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Information Technology

  • I can use images and text to convey information 
  • I can create a poster combining different texts and images
  • I can create a simple animation with moving characters and voice recordings
  • I can combine words and images to create Word Art
  • I can create a visual plan using images and text to tell a story

Digital Literacy

  • I can describe why other people’s work belongs to them
  • I can recognise that content on the internet may belong to other people
  • I can explain why some information I find online may not be true
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Year 1

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher.

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence

Develop their understanding of the concepts by:

  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Information Technology

I can combine images, text and voice recordings to retell a story

  • I can create posters by adding images to frames, editing text by changing font style, colour and size.
  • I can use digital drawing tools to recreate a scheme from a story
  • I can type words in a speech bubble using a keyboard

Digital Literacy

  • I can describe why other people’s work belongs to them.
  • I can recognise that content on the internet may belong to other people
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Year 1

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher.

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence

Develop their understanding of the concepts by:

  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • 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

Information Technology

  • I can design and draw characters for a game using a variety of painting tools
  • I can combine images with text to create posters and invitations
  • I can use photo editing tools to crop images  
  • I can create digital books combining: text, images, and sounds
  • I can type words correctly using a keyboard

Computer Science

  • I can design and create programs for others to play
  • I can describe uses of technology beyond school
  • I can predict the outcomes of a program

Digital Literacy

  • I can explain rules to keep us safe when we are using technology both in and beyond home/in different environments and settings
  • I can give examples of these rules can help me
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence Develop their understanding of the concepts by:
  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

Information Technology

  • I can collect images by capturing screenshots and editing them
  • I can present information on a topic using images, text boxes and voice recordings
  • I can create a simple animation with moving characters and voice recordings 
  • I can combine text and images to create  video presentation
  • I can edit video content to improve it

Digital Literacy

  • I can use the internet to find things out
  • I can navigate a simple webpage to get information I need (e.g. home, forward, back buttons; links, tabs and sections)
  • I can use simple keywords in search engines
  • I can describe and demonstrate how to get help from a trusted adult or helpline if I find content that makes me feel sad, uncomfortable worried or frightened.
  • I can explain the difference between things that are imaginary, ‘made up’ or ‘make believe’ and things that are ‘true’ or ‘real’.
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Year 1

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher.

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence

Develop their understanding of the concepts by:

  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • Identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

Computer Science

  • I can create simple programs
  • I can debug an error in a simple algorithm
  • I can understand that instructions in an algorithm need to be precise and unambiguous
  • I can use logical reasoning to predict the behaviour of simple programs
  • I can use basic selections in programs and explain using the language if … then
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Year 1

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher.

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence

Develop their understanding of the concepts by:

  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Information Technology

  • I can use a camera to capture images which are in focus
  • I can select options to change the appearance of digital content
  • I can apply edits to digital content to achieve a particular effect
  • I can combine words and images to create Word Art

Digital Literacy

  • I can explain how other people’s identity online can be different to their identity in real life and how they might make themselves look different
  • I can give examples of issues online that might make me feel sad, worried, uncomfortable or frightened; I can give examples of how I might get help (speak to adult I can trust)
  • I can recognise examples of information that is personal to me (name, address, birthday, age, where I go to school)
  • I can explain why I should always ask a trust adult before I share information about myself online
  • I can describe how online information about me can be seen by others
  • •I can explain how information put online about me can last for a long time and be copied
  • •I know what information I should put online and who to talk to if I think someone has made a mistake about putting something online
  • Use relevant strategies to build their vocabulary
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasSpeak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, roleplay/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Select and use appropriate registers for effective communication

Year 1

Write sentences by:

  • Saying out loud what they are going to write about
  • Composing a sentence orally before writing it
  • Sequencing sentences to form short narratives
  • Re-reading what they have written to check that it makes sense
  • Discuss what they have written with the teacher or other pupils
  • Read their writing aloud clearly enough to be heard by their peers and the teacher.

Develop their understanding of the concepts by:

  • Leaving spaces between words
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Year 2

Develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real and fictional)
  • Writing for different purposes

Consider what they are going to write before beginning by:

  • Planning or saying out loud what they are going to write about
  • Writing down ideas and/or key words, including new vocabulary
  • Encapsulating what they want to say, sentence by sentence

Develop their understanding of the concepts by:

  • Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

  • Expanded noun phrases to describe and specify
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • To use a range of materials creatively to design and make products
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space