Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Harvest Nativity Christmas World Book Day Easter Phonics Checks Trip
Engl
ish
Goldilocks and the 3 bears
Story writing and letter
writing
Jungle Jamboree
Adjectives and sentence
structure.
Into the forest- Anthony
Browne
(used alongside L.R.R.H for
SEND children if
necessary)
story writing
letters to Santa
Capital letters and Full
stops.
Lists
Conjunctions
I love Winter! Poem
Poetry – winter themed
acrostic
adjectives
sentence structure
Florence Nightingale
question marks- Questions
we want to ask modern day
nurse and Florence
Nightingale.
fact files- Florence
Nightingale
Snail and the Whale
Suffixes – er,est,ing
Capital letters of places
Common exception words
Writing in first person
Whole story writing-
adapted story
The Great Kapok Tree
Conjunctions
Adjectives
Plurals
Past and present tenses
Nouns and pronouns
The Lonely Beast
Sentence structure
Editing and improving
Adjectives
Grammatical structure
Julius Brenchley
Factfiles, posters, Capital
letters for names. Tenses
Ph
/Sp
Children are in phonics groups based on their ability following letters and sounds.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Mat
hs
Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.
Addition and subtraction to
10 • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.
2D shape Recognise and name common 2-D
and 3-D shapes [for example,
rectangles (including squares),
circles and triangles, cuboids
(including cubes), pyramids and
spheres].
Available during challenge
time - timers, stop watches,
measuring tapes, number
lines, numeral cards, games,
manipulatives
Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.
Addition and subtraction to
20 • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.
3D shapes Recognise and name common 2-D
and 3-D shapes [for example,
rectangles (including squares),
circles and triangles
cuboids (including cubes), pyramids and spheres].
Position Describe position, direction and
movement, including whole, half,
quarter and three quarter turns.
Summative assessment
Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.
Addition and Subtraction • Represent and use number bonds and related subtraction facts within 20. • Add and subtract one-digit and two-digit numbers to 20, including 0.
Length, Time • Recognise and know the value of
different denominations of coins.
• Tell the time to the hour and half
past the hour and draw the hands
on a clock face to show these
times.
Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.
Multiplication and Division Count in multiples of 2s, 5s and 10s Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Fractions Recognise, find and name a half as 1 of 2 equal parts of a shape or quantity. Recognise, find and name a quarter as 1 of 4 equal parts of a shape or quantity.
Summative assessment
Number and Place Value • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals • Identify and represent numbers using objects and pictorial representations including the number line.
Money, Weight, Capacity • Recognise and know the value of
different denominations of coins.
• Tell the time to the hour and half
past the hour and draw the hands
on a clock face to show these times.
Shape Recognise and name common 2-D
and 3-D shapes [for example,
rectangles (including squares),
circles and triangles
cuboids (including cubes), pyramids and spheres].
Plugging the gaps
Prep for Year 2 (place value,
addition, subtraction,
multiplication, division and
fractions)
Summative assessment
Year 1 Curriculum Overview 2020/2021
Scie
nce
Animals including humans Name and locate parts of
the human body, including
those related to the senses.
Working Scientifically
Worm dig
Ask their own questions
about what they notice.
Use different types of
scientific enquiry to gather
and record data, using
simple equipment where
appropriate to answer
questions:
observing changes over
time,
noticing patterns,
grouping and classifying
things,
Communicate their ideas,
what they do and what they
find out in a variety of ways.
Materials Distinguish objects from
materials and describe their
properties.
Identify and group everyday
materials.
Find out how the shapes of
solid objects made from
some materials can be
changed by squashing,
bending, twisting and
stretching.
Working Scientifically
Humpty dumpty - coat
Ask their own questions
about what they notice.
Use different types of
scientific enquiry to gather
and record data, using
simple equipment where
appropriate to answer
questions:
observing changes over
time,
noticing patterns,
grouping and classifying
things,
carrying out simple
comparative tests,
finding things out using
secondary sources of
information.
Communicate their ideas,
what they do and what they
find out in a variety of ways.
Seasonal Change Describe seasonal changes.
Working Scientifically
Seasons observation
Ask their own questions
about what they notice.
Use different types of
scientific enquiry to gather
and record data, using
simple equipment where
appropriate to answer
questions:
observing changes over
time,
noticing patterns,
grouping and classifying
things,
Communicate their ideas,
what they do and what they
find out in a variety of ways.
Animals including humans Describe and compare the
observable features of
animals from a range of
groups.
Living things and their
habitats Group animals according to
what they eat.
Plants
Identify and name a variety
of common wild and garden
plants, including deciduous
and evergreen trees.
Identify and describe the
basic structure of a variety
of common flowering plants,
including trees. Working Scientifically
Grow plants - label key
parts
Ask their own questions
about what they notice.
Use different types of
scientific enquiry to gather
and record data, using simple
equipment where appropriate
to answer questions:
observing changes over time,
noticing patterns,
grouping and classifying
things,
carrying out simple
comparative tests,
finding things out using
secondary sources of
information.
Communicate their ideas,
what they do and what they
find out in a variety of ways.
Seasonal Change Describe seasonal changes.
Working Scientifically
Seasons observation
Ask their own questions
about what they notice.
Use different types of
scientific enquiry to gather
and record data, using
simple equipment where
appropriate to answer
questions:
observing changes over
time,
noticing patterns,
grouping and classifying
things,
Communicate their ideas,
what they do and what they
find out in a variety of ways.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
PE
Sending and receiving
(with feet)
Can kick and dribble a ball
towards a target.
Has developed simple
tactics for attacking and
defending.
Dance
Joins in and copies simples
dances.
Can dance on their own and
with others
Gymnastics
Can balance on different
body parts including on
apparatus.
Can perform simple
gymnastics positions (e.g.
different types of roll and
ending positions).
Sending and receiving
(with hands)
Can throw underarm and
overarm towards a
target.
Can catch a ball at
different distances.
Striking and fielding
Can play as part of a team
in a competitive game.
Demonstrates safety
precautions independently
during some PE lessons.
Can engage in competitive
activities and tries to beat
their personal best.
Can apply a range of skills
during physical activities.
Athletics and fitness
Can walk, jog and sprint.
Can jump high and far.
Mile a Day Demonstrates safety precautions independently during most PE lessons.
Can engage in competitive activities showing respect for other competitors and trying to beat their personal best.
Can walk, jog and sprint and is beginning to apply these to a range of activities.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
RE
Christianity and Judaism
What does it mean to
live in a faith community?
Recognise and name some
symbols of belonging from
their own experience, for
Christians and at least one
other religion, suggesting
what these might mean
and why they matter to
believers (A3).
Give an account of what
happens at a traditional
Christian infant baptism
/dedication and suggest
what the actions and
symbols mean (A1).
Identify two ways people
show they belong to each
other when they get
married (A1).
Respond to examples of
co-operation between
different people (C2)
Harvest Activities
Christianity
Who is a Christian and
what do they believe?
Talk about some simple
ideas about Christian
beliefs about God and
Jesus (A1).
Re-tell a story that shows
what Christians might
think about God, in words,
drama and pictures,
suggesting what it means
(A2).
Talk about issues of good
and bad, right and wrong
arising from the stories
(C3).
Ask some questions about
believing in God and offer
some ideas of their own
(C1).
Christmas Activities
How and why do we celebrate sacred times? Focus
on Christianity
Identify some ways Christians celebrate Easter (A1).
Re‐tell stories connected with Easter(A2).
Ask questions and suggest answers about stories to do
with Christian festivals(B1).
Collect examples of what people do, give, sing,
remember or think about at the religious celebrations
studied, and say why they matter to believers (C1).
Easter Activities
Christianity and Judaism
What makes some places sacred?
Identify special objects and symbols found in a place
where people worship and be able to say something about
what they mean and how they are used (A3).
Talk about ways in which stories, objects, symbols and
actions used in churches, mosques and/or synagogues
show what people believe (B2).
Ask good questions during a school visit about what
happens in a church, synagogue or mosque (B1).
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
PSH
E
Being me in my world
I can explain why my class is a
happy and safe place to learn.
I can give different examples
where I or others make my
class happy and safe.
Celebrating difference
I can tell you some ways that
I am different and similar to
other people in my class, and
why this makes us all special.
I can explain what bullying is
and how being bullied might
make somebody feel.
Dreams and goals
I can explain how I feel when
I am successful and how this
can be celebrated positively.
I can say why my internal
treasure chest is an
important place to store
positive feelings.
Healthy Me
I can explain why I think my
body is amazing and can
identify a range of ways to
keep it safe and healthy.
I can give examples of when
being healthy can help me
feel happy.
Relationships
I can explain why I have
special relationships with some
people and how these
relationships help me feel safe
and good about myself. I
can also explain how my
qualities help these
relationships.
I can give examples of
behaviour in other people that
I appreciate and behaviours
that I don’t like.
Changing me
I can compare how I am now
to when I was a baby and
explain some of the changes
that will happen to me as I get
older. I can use
the correct names for penis,
testicles, anus, vagina, vulva,
and give reasons why they are
private.
I can explain why some
changes I might experience
might feel better than others.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Art
Animal masks
Mask template, papier
mache and paint, printing
animal patterns.
Can use painting to develop
and share ideas,
experiences and
imagination.
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and
space.
Knows about different
disciplines and practices.
Tree boggarts
Clay and natural
resources.
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and
space.
Knows about different
disciplines and practices.
Can use sculpture to
develop and share ideas,
experiences and
imagination.
Seasonal themed art.
Exploring different
artists (Freida Kahlo,
Roy Lichenstein, Henri
Matisse), chalk, primary
and secondary colours.
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and
space.
Knows about different
disciplines and practices.
Knows about some
artists/craft
makers/designers.
Can make links between
the artists, craft makers
and designers studied and
their own work.
Famous Artists
Exploring local
artists/craft makers
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and
space.
Knows about different
disciplines and practices.
Knows about some
artists/craft
makers/designers.
Can make links between
the artists, craft makers
and designers studied and
their own work.
Rainforest Sketching
Sketching
Can use drawing to develop
and share ideas,
experiences and
imagination.
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and space.
Knows about different
disciplines and practices.
Artefacts
Clay and natural
resources.
Can use a selection of
materials to design and
make products.
Can use different art and
design techniques within
their work such as
techniques relating to
colour, pattern, texture,
line, shape, form and
space.
Knows about different
disciplines and practices.
Can use sculpture to
develop and share ideas,
experiences and
imagination.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
DT
Animal Enclosures
Design and make. Teacher
to model self-evaluation.
Carboard, glue, collage
materials, paint.
Can create a design that
meets a design criterion.
Can draw and label a design.
Can choose appropriate
tools to cut, shape, join and
finish different materials
Can select from and use a
wide range of material and
component, including
construction materials,
textiles and ingredients,
according to their
characteristics.
Bird feeders
Shared design criteria,
design, make and evaluate.
Milk bottles, string,
natural sticks, scissors,
palm drills.
Can create a design that
meets a design criterion.
Can draw and label a design.
Can choose appropriate
tools to cut, shape, join and
finish different materials
Can select from and use a
wide range of material and
component, including
construction materials,
textiles and ingredients,
according to their
characteristics.
Can evaluate their ideas and
products against the design
criteria.
Vegetable Soup
Make vegetable soup.
Discuss where the
ingredients came from.
Supported to cut using a
knife, soup maker.
With support, can discuss
where some food comes
from
Can design and make a
healthy dish.
Transport
Explore existing products,
shared design criteria,
design, make and
evaluate.
Saw, dowel, wheels, junk
modelling.
Can explore and evaluate a
range of existing products.
Can create a design that
meets a design criterion.
Can draw and label a
design.
Can choose appropriate
tools to cut, shape, join and
finish different materials
Can select from and use a
wide range of material and
component, including
construction materials,
textiles and ingredients,
according to their
characteristics.
Can explore and evaluate a
range of existing products.
Can evaluate their ideas
and products against the
design criteria.
With support can make a
structure stronger, stiffer
and more stable.
With support can use a
mechanism in their
product.
Bird hide
Forest school link
Can create a design that
meets a design criterion.
Can draw and label a design.
Can choose appropriate tools
to cut, shape, join and finish
different materials
Can select from and use a
wide range of material and
component, including
construction materials,
textiles and ingredients,
according to their
characteristics.
With support can make a
structure stronger, stiffer
and more stable.
With support can use a
mechanism in their product.
Fruit Salad
Make vegetable soup.
Discuss where the
ingredients came from.
Supported to cut using a
knife.
With support, can discuss
where some food comes
from
Can design and make a
healthy dish.
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Co
mp
uti
ng
E-safety
Understands how to use
technology safely and
respectfully.
Knows what information
should be kept private.
With support, knows
where to go for help
and support when they
have concerns about
content or contact on
the internet or other
online technologies.
Animated Story Books
Knows that technology
can be used to create
and present digital
content such as still and
moving images, video,
audio and text
Knows that information
can be presented in
different ways and
come from different
sources (eg images,
film, sound, graphics,
text and numbers)
Can save files to given
locations
Lego Builders Maze
Explorers
Knows what an
algorithm is
Can create a simple
algorithm to give
instructions to a
device/software to
deliver a clear outcome.
Make simple predictions
based on given
instructions/algorithms
Knows what a 'bug' is
and what we mean by
debugging a problem
Pictograms
Knows that technology
can be used to create
and present digital
content such as still
and moving images,
video, audio and text
Knows that information
can be presented in
different ways and
come from different
sources (eg images,
film, sound, graphics,
text and numbers)
Can save files to given
locations
Technology outside of
school
Can recognise common
uses of information
technology in school.
Coding
Knows what an
algorithm is.
Can create a simple
algorithm to give
instructions to a
device/software to
deliver a clear outcome.
Make simple predictions
based on given
instructions/algorithms
Knows what a 'bug' is
and what we mean by
debugging a problem
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
His
tory
Heroes. Significant
historical figures.
Tim Berners Lee
Knows common words and
phrases relating to the
passing of time (e.g. now,
then, long ago, past, present
and future)
Can explain who the individual
is and why they are important.
Can describe and compare how
their own life is different
from that of significant
figures in history studied
Learning about changes in
living memory - homes
Knows common words and
phrases relating to the
passing of time (e.g. now,
then, long ago, past, present
and future)
Is beginning to use
sources and artefacts to
help them talk about past
events
Can look at range of
sources to see change in
the local area.
Heroines. Significant
historical figures.
Florence Nightingale, Mary
Seacole
Knows common words and
phrases relating to the
passing of time (e.g. now,
then, long ago, past, present
and future)
Can explain who the individual
is and why they are important.
Can describe and compare how
their own life is different
from that of significant
figures in history studied
First aeroplane flight Knows common words and
phrases relating to the
passing of time (e.g. now,
then, long ago, past, present
and future)
Can describe what
happened during a
significant event.
Learning about changes in
living memory - rainforest
Knows common words and
phrases relating to the passing
of time (e.g. now, then, long
ago, past, present and future)
Is beginning to use sources
and artefacts to help them
talk about past events
Local history study
Knows common words and
phrases relating to the
passing of time (e.g. now,
then, long ago, past, present
and future)
Can explain who the individual
is and why they are important.
Can name key people in local
history and their
achievements.
Is beginning to use
sources and artefacts to
help them talk about past
events
Can place periods studied
in Y1 into chronological
order
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Ge
ogr
aph
y
Using maps
Describing countries and
animal habitats
Understand what a
physical feature is.
Understands what a human
feature is.
Making maps
Knows simple compass
directions and locational
and directional language.
Is beginning to show an
awareness that objects
look different from above.
Understands the purpose
of a key and map symbols.
Seasons and weather
conditions
Can name and sequence
the 4 seasons and
describe typical weather
conditions.
7 Continents and 5
Oceans
Can name the world's 7
continents and 5 oceans.
Litter picking
Equator and North/South
pole
Rainforest
Can name and describe
common features of the
local area & school
environments from first
hand observations (eg
playground and garden)
Can locate the equator and
north/south poles on a map
or a globe Knows some geographical
language (physical e.g. beach,
cliff, coast, forest, hill,
mountain, sea, ocean, river,
soil, valley, vegetation,
season and weather, human
e.g. city, town, village,
factory, farm, house, office,
port, harbour, shop)
Understand what a physical
feature is.
Understands what a human
feature is.
Name and locate
countries and capital
cities of the UK
Find UK, countries and
capital cities on a globe. Can name and locate the
countries and capital cities
of the United Kingdom.
Can identify the United
Kingdom and its countries of
world maps, atlases and
globes.
Knows some geographical
language (physical e.g.
beach, cliff, coast, forest,
hill, mountain, sea, ocean,
river, soil, valley,
vegetation, season and
weather, human e.g. city,
town, village, factory, farm,
house, office, port, harbour,
shop)
Year 1 Curriculum Overview 2020/2021
Term 1 7 weeks What do animals need to
survive?
Term 2 7 weeks What lives outside?
Term 3 6 weeks Why is the past important
to us?
Term 4 5 weeks What did our local area
look like in the past?
Term 5 5 weeks How does the rainforest
benefit our world?
Term 6 7 weeks Why is Julius Brenchley
important to Kent?
Mu
sic
Hey You!
Use their voice to sing songs
and rhymes and say chants.
Is beginning to use their voice
creatively to sing and say
songs, chants and rhymes.
Is beginning to play tuned
instruments musically.
Is beginning to play untuned
instruments musically.
Can experiment with creating
music by combining sounds.
Is beginning to listen with
concentration to a range of
live and recorded music.
Can listen with understanding
to a range of live and
recorded music. Understand
that there are different
genres of music, music can be
live or recorded and there
may be many different
instruments in one piece of
music.
Harvest
Can use their voice
expressively through singing
songs, speaking chants and
singing rhymes.
Is able to use their voice
creatively to sing and say
songs, chants and rhymes.
Nativity
Can use their voice
expressively through singing
songs, speaking chants and
singing rhymes.
Is able to use their voice
creatively to sing and say
songs, chants and rhymes.
In the groove
Use their voice to sing songs
and rhymes and say chants.
Is beginning to use their voice
creatively to sing and say
songs, chants and rhymes.
Is beginning to play tuned
instruments musically.
Is beginning to play untuned
instruments musically.
Can experiment with creating
music by combining sounds.
Is beginning to listen with
concentration to a range of
live and recorded music.
Can listen with understanding
to a range of live and
recorded music. Understand
that there are different
genres of music, music can be
live or recorded and there
may be many different
instruments in one piece of
music.
Round and round
Use their voice to sing songs
and rhymes and say chants.
Is beginning to use their
voice creatively to sing and
say songs, chants and
rhymes.
Is beginning to play tuned
instruments musically.
Is beginning to play untuned
instruments musically.
Can experiment with creating
music by combining sounds.
Is beginning to listen with
concentration to a range of
live and recorded music.
Can listen with understanding
to a range of live and
recorded music. Understand
that there are different
genres of music, music can
be live or recorded and
there may be many different
instruments in one piece of
music.
Your imagination
Use their voice to sing songs
and rhymes and say chants.
Is beginning to use their voice
creatively to sing and say
songs, chants and rhymes.
Is beginning to play tuned
instruments musically.
Is beginning to play untuned
instruments musically.
Can experiment with creating
music by combining sounds.
Is beginning to listen with
concentration to a range of live
and recorded music.
Can listen with understanding
to a range of live and recorded
music. Understand that there
are different genres of music,
music can be live or recorded
and there may be many
different instruments in one
piece of music.
Reflect, review and replay
Use their voice to sing songs
and rhymes and say chants.
Is beginning to use their voice
creatively to sing and say
songs, chants and rhymes.
Is beginning to play tuned
instruments musically.
Is beginning to play untuned
instruments musically.
Can experiment with creating
music by combining sounds.
Is beginning to listen with
concentration to a range of
live and recorded music.
Can listen with understanding
to a range of live and
recorded music. Understand
that there are different
genres of music, music can be
live or recorded and there
may be many different
instruments in one piece of
music.