Shark in the Park

Animalalphabet

Oi Frog

Handa’s Surprise

Each Peach Pear Plum

Dear Mother Goose

The Lighthouse Keeper’s Lunch

The Tiger Who Came to Tea

Artist – Giuseppe Arcimboldi

Julian Opie

I am developing a range of art and design techniques using colour, pattern, texture, line, shape, form and space.

I know about the work of a range of artists and make links to my own work.

I can create a self-portrait placing the facial features in the correct position.

Diwali

I can use a range of media to create a Rangoli pattern.

I can use and sculpt clay to make a Diva lamp.

Remembrance Sunday

I can use tissue paper to design and create paper poppies. 

I can use a wide range of art and design techniques in using texture, line, shape, form and space (creating a background scene experimenting with different tones of blue and white).

I can log in safely and understand why it is important.

I can create an avatar, understand what this is and how it is used.

I can create a picture and add text to my work.

I can save my work.

I know the common icons used in Purple Mash for Save, Print, Open and New.

I understand the importance of logging out when I have finished.

Coding

I can understand what algorithms are; how they are implemented as programs on digital devices. 

I know that programs work by following precise and unambiguous instructions. 

I can create and debug simple programs on Purple Mash.

I can use logical reasoning to predict the behaviour of simple programs.

I can design and make my own piece of playground equipment.

I can generate, develop, model and communicate my ideas through talking and drawing.

I can select from a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing.

I can select from and use a wide range of materials.

I can evaluate my ideas and products against design criteria. 

I can explore and use mechanisms (sliders) to make a moving picture.

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

I can locate the UK and Basingstoke on a map.

Local area study: Kempshott

I can identify the differences between rural and urban areas and know what type of settlement I live in. 

I can use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation and season.

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

I can use locational and directional language when locating features e.g. near, far, left, right.

Small area in a contrasting non-European country: Kassambya in Uganda

I can identify similarities and differences in a contrasting non-European locality, comparing Kempshott, Basingstoke and Kassambya, Uganda.

I can identify and compare human and physical features of both localities (Kempshott and Kassambya).

I can identify seasonal and daily weather patterns in Autumn/Winter.

I can use pictures to explore how Kempshott Infant School has changed over time (changes within living memory).

Toys

I can find out about toys today.

I can explain how we can find out about the past.

I can use sources to ask and answer questions about toys from the past.

I can identify similarities and differences between ways of life in different periods by comparing similar toys.

I can compare Victorian toys with modern toys.

I can identify changes in living memory by understanding how toys have changed over time

Exploring Sounds

I can learn and perform a piece of music using voice and body percussion.

I can learn and perform a piece of music using unturned percussion instruments.

I can develop skills in handling different percussion instruments.  

I can explore, respond to and recognise high, middle and low sounds.

I can explore and recognise fast, moderate and slow.

I can use a range of sounds and show percussion techniques. 

I can sing and play in time and follow a range of simple directions including ideas about how to improve.

I can use a range of sounds and show percussion techniques. 

Dance – Mini Beasts

I can use my body and create and express theme related shapes, movements and actions.

I can show good listening skills and communicate effectively with a partner.

I can travel safely and creatively in a space.

I can show different levels when I travel.

I can use pictures to create shapes, movements and actions.

I can use poems to create shapes, movements and actions.

I can remember and perform a simple sequence of movements.

I can identify what good looks like and give feedback to help my partner improve. 

Gymnastics – Balancing and spinning on Points and Patches

I can perform controlled spins.

I can support my body weight in symmetrical balances.

I can spin on apparatus.

I can perform asymmetrical spins on side, front, back and bottom.

I can demonstrate quality work on the floor and apparatus.

I can balance asymmetrically.

I can work with a partner to perform routines in different formations.

I can perform a combination of symmetrical and asymmetrical spins on patches.

I can spin at different levels on points.

I can perform a sequence of spins on points, with a mixture of symmetrical and asymmetrical shapes.

I can hold balances on different points of the body.

I can hold balances at different levels.

I can spin out balances to form a sequence.

I can perform spins and balances in different formations as part of a wider routine.

I can perform in different formations i.e. adjacent, front and back, mirroring.

Celebration

I can talk about a celebration that is important to me.

I can identify simple examples of how celebration relates to my own and others’ lives.

I can talk about what a celebration is and list some of the features.

I can recognise ways in which Christians celebrate Harvest.

I can talk about the importance for Christians of celebrating Harvest.

Light as a symbol

I can talk about what a symbol is.

I can talk about how and why some Christians use candlelight as a symbol.

I can talk about how and why some Hindus use candlelight as a symbol.

I can discuss how candlelight is an important symbol for some Christians and some Hindus.

I can discuss what candlelight symbolises to me.

I talk about my rights and responsibilities.

I can contribute to the life of the classroom.

I can create a class charter.

I know about group and class rules.

I can learn about a wide range of feelings including happy, sad, angry, worried and excited.

I know how to help myself and others to manage sad feelings. 

I can talk about what makes me feel calm.

I can recognise and name feelings in myself and others.

I know about people who care for me, their different roles and how they care for me.

I know which people are special in my life.

I know the importance of including everyone.

I understand that boys and girls can play the same games. 

I can adopt a deciduous and an evergreen tree and notice changes throughout the year.

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

I can identify and name different parts of the body and say which part of the body is associated with each sense. 

I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

I can observe changes throughout the year to our adopted deciduous and evergreen tree.

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

Down on the Farm

The Baker’s Boy and the Great Fire of London

Polly Wally

The Tortoise who lost his Shell

At the Zoo

The Tiger Who Came to Tea

I can paint and collage a scene from the Great Fire of London.

I can draw a famous person remembering where facial features should be.

I can use a variety of media to make marks and lines (create shapes, patterns and textures) to create a chick shape.

I can mould malleable materials to make a farm animal (paper mache).

Mothering Sunday

I can use a range of materials creatively to design and make a card. 

I can learn how to log into Purple Mash and be creative with technology tools.

I can learn how to use a keyboard, a mouse, a track pad and touchscreen.

I can learn to use technology to create and present my ideas.

I can learn how to save information in a special place and retrieve it again.

I can recognise the ways the technology can be used in the classroom.

I can learn how to use technology to collect information, including photos.

I can use directional keys to move characters in the right direction.

I can create a simple algorithm and know how to debug this.

To know the difference between a traditional book and an e-book.

To use different drawing tools to create a picture and add text to a page.

To learn to open previously saved work. 

To learn to add an animation to a page and play the pages created. 

To learn to save changes and overwrite a file. 

To learn to add sound, backgrounds and voice recording to a page.   

To learn to change the font style and size. 

To learn to share their e-books on a class story book display board.

DT

(Design Technology)

I can design and make my own piece of playground equipment.

I can generate, develop, model and communicate my ideas through talking and drawing.

I can select from a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing.

I can explore and use mechanisms e.g. wheels and axles, to design and make a fire engine.

I can evaluate my ideas and products against design criteria. 

I can weigh ingredients and follow instructions to make pancakes.

I understand where food comes from.

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

I can use a map of London today and in 1666 to identify landmarks, physical and human features.

I can mark a route on a map and use directional language.

I can identify seasonal and daily weather patterns in the Spring. 

I can draw a map of the school grounds with a key.

I can describe where something is located on a map.

I can use compass directions and locational and directional language (near, far, left, right).

The Great Fire of London

I can find out about the past through fiction and non-fiction books, eyewitness accounts/diaries, maps, pictures/paintings and websites.

I can create a timeline of events.

I can compare firefighting equipment today to that in 1666.

I can create my own diary entry (linked with English and Computing).

I know what improvements were made to London following the Great Fire. 

Exploring Dynamics

I can explore how music is created, produced and communicated through pitch.

I can learn and perform a song in unison and then as a round. 

I can listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great composers.

I can create and compose music with others using tuned and untuned percussion instruments.   

I can explore, respond and recognise simple structures including openings and endings.

I can explore, respond to and recognise patterns of long and short sounds in music.

I can explore different tempos of music and identify the instruments used. 

I can create a piece of music using tuned and unturned instruments, with a beginning, middle and end.   

I know how to improve and build upon a performance. 

PE

(Physical Education)

Net and Wall Ball Skills

I can send a ball with some degree of accuracy.

I can receive a ball by moving swiftly into the right position.

I can strike a ball, with one hand, whilst it is airborne.

I can play passive and then active rallies by striking over a net with my hand.

I can strike and volley a ball with some degree of accuracy.

I can dig a ball by getting underneath it.

I can keep a rally going with a partner. 

I can throw with accuracy and power.

I can keep my eye on the ball at all times. 

Dance – The Great Fire of London

I can use my body and create theme related shapes, movements and actions.

I can use my body to express simple theme related shapes, movements and feelings. 

I can show good listening skills. 

I can travel safely and creatively in space.

I can show different levels when I travel.

I can communicate effectively with a partner.

I can use props to create shapes, movements and actions. 

I can remember and perform a simple sequence of movements.

I can identify what good looks like and give feedback to help my partner improve.

Cricket

I can strike a ball of a tee

I can practise scoring ‘runs’ by tapping a bat over a line. 

I can stop a ball with two hands by creating a barrier behind my feet or body. 

I can bowl a ball overarm at a target. 

I can play active roles in bowling, fielding and batting to attack and defend. 

I can pick up a ball with one hand and throw it underarm.

I can call for runs sensibly and decisively when batting. 

I can chase and retrieve a ball.

I can make good decisions when batting about when to run and when not to. 

Yoga

I can perform a butterfly and lion pose as part of a jungle adventure.

I can perform a mountain, tree, bear pose and downward facing dog pose as part of an arctic exploration.

I can perform a shooting star, and moon pose as part of a journey to space.

I can perform a butterfly, mountain, tree, rain pose and sun salutation sequence as part of exploring Mother Earth.

I can perform warrior and bridge pose as part of a Roman adventure.

I can perform a boat and wave pose as part of a deep sea diving expedition.

RE

(Religious Education)

Changes

I can identify and talk about what change means.

I can talk about how Jesus changed people’s lives.

I can evaluate change by talking about its importance to Christians in simple terms.   

Shrove Tuesday

I know what Shrove Tuesday is and why it is known as pancake day. 

Sadness to Happiness

I know when I have been sad and then happy. 

I know what different things make people sad and then happy again.

I know what sadness and happiness is e.g. body language and facial expressions.

I know what the sad and happy parts of the Easter story are.

RHEd

(Relationships and Health Education)

I can learn the importance of what it means to be healthy. 

I can learn ways to take care of myself on a daily basis. 

I can learn about basic hygiene routines e.g. handwashing.

I can learn about healthy and unhealthy foods, including sugar intake. 

I can learn about physical activity and how it keeps people healthy.

I can learn about people who can help me stay healthy e.g. parents, doctors, nurses and dentists.

I know how to keep safe in the sun.   

I know about what rules are and how they change for different situations.

I know that different people have different needs.   

I know how we care for people, animals and other livings things in different ways. 

I know how we can look after the environment.

I know about the different jobs and the work people do. 

I understand that different strengths and interests are needed to do different jobs.

I know about people whose job it is to help us in the community.   

I can adopt a deciduous and an evergreen tree and notice changes throughout the year.

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

Everyday Materials

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

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

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

I can test different materials through experimentation.

I can use my observations and ideas to suggest answers to questions.

I can gather and record data to help to answer questions.

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

Animals including Humans

I can describe and compare the structure of common animals. 

I can identify and name a variety of common animals that are carnivores, herbivores and omnivores. 

I know that all animals get their nutrients by eating. 

I know that some animals hunt and eat other animals (predators) and some animals are hunted and eaten by other animals (prey).

I know that animals that eat only other animals are carnivores. 

I know that animals that only eat plants are called herbivores.

I know that animals that eat both animals and plants are called omnivores. 

I can identify common animals and I can describe how to sort them into groups.

I can use my senses to compare different animals. 

I can observe changes throughout the year to our adopted deciduous and evergreen tree.

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

Follow Me Little Fox

The Way Back Home

How to Win a Monster Race

Lost and Found

Goldilocks and the Three Bears

I can use the work of an artist (Bridget Riley) to experiment, create and draw an optical piece of art work.

I can use collage to create a forest picture based on the work of an artist (Henri Matisse).

I can use different mark making materials to practice on clay.

I can use clay to sculpt a mini beast.

I can use the work of a designer (Sonia Delauney) to experiment with different circles, lines, colours and patterns and use these to design an item of clothing. 

I can learn about the work of an artist (Michael Craig-Martin – drawing everyday objects) and use colour, line, shape, form and space to create my own piece of art work linked to the artist’s work. 

I can use drawing of artefacts (toys linked to History topic) to develop and share my ideas, experiences and imagination. 

I can describe the similarities between different practices and disciplines (comparing the work of Sonia Delauney to Kandinsky).

I can find out about the work of an artist (Tom Yendell – uses feet to paint) and create my own piece of art work based on his work. 

I can sort various items offline using a variety of criteria.

I can use Purple Mash to sort various items online using a variety of criteria. 

I can understand that data can be represented in picture format.

I can contribute to the collection of class data.

I can use illustrations to create a pictogram.

I can discuss what the pictogram shows.

I can use a pictogram to record the results of an experiment.

Purple Mash

I can learn to plan a route and program a robot.

I can learn to write a sequence of steps (algorithm).

I can learn how algorithms are implemented as programs on digital devices.

I know that programs need to be executed by following precise and unambiguous instructions. 

I can create and debug programs.

I can use logical reasoning to predict the behaviour of a simple program. 

I can learn that an algorithm is a precise, step by step set of instructions used to solve a problem or achieve an objective. 

I can learn to consider how the order of instructions affects the result.  

I can design and make my own bug catcher.

I can select from and use a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing.

I can select from a wide range of materials and components, including textiles, according to their characteristics. 

I can evaluate my ideas and products against design criteria.

I can weigh ingredients and follow instructions to make gingerbread men.

I can design purposeful, functional, appealing products for myself and others based on design criteria (making a toy).

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

I can order the months of the year and recognise seasons.

I can identify the differences between the seasons.

I can find clues in our school environment to discover which season we are in.

I can identify the types of weather we have in the United Kingdom and relate them to different seasons. 

I can identify seasonal and daily weather patterns in the Spring/Summer. 

I can use compass directions and locational and directional language (near, far, left, right).

Toys

I can find out about toys today.

I can explain and use sources to ask and answer questions about toys from the past.

I can identify similarities and differences between ways of life in different periods by comparing similar toys from different periods. 

I can compare Victorian toys to modern toys. 

I can identify changes in living memory by understanding how toys have changed over time. 

I can create a toy museum. 

Music

(Timbre)

Exploring Dynamics

I can explore families of school percussion instruments, their sound properties and how they could be played.

I can listen with concentration and understanding to a range of high-quality recorded music. 

I can experiment with, create, select and combine sounds using the inter-related dimensions of music.

I can create and compose music with others using tuned and untuned percussion instruments.   

I can sing and play in time and follow a range of simple directions including ideas about how to improve.

I can explore, respond to and recognise solo sounds and layers of sounds.

I can recognise and respond to long and short sounds and to steady beats in music heard.

I can respond to and recognise signs, symbols and other basic graphic notation including those illustrating the music dimensions. 

I can sing and play in time and follow simple directions.

Athletics

I can show a sense of anticipation to begin work and react quickly.

I can demonstrate agility, balance and coordination.

I can jump in a variety of ways.

I can coordinate a run with a jump.

I can discover and develop different styles of jumping.

I can leap, jump and hop.

I can throw with a good technique. 

Gymnastics

I can travel and balance with my body in a wide shape.

I can take up wide balances and spin in wide body positions. 

I can take my own body weight and move in tight curled shapes. 

I can create a sequence of curled movements on the floor.

I can form a sequence of long shapes whilst in balance, motion and flight.

I can transfer some of my floor work onto the apparatus.

I can move from narrow shapes, to tight curled shapes and back, to form a sequence. 

I can change the direction and level of my work.

I can form a sequence to include a curled shape, a narrow shape and a wide shape.

I can perform at different levels. 

Dance

I can perform dances using simple movement patterns (Indian dancing).

Quidditch

I can learn the role of the beater in Quidditch.

I can develop understanding of the roles of a keeper.

I can develop understanding of the role of the chaser. 

Yoga

I can pose like a variety of jungle creatures.

I can control my breathing pattern.

I can bend, stretch and reach. 

I can work imaginatively and work without inhibitions. 

I can get into poses depicting Mother Earth. 

I can breathe in 3 parts.

Authority

I can describe in simple terms my own responses to authority figures.

I can identify simple examples of ways in which people with authority affect my life and others lives.

I can describe in simple terms the meaning of the concept of authority.   

I can give a simple description about events in Jesus’ life which demonstrate his authority.

I can describe in simple terms the importance of Jesus’ authority to Christians.

Specialness

I can talk about my own responses to the concept ‘specialness.’

I can identify how my response to the concept of ‘specialness’ relates to my own life.

I can identify and talk about what the concept of ‘specialness’ means. 

I can recognise why the concept of ‘specialness’ is important to some Christians. 

I can evaluate the concept of ‘specialness’ by talking about its importance to some Christians in simple terms. 

I can understand that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. 

I know how friendships are important in making us feel happy and secure and how people choose and make friends.   

I know what practical steps I can take in a range of contexts to improve or support respectful relationships. 

I understand the conventions of courtesy and manners.

I know how to respect others who are different and make friends.

I know that people can behave differently online, including pretending to be someone else.

I know when a friendship is making me feel unhappy or uncomfortable and how to seek help or advice from others. 

I know how to consider friendships online and how to seek advice or help. 

I know the characteristics of friendships and how to get support with problems and difficulties. 

I know that most friendships have ups and downs, and that these can be worked through so friendship is repaired or even strengthened and that resorting to violence is never right.

I can learn about what it means to keep something private.

I can learn about situations when someone’s body or feelings might be hurt and whom to go to for help. 

I can learn to recognise what makes a person special and unique including their likes and dislikes. 

I can learn how we are the same but different to each other.

I can say what I am good at. 

I can learn to manage and know who to tell when finding things difficult, or when things go wrong. 

I can learn it is okay to make a mistake. 

I can adopt a deciduous and an evergreen tree and notice changes throughout the year.

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

Where do plants come from?

I can name different plants from my own experience.

I can predict what might be real seeds and bulbs and then plan how to check this through close observation. 

I can sort seeds into different groups and record this through photographs, drawings and labelled diagrams.

I can identify characteristics of Spring and Summer.

I can identify what seeds/bulbs need in order to grow.

I can use observations in order to identify/classify different seeds.

I can make predictions about the types of plants that seeds might grow into.

I can test to see whether bigger plants have the biggest seeds.

I can identify different parts of a plant as it starts to emerge from a seed and show this as a labelled diagram.

I know what is meant by the term germination.

Plant Survival

I can identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. 

I can identify and describe the basic structure of a variety of common flowering plants, including trees. 

I can understand what plants need to survive (investigation: can plants grow using other liquids other than water?) 

I can carry out an investigation e.g. do bigger seeds produce bigger plants?

I can observe changes throughout the year to our adopted deciduous and evergreen tree.

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