Recycling Warriors - Climate

Computing

Curriculum aims

• can evaluate and apply information technology – including new or unfamiliar technologies – analytically to solve problems.

Subject content

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

English

Year 1 – Handwriting:

• begin to form lower-case letters in the correct direction, starting and finishing in the right place;
• form capital letters.

Art

• 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.

Science

Year 1 – Everyday materials

• distinguish between an object and the material from which it is made;
• identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

Technologies – Digital Literacy

• I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Technologies – Computing Science

• I understand how computers process information. TCH 1-14b

Science – Topical Science

• I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a

Expressive Arts – Art

• I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a;
• I can use exploration and imagination to solve design problems related to real-life situations. EXA 1-07a

Computing

Curriculum aims

• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Subject content

• Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

English

Y1 - Handwriting:

• Begin to form lower-case letters in the correct direction, starting and finishing in the right place form capital letters.

Art

• 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.

Science

Y1 - Everyday Materials

• Distinguish between an object and the material from which it is made
• Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Digital Art and Design

Level 1

• Use software or an app to create their own digital artwork, which could be 3D, exploring tools such as the pencil, paintbrush, stickers and stamp and also use the undo button;
• Look at, respond to and talk about examples of photographic images and artworks, beginning to think about specific elements of art such as colour, shape or texture;
• With teacher help, save and/or export their work.

Level 2

• Use software or an app to create their own digital artwork, which could be 3D, using more control and a wider range of tools such as fill, shape and special effects and beginning to consider elements of art such as colour, line, shape, form, space and texture or pattern;
• With the teacher’s help, save their work to a specific location and know how to find and open it again; and
• Share and review their work (using online tools if appropriate) and talk about what they did and any improvements they could make.

Language and Literacy – F/KS1 Stage

Language and Thinking

• Talking about experiences, pictures and stories;
• Talking about their work, play and things they have made;
• Sharing their thoughts, feelings and ideas with different audiences;
• Listening and responding to adults and peers.

Reading

• Read a range of texts including digital texts and those composed by themselves and others.

Writing

• Talk about the ideas represented in their drawings;
• Use ICT to present and communicate their ideas.

The Arts – F/KS1 Stage

Explore and use a wide range of materials and processes. Children should have opportunities to:

• Select and work with traditional and digital media;
• Use what they have seen as a stimulus or starting point for individual ideas and personal interpretations;
• Talk about the various components which have been incorporated within personal and group responses, such as colours, shapes and patterns, for example, talk about the personal meanings which have arisen in the course of making work, explaining the significance of components and the reasons for their inclusion and position.

World Around Us - F/KS1 Stage

As pupils progress through the Foundation Stage they should be enabled to:

• understand the need to respect and care for themselves, other people, plants, animals and the environment.

KS1 - Change over time

• Ways in which change occurs in the natural world • positive change and how we have a responsibility to make an active contribution;
• The effect of people on the natural environment over time.

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Descriptions of learning
Progression Step 1

• I can experiment with and identify uses of a range of computing technology in the world around me.

AoLE
Humanities

What Matters Statement
Our natural world is diverse and dynamic, influenced by processes and human actions.

Descriptions of learning
Progression Step 1

• I am beginning to recognise the effects that I have on the natural world.

DCF Strand: Producing
Element: Planning, sourcing and searching

Y3 Skills

• I can identify some success criteria in response to questions, e.g. choose appropriate colour and add title to video