In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will be able to appreciate, discuss and respond to a range of art using appropriate vocabulary. They will be confident in the selection and use of a range of media, materials and techniques effectively to enable them to express themselves creatively.

• Children will:produce creative work, exploring their ideas and recording their experiences
• develop proficiency in drawing, painting, sculpture and other art, craft and design techniques
• be able to reflect on their work using accurate vocabulary related to art and design
• be able to evaluate and develop their work through their knowledge of different art techniques
• know about the work of some great artists, craft makers and designers

• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

• Using the principles of ‘Austin’s Butterfly’ children will select from a range of skills and techniques that they have experienced in order to develop and improve their ideas creatively.
• Children will reflect on the effectiveness of their approach in relation to their own design ideas and that of other artists, craft makers and designers
• Children will progress from exploratory opportunities with media and materials towards the development of specified skills and techniques in order to achieve their own creative outcomes

They will experiences and experiment with shape and form using resources including play dough, clay, junk modelling, construction e.g. poddley, lego, wooden blocks, weaving.   Children will name and explore colours in a variety of contexts and will begin to develop an understanding of colour mixing (primary and secondary colours). During the Animal Adventure project children will be introduced to the work of Matisse and will create their own interpretations of ‘The Snail’ as well as exploring and recreating animal patterns. Through colour mixing opportunities in the Around the World project, children will be introduced to the work of Mondrian and use their knowledge of colour mixing to create their own piece in the style of Modrian. During the Autumn and Harvest project children will explore the work of Andy Goldsworthy in the outside environment and will create their own sculptures.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will be able to use their creativity and imagination to design and make products that meet specified criteria applying skills from a range of curriculum areas. Pupils will develop their skills as learners by being resourceful (Francesca Fox) and resilient (Tommy Tortoise). Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to design and make purposeful products.

Pupils will develop a basic understanding of nutrition, healthy eating and food preparation to promote a lifelong love of cooking.

• Design and make products for a specified purpose and audience related to project outcomes.
• Visitors to the school who share their knowledge and experience within specified fields.
• Growing produce in ‘The Learning Garden’ for observing, tasting, selling.

• 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

Make:

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate:

• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical knowledge:

• 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.

Cooking and Nutrition:

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

• Using technical knowledge in building structures and mechanisms children will design products to solve problems.
• Children will use skills in evaluation to develop and improve their designs according to set criteria.
• Children will have opportunities to perform practical tasks and practise skills across a range of project related contexts.
• Children will progress from exploratory opportunities with construction materials, textiles and ingredients towards the development of specified skills and techniques in order to achieve their own outcomes

• Be confident to use their technical knowledge in designing and making products
• Be able to evaluate their products and those of others against set design criteria
• Have a basic understanding of a healthy diet and be able to apply this in menu planning

In order to achieve this by the end of Key Stage One the National Curriculum says:

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

• Visits around the local area – coastline, marshlands, river, woodlands, town centre, leisure centre, harbour, farm
• Use the Learning Garden to explore physical changes
• Use Google Earth on the IFP to take children on journeys around the world
• Use YouTube to provide awe and wonder about places in the world
• Use 2D and 3D maps of our school, local areas and other places in the world to plot routes
• Interactive classroom displays to build on children’s experiences and interests
• Providing opportunities for children to rehearse their geographical skills through storytelling and Plan, Work, Recall opportunities

• 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

Place knowledge:

• 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

Human and physical geography:

• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
• use basic geographical vocabulary to refer to:
• key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
• key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

• 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.

• Have a secure locational knowledge about the continents and oceans of the world and the countries and capitals of the UK, including be able to compare geographical features with contrasting locations.
• Be able to confidently talk about similarities and differences between local areas with contrasting geographical features using appropriate geographical vocabulary based on first hand experiences.
• Be able to accurately create and follow a simple map with a key.
• Have observed patterns of seasonal change and will be able to discuss the impact of these on their immediate environment.
• Be able to use positional and directional language in a geographical context.

Pupils will:

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

In order to achieve this by the end of Key Stage One the National Curriculum says:

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. They should use a wide vocabulary of everyday historical terms. 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. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

• Re-creating models and exploring artefacts from past times
• Introducing children to different composers and genre from different time periods in music teaching
• Watch performances and interact with key historical events through drama.
• Interactive classroom displays to build on children’s experiences and interests
• Use You Tube to create awe and wonder about historical events
• Visit to explore things of local historical importance around Christchurch (Y2)

• 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]
• 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.

• Use key artefacts and sources as stimulus to problem solve, reason and evaluate about the relevance of historical events
• Use language linked to the passing of time confidently and accurately
• Be able to use their knowledge of historical events to be able to reflect on the impact they have had on modern life

• Have an understanding of some key historical figures and events that have had an impact locally, nationally and internationally.
• Have a developing understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts and create their own structured accounts, including written narratives
• Have a basic understanding of fact and opinion when reviewing historical sources
• Have a historical perspective on change within their own life time and beyond

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will perform, listen to, review and evaluate music across historical periods, genres, styles and traditions, including the works of the great composers and musicians.  They will learn to sing and to use their voices, begin to create and compose music on their own and with others.  Children will understand and explore how music is created, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

• A vibrant musical curriculum, providing progression in the learning of musical skills, understanding and knowledge, linked to our creative curriculum where appropriate and supplemented by the online music education resource ‘Charanga’
• Weekly whole school singing assemblies where we sing songs we love!
• Half termly focus for the assembly entrance and exit music where we listen to a wide variety of music from different genres.
• Annual performance for every Year group at Christmas
• End of school performance for all Year 2 children each summer
• Annual visit from performers in the Bournemouth Symphony Orchestra (through SoundStorm Subscription) – whole school performance followed by question and answer sessions
• Opportunities for children to learn to play instruments and sing through Rock Steady

• develop their voices expressively and creatively by singing songs and speaking chants and rhymes
• explore technique and sound-making on tuned and untuned instruments
• listen with concentration and understanding to a range of live and recorded music
• experiment with, create, select and combine sounds using the inter-related dimensions of music

•  practise and develop technique and confidence when playing instruments and singing
• investigate and change sounds on instruments and those made with the voice
• play from simple notations e.g. pictorial
• listen with attention and respond to different kinds of music appropriately, using musical vocabulary and with an awareness of the needs of other listeners
• respond to music through other art forms, dance, painting etc.

• name some well-known composers and recognise some well-known pieces of music by those composers
• respond to different types of music in different ways and express an opinion on them, using appropriate vocabulary
• recognise and name a variety of classroom and other instruments
• explain the differences between different groups of musicians eg. pop band, orchestra using appropriate vocabulary
• explain how different sounds are made on different kinds of instruments