characteristics, countries, and major cities

UK - England geographical regions, human and physical features.

WORLD - Europe (France) environmental regions, key physical and human characteristics, countries, and major cities

North East England compared to region of USA

London compared to Paris

Climate zones, biomes and vegetation belts

Distribution of natural resources including energy, food, minerals

Mountains, rivers,

Water cycle

Volcanoes (Pompeii)

Types of settlement and land use

Economic activity including trade links

Earthquakes

Northumberland compared to China District/Melbourne

BSPS Progression Map: Geography

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 [for example, near and far; left and right], to describe the location of features and routes on a map  

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.

I can use world maps, atlases and globes to identify the UK, its countries and counties

I can use simple compass directions I can use aerial photographs and plans to recognise landmarks to devise a simple map

I can use simple fieldwork and observational skills to study the geography of the key human and physical features of the school's surrounding environment

Year 3

Year 5

Year 6

I can use simple fieldwork and observational skills to study the geography of my school

I can use simple locational and directional language (near and far; left and right)

I can use simple fieldwork and observational skills to study the geography of my school

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

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

I can use simple fieldwork and observational skills to study the geography of the key human and physical features of the schools surrounding environment

I can begin to use Geographical words

I can use skills and evidence to answer a range of geographical questions

I can begin to investigate answers and use the correct vocabulary to share findings

I can explain my own views using examples and evidence

I can suggest my own geographical enquiry and demonstrate the appropriate skills to conduct the enquiry

I can present findings both graphically and in writing to reach a conclusion and evaluate the information

I can begin to investigate answers and use the correct vocabulary to share findings

I can suggest an appropriate sequence of events and use geographical skills to conduct an enquiry

I can communicate my findings using the appropriate vocabulary

BSPS Progression Map: History

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

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 [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

I can begin to use appropriately terminology such as past, then and now

I can sequence simple pictures within my own experiences

Year 3

Year 5

Year 6

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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners- Lee, Pieter Bruegel !the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

significant historical events, people and places in their own locality.

I can begin to use appropriately terminology such as past, then and now

I can sequence simple pictures within my own experiences

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

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 [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

I can begin to use appropriately terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can identify similarities and differences between my life and events studied

I can recognise that dates are used to identify when events happened in the past

I can begin to give simple reasons why changes occurred in the past.

I can draw simple conclusions and deduce information on the past from pictures and information

I can begin to understand that information on the past may differ

I can connect ideas and give simple phrases as to why an event occurred  

I can describe an event using time markers to show structure

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.  

They should understand how our knowledge of the past is constructed from a range of sources.

changes in Britain from the Stone Age to the Iron Age  a local history study

They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.  

They should understand how our knowledge of the past is constructed from a range of sources.

the Roman Empire and its impact on Britain  Ancient Greece – a study of Greek life and achievements and their influence on the western world

Britain’s settlement by Anglo-Saxons and Scots  

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor  

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt,

a non-European society that provides contrasts with British history –  Mayan civilization c. AD 900

I am aware of the different periods of the past and can identify some of the differences and similarities between the periods

I can describe and compare different periods from the past I am aware of how people’s lives have shaped this nation

I can describe significant features from time periods and know how Britain has influenced and been influenced by the wider world.

I can make appropriate use of dates and specialist termsI am aware of the different periods of the past and can identify some of the differences and similarities between the periods

I have knowledge and understanding of some of the main events, people and changes from the past

I can make connections between local, regional, national and international history

I can explain some of the main events and give reasons for, and results of, the changes

BI can understand why some civilisations have been successful and why others have not

I can identify features and make links between past societies and periods

I can draw on my depth of factual knowledge and understanding of Britain and the wider world

I can identify some of the different ways in which the past is represented

I can understand that aspects of the past have been represented and interpreted in different ways

I can begin to make use of dates and terms to structure my work

I can evaluate sources and identify those that are useful to the task

I can understand the methods of historical enquiry, including how evidence is used and discover how and why contrasting arguments and interpretations of the past have been constructed

They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

I can give a simple explanation of a consequence to an action specifically a result of an event or action of an individual

I can give more than one effect of an event and give simple explanations

Year 3

Year 5

Year 6

They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

I can give reasons for and results of the main events and changes using simple concepts such as cause and effect

I can understand more complex, abstract concepts

I can understand historical concepts and use them to make connections, draw contrasts, analyse trends and ask questions about the past

I can use historical concepts to create my own structured accounts, including written narratives and analyses

BSPS Progression Map: Maths

use their voices expressively and creatively by singing songs and speaking chants and rhyme

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 inter-related dimensions of music.

I can give a simple explanation of a consequence to an action specifically a result

I can invent symbols to represent sounds. I can choose, create and order sounds for different purposes

I can choose, create and remember higher and lower sound patterns and simple rhythmic patterns of an event or action of an individual

I can choose, create and order sounds to show simple contrasts

I can choose, create and remember higher and lower sound patterns and rhythmic patterns

I can invent symbols to represent sounds

Year 3

Year 5

Year 6

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Listen with attention to detail and recall sounds with increasing aural memory

Use and understand staff and other musical notation

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musician

Develop an understanding of the history of music

I can choose and order sounds within simple structures such as beginning, middle, end, and in response to given starting points

Within a group, I can create and play layered music with an awareness of how the layers fit together

I can represent sounds with symbols

I can improvise and compose within known structures featuring musical changes

I can improvise and compose with an awareness of context and purpose

I can improvise and compose including using simple chord structures

I can improvise, compose and refine with an awareness of context and purpose

I can represent sounds with detailed symbols

I can improvise and compose including the use of scales, complex rhythm patterns and simple chord structures

Within a group, I can create and play with an awareness of balance

BSPS Progression Map: Music

BSPS Progression Map: PE

BSPS Progression Map: PSHE

I can use appropriate scientific language to communicate my ideas, what I have done and what I found out.

I can notice similarities, differences and patterns

I can gather and record data to help answer questions

I can use my observations and ideas to suggest answers

I can perform simple comparative tests

observe and describe how seeds and bulbs grow into mature plants.

find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

I can observe how plants grow under different conditions such as without light

I can identify what plants need to stay healthy

I can identify what a seed needs to germinateI can identify what plants need to grow

I can describe how seeds and bulbs grow into plants

ACTIVITY PROGRESSION Growing seeds and bulbs.

Needs to grow and stay healthy.

Plant: Pumpkins

Investigate: Pumpkins & Broad beans

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)

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

I can recognise why hygiene is important and what I must do to be hygienic

I can describe what should be included in a human's balanced diet

I can describe the importance of exercise for humans

I can describe the basic needs of animal, including humans, for survival

I can identify what the basic needs are for animals, including humans, for survival

I can identify that animals have offspring which grow into adults

Year 3

asking relevant questions and using different types of scientific enquiries to answer

setting up simple practical enquiries, comparative and fair tests

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in

recording findings using simple scientific language, drawings, labelled diagrams,

reporting on findings from enquiries, including oral and written explanations,

using results to draw simple conclusions, make predictions for new values, suggest

identifying differences, similarities or changes related to simple scientific ideas

using straightforward scientific evidence to answer questions or to support their ideas.

I can talk about criteria for grouping, sorting and classifying, and use a simple key

I can identify differences, similarities or changes to simple scientific ideas and processes

I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

I can gather, record, classify and present data in a variety of ways to help answer questions

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.

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

investigate the way in which water is transported within plants.

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

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I can describe the process of pollination

I can describe how seeds are dispersed

I can describe how seeds are formed

I can describe how water is transported through a plant

I can identify the requirements of a plant for life and growth

I can describe how the structure of the plant links to its function

I can describe the functions and different parts of a flowering plant

I can identify the different parts of a flowering plant

ACTIVITY PROGRESSION

Flower in lifecycle (pollination, seed formation and dispersal).

Plant: Cress

Investigate: White carnations/celer

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.

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I can describe what would happen if a human did not have a skeleton

I can identify animals with and without skeletons

I can describe the function of muscles in humans

I can describe the function of a skeleton in humans

I can research and design my own balanced diet using different food groups

I can describe why animals need the right type and amount of nutrition

I can identify that animals, including humans, get their nutrition from what they eat.

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.

I can create my own food chain2. I can interpret a food chain

I can identify and describe prey in a food chain

I can identify and describe a predator in a food chain

I can identify and describe a producer in a food chain

I can describe how to look after my teeth

I can compare the teeth of herbivores and omnivores

I can identify and describe the different types of teeth in humans and how they function9. I can identify and describe the basic parts of the human digestive system.

Year 5

I can recognise which equipment to use for which investigation

I can plan different types of scientific enquiries to answer questions including recognising and controlling variables

I can use a range of scientific equipment to take measures and repeated readings

I can use scientific diagrams, labels, classification keys, tables, scatter graphs, bar and line graphs to record my data and results

I can make predictions using my test results to set-up comparative and fair tests

describe the changes as humans develop to old age.

I can find out and record how the length and mass of a baby changes over time

I can research and use evidence to describe the different gestation periods of various animals

I can identify the changes to male and female bodies as they reach puberty

I can describe how humans grow and develop as they age.

.I can use appropriate scientific language to explain, evaluate and communicate my methods and findings

I can ask questions about the scientific topics I study, and select and plan the most appropriate way to answer these questions

I can report and present my findings in oral and written forms such as displays and other presentations (e.g. explaining and concluding my findings, and explaining the degree of trust in my results)

I can recognise scientific evidence that can be used to support or refute ideas and arguments

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

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

. I can describe how to keep my body healthy

I can recognise the impact of drugs, alcohol and smoking on the human body

I can recognise the impact of an unhealthy diet

I can describe how blood is pumped around the body

I can describe how water and nutrients are transported around the body

I can describe the functions of the heart, blood vessels and blood

I can identify and name the main parts of the human circulatory system.

Year 6

I can set up simple practical enquiries, comparative and fair tests

I can report on findings from enquiries, including oral and written explanations, displays or presentations

I can use results to make simple conclusions, make predictions and suggest improvements

I can use simple scientific evidence to answer questions or to support my findings

planning different types of scientific enquiries to answer questions, including

taking measurements, using a range of scientific equipment, with increasing

recording data and results of increasing complexity using scientific diagrams

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

identifying scientific evidence that has been used to support or refute ideas or arguments

Everyday Materials

distinguish between an object and the material from which it is made

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

describe the simple physical properties of a variety of everyday materials.

compare and group together a variety of everyday materials on the basis of their simple physical properties.

.I can describe why certain materials are used for certain purposes e.g. bricks and houses

I can group materials by their properties

I can describe the similarities and differences between everyday materials

I can describe the properties of everyday materials

I can recognise objects and the materials they are made from6. I can identify and name everyday materials.

. I can squash, bend, twist and stretch certain objects and describe how the material makes the shape change

I can recognise that certain objects can be made using different materials

I can recognise that certain materials can be used for more than one purpose e.g. wood can be used for matches and floor

I can identify the suitability of everyday materials for particular uses.

observe changes across the four seasons

observe and describe weather associated with the seasons and how day length varies.

I can talk about the changes to the weather across the seasons2. I can talk about the changes to plants across the seasons3. I can describe the four seasons. beans

Rocks

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

describe in simple terms how fossils are formed when things that have lived are trapped within rock

recognise that soils are made from rocks and organic matter.

Light

recognise that they need light in order to see things and that dark is the absence of light.

notice that light is reflected from surfaces

recognise that light from the sun can be dangerous and that there are ways to protect their eyes.

recognise that shadows are formed when the light from a light source is blocked by a solid object

find patterns in the way that the size of shadows change.

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. I can find patterns in the way that the size of shadows change

I can investigate how the size of shadows change

I can recognise how shadows are formed when a solid object blocks the light

I can describe how light from the sun can be dangerous and the ways that I can protect my eyes5. I can describe what happens when light hits a mirror

I can describe what happens when there is an absence of light

I can recognise that we need light in order to see things.

Sound

identify how sounds are made, associating some of them with somethingVibrating.

recognise that vibrations from sounds travel through a medium to the ear.

find patterns between the pitch of a sound and features of the object that produced it

ind patterns between the volume of a sound and the strength of the vibrations that produced it.

recognise that sounds get fainter as the distance from the sound source increases.

I can describe what happens when you move away from the source of a sound

I can recognise patterns between the volume of a sound and the strength of the vibrations that produced it

I can recognise patterns between the pitch of a sound and the features of an object that produced the sound

I can describe how sounds travel to my ear e.g. vibrations through the air

I can identify how sounds are made.

I can explain that certain changes are irreversible and new materials can be formed e.g. burning

I can demonstrate that dissolving, mixing and changing are reversible processes

I can use evidence from my tests to decide how to use everyday materials effectively

I can use my knowledge of solids, liquids and gases to decide how mixtures might be separated

I can describe how to recover a substance from a solution

I can recognise that some materials will dissolve in liquid to form a solution

I can compare and group everyday materials on the basis of their properties e.g. hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets.

Light

recognise that light appears to travel in straight lines.

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

I can use my knowledge of the way light travels to describe how shadows are formed

I can discuss how objects are seen using scientific vocabulary e.g. light source and reflection

I can demonstrate that light travels in straight lines to explain how objects are seen

I can use examples to show that light appears to travel in straight lines.

. I can use the terms evaporation and condensation when describing the water cycle

I can observe how materials change state when heated or cooled

I can group materials by whether they are a solid, liquid or gas

I can compare and describe solids, gases and liquids.

Properties and Change of Materials

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.

demonstrate that dissolving, mixing and changes of state are reversible changes.

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Use of Everyday Materials

identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

States of Matter

compare and group materials together, according to whether they are solids, liquids or gases.

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).

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

Forces and Magnets

compare how things move on different surfaces.

notice that some forces need contact between two objects, but magnetic forces can act at a distance

observe how magnets attract or repel each other and attract some materials and not others

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.

describe magnets as having two poles

predict whether two magnets will attract or repel each other, depending on which poles are facing.

Forces

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.

identify the effects of air resistance, water resistance and friction, that act between moving surfaces.

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

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I can predict whether two magnets will repel or attract one another depending on their poles

I can describe how magnets have two poles

I can investigate how magnets attract some materials and not others

I can observe how magnets attract and repel each other

I can describe how pushes and pulls can alter the movement and speed of an object

I can investigate that some forces need contact between two objects e.g. push and pull

I can describe how objects move on different surfaces.

identify common appliances that run on electricity.

construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.

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

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.

recognise some common conductors and insulators, and associate metals with being good conductors.

I can describe how to work safely with electricity

I can identify metals that are good conductors

I can recognise and describe some common insulators

I can recognise and describe some common conductors

. I can describe the impact of an open and / or closed switch on a simple series circuit.

can describe what will happen if the circuit isn't complete

I can create a simple series electrical circuit using basic parts

I can identify the basic parts of a simple series electrical circuit e.g. cells, wires, bulbs, switches and buzzers

I can identify common appliances that run on electricity,

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.

use recognised symbols when representing a simple circuit in a diagram.  

I can investigate and describe the variations in how components function e.g. the brightness of bulbs, loudness of buzzers and on/off position of switches

I can investigate the impact the number and voltage of cells has on the volume of a buzzer

I can investigate the impact the number and voltage of cells has on the brightness of a lamp

I can construct simple series circuit diagram using recognised symbols.

I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces

I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

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.

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I can compare the life cycles of plants in my local environment to different habitats around the world (such as in the rainforest or in the Arctic)

I can describe asexual reproduction in plants

I can identify the processes of sexual reproduction in plants

I can identify the processes of sexual reproduction in animals

.I can describe the similarities and differences between the life cycles of different animals

I can describe the similarities and differences between the life cycles of different plants.

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.

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I can use my research of animals unknown to me in order to classify them

I can describe the main features of particular groups such as vertebrates and invertebrates

.I can explain why living things can be in one group and not another

I can explain why living things can be classified into different groups.

describe the movement of the Earth, and other planets, relative to the Sun in the solar system.

describe the movement of the Moon relative to the Earth.

describe the Sun, Earth and Moon as approximately spherical bodies.

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.  

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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.

I can describe how adaptation can lead to evolution

I can research and identify how animals and plants are adapted to suit their environment in different ways

I can describe how variations occur between individuals of the same species

I can use evidence from my observations to describe how offspring vary and are not identical to their parents

I can describe how fossils provide information about living things that inhabited the Earth millions of years ago

I can recognise that living things have changed over time.

I can explain day and night, using the Earth's rotation and the movement of the Sun across the sky

I can identify and describe that a moon orbits a planet

I can describe the movement of the Moon relative to the Earth

I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system

I can describe the Sun, Earth and Moon as approximately spherical bodies6. I can name all of the planets.

BSPS Progression Map: Spanish

BSPS Progression Map: RE

Children begin to recall and name different beliefs and main festivals associated with religions.

Children can recognise different religious symbols, their relevance for individuals and how they feature in festivals.

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Children begin to explore daily practices and rituals of religions, identifying religious practices and recognising that some are featured in more than one religion.

Children begin to reflect on their own experiences of attending ceremonies.

I can recognise, name and describe religious artefacts, places and practices;

I can explain religious rituals and ceremonies and the meaning of them, including their own experiences of them

I can observe when practices and rituals are featured in more than one religion or lifestyle.

I can describe the main beliefs of a religion

I can describe the main festivals of a religion.

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Children explore a range of sources of wisdom and the traditions from which they come.

Children  can suggest some meanings to religious stories.

Children begin to recognise different symbols and how they express a community’s way of life.

I can name religious symbols and the meaning of them;

I can learn the name of important religious stories

I can retell religious stories and suggest meanings in the story.

Children can describe the key beliefs and teachings of the religions studied, making some comparisons between religions.

Children expand on their knowledge of world religions from KS1.

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Children look at the concepts of belonging, identity and meaning.

Children understand what belonging to a religion might look like, through practices and rituals, and what it might involve.

Children begin to discuss and present thoughtfully their own and others’ views. Children also explore pilgrimages as a part of a religious life.

I can identify religious artefacts and how they are involved in daily practices and rituals;

I can describe religious buildings and how they are used

I can explain religious ceremonies and rituals and their importance for people’s lives and sense of belonging.

I can describe the key teachings and beliefs of a religion

I can begin to compare the main festivals of world religions

I can refer to religious figures and holy books.  

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Children explore the expression of beliefs through books, scriptures, art and other important means of communication.

Children then move on to exploring a range of beliefs, symbols and actions to express meaning.

Children can explain the meaning of religious stories and sources of wisdom and the traditions from which they come.

I can begin to identify religious symbolism in different forms of art and communication

I can look at holy texts and stories, explaining meaning in a story;

I can express their beliefs in different forms, with respect for others’ beliefs and comparing beliefs.

Children can explain how beliefs and teachings can make contributions to the lives of individuals and communities.

Children can compare the key beliefs and teachings of various religions, using appropriate language and vocabulary and demonstrating respect and tolerance.

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Children look at the concepts of belonging, identity and meaning.

Children understand what belonging to a religion might look like, through practices and rituals, and what it might involve.

Children begin to discuss and present thoughtfully their own and others' views. Children also explore pilgrimages as a part of a religious life.

I can  explain practices and lifestyles associated with belonging to a faith;

I can explain practices and lifestyles associated with belonging to a non-religious community

I can compare lifestyles of different faiths and give reasons why some people within the same faith choose to adopt different lifestyles

I can show an understanding of the role of a spiritual leader.

I can recognise and explain how some teachings and beliefs are shared between religions

I can explain how religious beliefs can shape the lives of individuals and contribute to society.

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Children continue to explore the expression of beliefs through books, scriptures, art and any other important means of communication, as in LKS2.

Children then move on to exploring a range of beliefs, symbols and actions so they can understand different ways of life and expressing meaning.

Children can explain meaning of religious stories, sources of wisdom and the traditions from which they come.

I can explore religious symbolism in literature and the arts

I can explain some of the different ways individuals show their beliefs

I can share my opinion or express my own belief with respect and tolerance for others.

Children look at how an appreciation of religion plays an important role in the lives of some people.

Children make links to expressing identity and belonging and what is important to them.

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Children look at and appreciate how many people’s values are an important aspect of their lives. Children look at religious stories to understand actions and consequences.

Children begin to make connections to their own lives, looking at their own actions and consequences and choices they can make.

I can look at how values affect a community and individuals

I can explain how actions can affect other people

I can understand that they have their own choices to make and begin to understand the concept of morals.

I can identify things that are important in their lives;

I can ask questions about the puzzling aspects of life;

I can understand that there are similarities and differences between people.  

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Children further explore how an appreciation of religion plays an important role in the lives of some people.

Children make links to expressing identity and belonging, including links to communities they may belong to.

Children notice and respond sensitively to different views.

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Children develop their appreciation of the ways in which people’s values are an important aspect of their lives.

Children make links to responsibility and citizenship and choices they make affecting their lives.

Children begin to understand the concept of shared values and how a community can use shared values.

I can make informed choices and understand the consequences of choices

I can describe how shared values in a community can affect behaviour and outcomes

I can discuss and give opinions on morals and values, including their own.

I can understand that personal experiences and feelings can influence their attitudes and actions

I can offer suggestions about why religious and non-religious leaders and followers have acted the way they have;

I can ask questions that have no agreed answers, and offer suggestions as answers to those questions

I can understand that there are similarities and differences between people and respect those differences.

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Children continue to develop their understanding how an appreciation of religion plays an important role in the lives of some people.

Children make links to expressing identity and belonging, and notice and respond sensitively to different views.

Children can then discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair.

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Children continue to develop their appreciation of the ways in which people’s values are an important aspect of their lives. They make links to responsibility and citizenship.

Children begin to understand the concept of shared values and how a community can use shared values.

Children begin to strengthen their capacity for moral judgements.

I can explain why individuals and communities may have similar and differing values

I can show an awareness of morals, question morals and demonstrate an ability to make choices, understanding the consequences

I can express their own values while respecting the values of others.

I can recognise and express feelings about their identities and beliefs;

I can explain their own opinions about tricky concepts and tricky questions that have no universally agreed answers

I can explain why their answers may be different from someone else’s and respond sensitively.
 

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