Author: ADMIN1

Core Basic Skills:
Literacy
Story Writing, using a question
Explanations
Non-chronological Reports
Argument (looking at effects of environmental change along the coastline)
Note-Taking (Market Place)
Speaking and Listening
Numeracy
Problem Solving
Data Handling
Measuring
ICT
Internet Research
Note Taking
Spreadsheets (keeping updated records of materials tested for sea defence)

Fallow Subjects:
Art
Music

Context For Learning:
Cliffhangers!
Coastlines

Continuous Provision:
Science
Changing Sounds
Scientific enquiry on fair testing (strength of materials for sea defence)
Habitats /endangered species (red squirrel)
R.E.
Lent and Easter
P.E.
Dance
PSHE&C
Good To Be Me (link to jobs around the coast Sea rescue)

History
See more detailed planning
Geography
Climate and Terrain of Greec
Tourism
Design Technology
Sea wall/defense (looking at strength of structure

Additional Features:
Coastline CD
Northwest Coast
Visit To Formby Point (red squirrel)

CLIFFHANGERS—MAIN FOCUS
Main activities to be undertaken during this seven week project.
Visit to Formby Point—National Trust
Study erosion and deposition around the coastline of the UK, with particular focus on the North West of England.
Tourism
Jobs around the coast
Habitats around the coast

CLIFFHANGERS—WHAT WE WILL LEARN.
GEOGRAPHY WEEK 1
We will discuss what we already know about the coast, and describe coastlines we have already visited. We will discuss features such as beaches and cliffs.
The terms erosion and deposition will be introduces so that they can be taught at greater length during the topic.
We will carry out a visit to Formby Point to study dune morphology and habitats.

CLIFFHANGERS—WEEK 2—WHAT WE WILL LEARN
GEOGRAPHY
We will study photographs of different types of coasts. Linking into Science we will note that different types of coasts are made from different types of rocks.
We will study ordnance survey maps showing different types of coastlines and compare them with photographs.
LITERACY
Produce an explanation, with diagrams of how a stack is formed. This can also be linked to Drama, with groups producing role play on the formation of caves, arches and stacks.
ICT
Use the internet to research cave, arch and stack formation using www.bbc.co.uk/schools/geography/riversandcoasts. There is a good animation clip on there which explains the sequence. Use the Big E book on coastlines for the worksheet for the children to complete.

CLIFFHANGERS—WEEK 3—WHAT WE WILL LEARN
GEOGRAPHY
Study pictures of different types of beaches. What are they made from? What colour are they? Establish that the type of rock determines the colour of the sand on the beach. Ask the children to research and explain how a beach is formed. (Link to Literacy) Discuss what will happen to some beaches in the future. Set a link on how this could be related to rising sea levels linked to climate change and global warming.
Study coastal deposition, e.g. Chesil Beach. What is longshore drift? What effect does it have on the coast?

GEOGRAPHY WEEK 4
WHAT WE WILL LEARN
Visit to Formby Point—weather permitting! (I’m not holding my breath!)
Study dune formation and visit the Red Squirrels Sanctuary
Use the Internet to research Formby Point
Carry out research on coastal areas from different parts of the country. Use this to make a holiday brochure about different coastal areas in the UK.
Find grid references and study map symbols to find facilities in these areas.
LITERACY
Write a non-chronological report on Formby Point or other coastal areas in the UK.
NUMERACY
Calculate distance and journey times from Wigan to various coastal areas.

WHAT WE WILL LEARN—WEEK 5
GEOGRAPHY
To understand how we damage the coastal environment. Talk about oil spillages, the recent storms leading to the wreck of the Riverdance at Blackpool. Explain how sea defences can be used to protect coastal areas. Examine pictures and maps of sea defences. Talk about the sea walls at Blackpool and Southport.
Complete a report on oil spillages and the effects they have on the coastal environment, especially wildlife. Discuss how we can lessen the impact these spillages have.
PSHE
Talk about our moral obligations to the coastal environment.
DESIGN TECHNOLOGY
Design and test a sea wall defence. How can we make this a fair test?

WHAT WE WILL LEARN—WEEK 6
GEOGRAPHY
Talk about the work of the rescue services around the coast. Watch the Coast DVD about the North West coast around Lytham and Southport. What is the vital work of the Coastguard and the RNLI?
DRAMA
Produce a role play of a rescue at sea. Emphasise the roles played by the rescue services and what we can do to help them. What are the safety measures we have to take into account when visiting the coast? Talk about the recent postponed visit to Formby in March. What do we mean by risk assessments? What are the dangers around our coasts?
LITERACY
Create an advert or leaflet for the RNLI. Use the internet to research the work of the RNLI. The purpose of the leaflet is to raise money for their work.
ICT
Look at statistics relating to sea rescues. Produce a spreadsheet.

WHAT WE WILL LEARN—WEEK 7
GEOGRAPHY
Study the different types of jobs available in coastal areas. Point out that some of these jobs are seasonal in nature, e.g. hotel work, pleasure beach work etc.
LITERACY
Create a job advert for any coastal jobs. What qualities will these people need?
PSHE
Create a CV for a job working in a hotel.

ORRELL LAMBERHEAD GREEN COMMUNITY PRIMARY SCHOOL
SHORT TERM PLANNING SHEET - Subject …Geography…Class/Year Band…5..…… Term…Spring…….Week Beginning……1………………....

Learning	Objectives
Knowledge & Skills
To use appropriate geographical vocabulary.
To use maps to locate coastlines.
To know about the physical features of coasts.
Planned Activity / Introduction / Discuss what the children know about coasts. Establish that it is a zone where land and sea meet. Look at pictures of different types of coastlines from photograph pack to be found in school resources. / Main task / Ask the children about any coastal areas they have visited. What features did they notice? Was the beach sandy or pebbly? Did they notice any cliffs? Introduce the terms ‘erosion’ and ‘deposition’ and explain what they mean. Children to use a map of the UK to identify coastal areas they have visited. Use p20 of the BBC ‘Big E teacher’s resources book’. Green thinking hat – how can we access information about the coast? / Plenary / Look at pictures of different types of coastlines and identify some of the features. Identify coastal towns on the map of the UK.	Resources Classroom Support / BBC ‘Big E teacher’s resource book’ p20 / Pictures of different types of coastlines / Books on coastlines	Differentiation / Children to work in mixed ability pairs with peer, and teacher support.
	Key questions / What is a coastline? / How many different types of coastline can you identify? / What is erosion? What happens? / What is deposition? How does this affect coastlines? / What features have you noticed about coastlines you have visited?	Vocabulary / Coast, coastline, erosion, deposition, estuary, tide, rock, pebble.
Opportunities for Literacy / Write a report on different types of coastlines.	Assessment/Evaluation/Comments / Can the child…..? / Identify coastal areas using a map? / Recognise that a coastline is formed when land and sea meet?
Opportunities for Numeracy / Calculate distance from Wigan to Southport using the map of the UK.
Opportunities for ICT / Use the BBC ‘Big E book’

ORRELL LAMBERHEAD GREEN COMMUNITY PRIMARY SCHOOL
SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……2………………....

Knowledge & Skills
To use appropriate geographical vocabulary.
To use maps and atlases.
To know about the processes of erosion and how they affect the physical features of coasts.
Planned Activity / Introduction / Look at photographs of different types of coasts. Explain that coasts are not always made from the same type of rock. Refer to Science work on rocks and soils, talk about hardness of different types of rock. This affects the rate of erosion. Use p3 Teacher’s Resource book ‘Big E Book’. Use Ordnance Survey maps and pictures to show examples of erosion. / Main task / Ask children to complete descriptions of coastal erosion, p5 ‘BBC Big E Book Teacher’s Resource Book’. One group to produce a drama outlining how a stack is formed. / Plenary / Ask questions as detailed on p4 of Teacher’s Resource book’. Green hat – find information from books to answer questions. Red hat – what are their feelings about the effects of human activity – how can this erode the coastline? E.g. building on a cliff can increase the likelihood of cliff instability. (Scarborough 1993 – Holbeck Hotel)	Resources Classroom Support / Different types of rock, pictures of coasts.	Differentiation / Keywords to be provided for less able children. More able children to produce more detailed explanations.
	Key questions / What is erosion? How does it affect coastlines? / What are your feelings about human activity on the coast? / What effect does human activity have? / What can we do to help?	Vocabulary / Caves, arches, stacks, erosion, rock, headland.
Opportunities for Literacy / Report on erosion	Assessment/Evaluation/Comments / Can the child……? / Identify coastal features using maps and atlases? / Have some understanding of headland features and stages of erosion? / Begin to understand some of the impact humans have on coastal environments?
Opportunities for Numeracy
Opportunities for ICT / Big E Book BBC – use audio file

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning……3………………....

Learning	Objectives
Knowledge & Skills
To know about the physical features of coasts and the processes of deposition that affect them.
To use appropriate geographical vocabulary.
Planned Activity / Introduction / Look at pictures of different types of beaches. Ask the children about beaches they have visited. Were they all sandy? What colour was the sand? (Talk about the black sand on the volcanic beaches in Tenerife). Beaches are the most common depositional landform, the material has been transported from elsewhere and deposited to form a beach. / Main task / Watch brief clips from the BBC Coast DVD about Morecambe Bay, or Chesil Beach (South Coast). Discuss how the beaches have been formed. Less able children to identify sandy and shingle beaches and describe the differences. Able and more able children to work from the Big E Book on Coasts and predict what will happen in a series of pictures. Use books to support research. / Plenary / Discuss the different types of beaches and how they are formed. What will happen to these in the future? Identify sand and shingle beaches on a map of the UK.	Resources Classroom Support / Pictures of beaches, DVD of BBC Coast programme, ordnance survey maps and photos.	Differentiation / As stated in the main task. More able children to work with class teacher, challenging questions. See p7 Big E Book Teacher’s Resources.
	Key questions / What are sandy beaches like? / Where does the sand come from? / What is it made of? / What is a shingle beach? / What happens to sandy beaches over time? / What is deposition and how does it affect coastlines?	Vocabulary / Sand, shingle, spit, groyne, deposition.
Opportunities for Literacy / Describe sandy and shingle beaches.	Assessment/Evaluation/Comments / Can the child………? / Identify and describe different types of beaches, using appropriate geographical vocabulary? / Identify different beaches on Ordnance Survey Maps?
Opportunities for Numeracy
Opportunities for ICT / BBC Big E Book – coasts / BBC Coast DVD

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning…4…………………....

Learning	Objectives
Knowledge & Skills
To ask geographical questions, collect and record evidence.
To use appropriate geographical vocabulary.
To use secondary sources of information.
To know about the location of the places and environments they study.
Planned Activity / Introduction / Talk about the different coastal areas the children may have visited. What features did they notice? Were there any cliffs? Was the beach sandy? Did they take part in any activities, e.g. walking, rock climbing, bird watching? Show the children pictures of different types of coastlines. Use the internet to look at pictures of Formby Point, use Google as a search engine to find the pictures. Discuss what the pictures look like, what do they notice? Would they like to visit that place? Who would be most likely to visit that place? Why? / Main task / Divide the children into four groups. Ask them to research a different area of coastline in the UK. Explain to the children that they will be contributing to a section of a holiday brochure that aims to outline a range of holiday destinations for tourists. Use non-fiction books, maps and the internet to research holiday and travel information. Use grid references, map symbols and map scales to calculate distance and journey times. Suggested areas to research include: Formby Point, Blackpool, Newquay and Scarborough. Ask the children to include activities they could take part in at these resorts, include also activities such as surfing, rock climbing, bird watching and beach holidays. / Plenary / Green hat – what suggestions did the children come up with? Blue hat – did they find any new ideas? What did they find out about the destinations? Share ideas.	Resources Classroom Support / Calculators, books on coastlines, ordnance survey maps, photos. Big E book teacher’s book Coasts p18, 19 & 20 provides useful information	Differentiation / Less able children to work with class teacher. Children also to work in mixed ability groups with peer support.
	Key questions. / Refer to introduction on plan. / Which coastlines are more suitable for rock climbing? / Which types of coastline are more suitable for beach holidays? / Which area offers the best facilities for bird watching? / What happens to the seaside in winter? / What is the most popular type of beach and why?	Vocabulary / Facilities, bird watching, rock climbing, family friendly, beach, cliff, shingle, bay, headland, cave.
Opportunities for Literacy / Writing notes for a brochure about holiday destinations.	Assessment/Evaluation/Comments / Can the child………? / Use maps and secondary sources to research and describe an area of coast and what type of holiday it might be suitable for? / PSHE – Can the children understand the consequences of anti-social behaviour in the context of tourism and protected environments?
Opportunities for Numeracy / Calculating distances using a scale on a map.
Opportunities for ICT / www.nationaltrust.org.uk / www.visitblackpool.com / www.newquayguide.co.uk / www.scarborough.co.uk

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band…5..…… Term…Spring…….Week Beginning……5………………....

Knowledge & Skills
To know how people can improve or damage the coastal environment, with reference to oil spillages.
To know how decisions about places and environments affect the future quality of people’s lives.
How and why people may seek to manage environments sustainability.
Planned Activity / Introduction / Discuss different strategies for coastal management, e.g. cliff-face armouring, artificial harbours, sea walls, doing nothing. Discuss advantages and disadvantages, e.g. to prevent rock falls and cliff retreat. Have the children heard of any coastal disasters? Do they remember the Tsunami? Point out this was a natural disaster. Refer to man-made disasters, e.g. oil spills. / Main task / Read p21 & 22 of Big E book Coasts Teacher’s book, refer also to the CD ROM and the audio file. This gives details of oil spills and tanker disasters around the world. Discuss the impact that oil spills have on the coastal environment. Explain why oil has to be transported by sea. Discuss the visible effects an oil spillage has. / Children to complete the activity sheet AS7 Oil tanker disaster detailing the effects an oil spillage has. More able children to continue research into coastal disasters using non-fiction books. / Plenary / White hat – what information have we found about oil disasters? How are oil spills dealt with? Green hat – what new ideas can be suggested about preventing oil spills in the future?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM, coastlines non-fiction books	Differentiation / Children to work in mixed ability pairs with peer and teacher support.
	Key questions: / Why do oil spills happen? / Why is it sometimes difficult to predict exactly which way the oil spills from a tanker will go? / How can an oil slick reach coasts far away from where the spillage occurred? / What methods can you use to contain an oil spillage? / Find out how birds are treated when they are covered in oil. What are their chances of survival?	Vocabulary / Oil slick, boom, detergent, Exxon Valdez, Alaska, crude oil, refined oil, fossil fuels, disperse, toxic.
Opportunities for Literacy / Explanation texts – what is oil and how is it formed?	Assessment/Evaluation/Comments / Can the child……..? / Identify the effects of an oil spillage and what might be done about them? / How wildlife on the coast can be encouraged and helped to recover from an oil spillage.
Opportunities for Numeracy / Timeline of oil disasters.
Opportunities for ICT / Big E book Coasts CD ROM – information on oil disasters. / www.news.bbc.co.uk/2/hi/americas/298608.stm for straightforward information about tanker disasters.

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……6………………....

Learning	Objectives
Knowledge & Skills
To know about the various jobs on the coast.
How jobs have changed over time and that some people rely on seasonal work.
To know about the work of the RNLI.
Planned Activity / Introduction / Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. / Main task / Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? / Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. / Plenary / What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.	Differentiation / Children to work in mixed ability pairs with peer and teacher support. More able children to carry out extra research into the work of the RNLI.
	Key questions: / Why is it important to have rescue services on the coast? / Which three activities help with safety on the coast? / How are rescue services alerted? / Which jobs are seasonal and why?	Vocabulary / Fishermen, cargo, coastguard, lifeboat, helicopter, ferries, rescue.
Opportunities for Literacy / Write a report on the RNLI	Assessment/Evaluation/Comments / Can the child…………? / Identify various jobs on the coast and the qualities and skills needed? / Which jobs involve seasonal work? / The importance of the RNLI and why it is needed?
Opportunities for Numeracy / Make a graph of the most popular coastal employment.
Opportunities for ICT / www.rnli.org.uk/young.asp / www.polperro.org/fishing.html gives information about fishing in Cornwall. / www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

SHORT TERM PLANNING SHEET - Subject …Geography……………Class/Year Band….5.…… Term…Spring…….Week Beginning……6………………....

Knowledge & Skills
To know about the various jobs on the coast.
How jobs have changed over time and that some people rely on seasonal work.
To know about the work of the RNLI.
Planned Activity / Introduction / Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. / Main task / Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? / Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. / Plenary / What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.	Differentiation / Children to work in mixed ability pairs with peer and teacher support. More able children to carry out extra research into the work of the RNLI.
	Key questions: / Why is it important to have rescue services on the coast? / Which three activities help with safety on the coast? / How are rescue services alerted? / Which jobs are seasonal and why?	Vocabulary / Fishermen, cargo, coastguard, lifeboat, helicopter, ferries, rescue.
Opportunities for Literacy / Write a report on the RNLI	Assessment/Evaluation/Comments / Can the child…………? / Identify various jobs on the coast and the qualities and skills needed? / Which jobs involve seasonal work? / The importance of the RNLI and why it is needed?
Opportunities for Numeracy / Make a graph of the most popular coastal employment.
Opportunities for ICT / www.rnli.org.uk/young.asp / www.polperro.org/fishing.html gives information about fishing in Cornwall. / www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

Level 3 Geography

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can write a newspaper article/ record a radio news report about a local issue / I use the right geographical words to describe features (Eg: temperature, transport, industry) / I draw maps, sketches and plans of local places (Eg shops) / I write about how people improve their environment	I use atlases to locate page numbers for information. / I can represent a 3d shape as a 2d image – Eg the globe as a flat map / I measure wind speed, rainfall and noise levels around the school. / I record my information on charts, graphs and tables.	I can make a simple database to record information I have found out. / I use my database to answer questions about my observations / I use e mail to discuss my school with another in a different area / I use the internet to find out about a contrasting locality	I speak to visitors or to those my teacher suggests (under supervision) to find out about places or environments / I prepare questionnaires to investigate people’s views about an environmental issue eg. Litter or vandalism in the local park.	I have a list of key places in the British Isles that I know about. I add to this list regularly. / I can tell someone about aspects of the British Isles / I know about at least one theme in geography (water and its effect on people or places; how settlements change, or an environmental issue)	I can use four-figure grid references to locate points on a map. / I can read symbols on an Ordnance Survey map / I can plan a route and work out the distance using the map scale / I can plan a journey on public transport from timetables

Level 4

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can write about the similarities and differences between my local area and one in an economically less developed country. / I can describe where places all over the world are (using eg: town, city, region, country, continent and hemisphere) / I can explain features of places and why they change (improved or damaged)	I collect statistics about people and places and present them in tables, charts, graphs and pie charts / I make careful measurements of rainfall, noise levels and distances, and calculate as necessary. / I can approximate the size of a place (Km 2) using the scale of a map. / I use a compass to describe a route on a map	I use multimedia presentations to explain my own and other people’s views about environmental change. / I use internet maps and atlases to locate information about places and environments	understand how changes to a place or an environment can change the lives of people living there.	I know about three themes in geography (water and its effect on people or places; how settlements change; and an environmental issue) / I know about key places in the British Isles, Europe and the world, and add to this information regularly.	I can describe some geographical patterns (Eg hotels next to the sea front, why water collects in school playground, or frost remains in some areas) / I can plan a route, thinking about different forms of transport to be used / I can identify time differences around the world

Level 5

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can analyse population data from two settlements and describe the similarities and differences / I can compare the lives of people in two different places in the world. / I can compare and contrast two localities from different parts of the world in terms of the physical processes in those places. I know that this affects the lives of people.	I can work out what scales of maps mean (Eg 1: 10 000 means that 1cm on the mp represents 10 000cm in real life) / I can work out journey times on flights around the world using formulae and knowledge of time zones. / I make careful measurements during fieldwork activities and represent my findings mathematically.	I often use the Internet to investigate issues. / I use this information to present, using multimedia, conclusions about my findings. / I can set up a database to store my findings from fieldwork or research	I can describe how human activity changes an environment, and I understand that people have differing views about this. / I have written to groups to find out how they try to sustain their environments, and I can present a balanced argument.	I can explain my own views on environmental changes on a local and global level. / I build on my knowledge of places and themes by beginning to find out about plate tectonics	I can use six- figure grid references to identify and match coastal/ river features shown on maps and photographs / I can use a compass to follow a route around a locality near school or on a residential visit. / I can take points raised by a number of groups around an important issue and offer suggestions.

Level 3 Design and Technology

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I clarify ideas when asked / I use words, labelled sketches and models to communicate the details of my designs / I describe how my product will be of use to the user / I create adverts for my products, focusing on quality, design and benefits	I measure accurately / I use scales to accurately measure ingredients for recipes / I time my cooking or preparation time accurately so that my product turns out just right / I use my knowledge of shape to help me design lively products	I research products and designs by using the Internet / I present my designs and ideas, using ICT / I create animated slide shows to ‘advertise’ the benefits of my products or design ideas.	I seek the views of others about my designs and products / I interview the intended users of my product to see what they need	I constantly evaluate my work / I can say where evaluation of my design has led to improvements / I talk and write about the skills that I have developed / I carry out tests before I make improvements to my work	I know that my designs have to meet a range of different needs / I make realistic plans / I think ahead and plan the order of my work / I choose the appropriate tools, equipment, materials, components and techniques for my design / I can use electrical circuits and switches to good effect

Level 4

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I communicate my ideas, and also alternative ideas which show I am aware of the constraints on my ideas. / I use text, labelled diagrams and annotations to describe my ideas. / I can present a persuasive text on the benefits of my product / I can summarise the views of intended users	I use accurate measurements and use my knowledge of ratio to draw scale drawings of my design / I use my knowledge of proportion to mix ingredients (for, say, a cake) / I use my knowledge of measurement, including area and volume, to calculate the materials needed for a project.	I create multimedia presentations to demonstrate my designs or products / I research products and users by using the internet / I use spreadsheets to produce schedules of work / I can use an ICT control program to make a mechanism work	I make full use of the views of users in my designs / I take time to find out if my designs meet the needs of users as they progress. / I constantly evaluate my product or design to see what could be improved	I refine the quality of finish of my products / I talk or write about my Design and Technology skills and know which I am good at and which I need to improve. / I carry out thorough tests and suggest several alternatives before making improvements to my work	I produce step-by-step plans to create my design / I select and work with a range of tools and equipment / I investigate the properties of materials and decide how they can best be used / I can work out how to use belts and pulleys to make a mechanism work.

Level 4 Scientific Enquiry

Communication / Skills / 1	Application / Of Mathematics / 2	Information / Technology / 3	Working With / Others / 4	Improving Own Learning and Performance / 5	Problem Solving / 6
I communicate my findings, pointing to solid evidence to support any conclusions. / I use precise scientific language / I use reports and recount to good effect. / I use explanation text to good effect, catering for a wide range of readers / I present my ideas and findings verbally, to an audience	I make a series of observations and measurements, using tables, bar charts and line graphs / I use graphs to form conclusions about my observations	I use the computer to present graphs, tables and charts to explain my findings. / I use multimedia to present my ideas and findings / I use mind-mapping software to make associations between ideas / I use the internet to carry out scientific research	I question others about their work to gain a better understanding of why they went about an investigation the way they did	I know that scientific ideas are based on evidence / I relate my findings to my knowledge and understanding of science / I suggest improvements to my work, giving clear reasons.	I decide on the best approach to finding the answer to a question / I can work out how to vary one factor, whilst keeping others the same / I make predictions. / I select information from sources provided to me / I select suitable equipment

Level 5

Communication / Skills / 1	Application / Of Mathematics / 2	Information / Technology / 3	Working With / Others / 4	Improving Own Learning and Performance / 5	Problem Solving / 6
I describe how evidence and creative thinking have been combined to provide a scientific explanation (eg Jenner’s work on vaccination) / I use appropriate scientific conventions and vocabulary to communicate quantitative and qualitative data	I make a series of measurements and record them / I confidently present appropriate data on line graphs	I use multimedia, including digital video, to explain to others how to repeat an experiment. / I use the web sites of scientific associations to research / I take part in on-line forums to share my scientific ideas with others	I question the work of others and repeat their investigations, offering explanations for any differences I encounter / I work as part of a team to answer scientific questions	I make predictions based on my knowledge and understanding. / I repeat my observations and offer explanations for any differences I encounter / I draw conclusions and make comparisons consistent with the evidence I have collected / I make practical suggestions about how my work can be improved	I can think of an appropriate approach to answering scientific questions / From a range of resources, I select the relevant information I need / When carrying out a fair test, I identify what needs to be considered / I select my own apparatus and plan to use it effectively

Learning	Objectives
Knowledge & Skills
To use appropriate geographical vocabulary.
To use maps to locate coastlines.
To know about the physical features of coasts.
Planned Activity / Introduction / Discuss what the children know about coasts. Establish that it is a zone where land and sea meet. Look at pictures of different types of coastlines from photograph pack to be found in school resources. / Main task / Ask the children about any coastal areas they have visited. What features did they notice? Was the beach sandy or pebbly? Did they notice any cliffs? Introduce the terms ‘erosion’ and ‘deposition’ and explain what they mean. Children to use a map of the UK to identify coastal areas they have visited. Use p20 of the BBC ‘Big E teacher’s resources book’. Green thinking hat – how can we access information about the coast? / Plenary / Look at pictures of different types of coastlines and identify some of the features. Identify coastal towns on the map of the UK.	Resources Classroom Support / BBC ‘Big E teacher’s resource book’ p20 / Pictures of different types of coastlines / Books on coastlines	Differentiation / Children to work in mixed ability pairs with peer, and teacher support.
	Key questions / What is a coastline? / How many different types of coastline can you identify? / What is erosion? What happens? / What is deposition? How does this affect coastlines? / What features have you noticed about coastlines you have visited?	Vocabulary / Coast, coastline, erosion, deposition, estuary, tide, rock, pebble.
Opportunities for Literacy / Write a report on different types of coastlines.	Assessment/Evaluation/Comments / Can the child…..? / Identify coastal areas using a map? / Recognise that a coastline is formed when land and sea meet?
Opportunities for Numeracy / Calculate distance from Wigan to Southport using the map of the UK.
Opportunities for ICT / Use the BBC ‘Big E book’

Learning	Objectives
Knowledge & Skills
To use appropriate geographical vocabulary.
To use maps and atlases.
To know about the processes of erosion and how they affect the physical features of coasts.
Planned Activity / Introduction / Look at photographs of different types of coasts. Explain that coasts are not always made from the same type of rock. Refer to Science work on rocks and soils, talk about hardness of different types of rock. This affects the rate of erosion. Use p3 Teacher’s Resource book ‘Big E Book’. Use Ordnance Survey maps and pictures to show examples of erosion. / Main task / Ask children to complete descriptions of coastal erosion, p5 ‘BBC Big E Book Teacher’s Resource Book’. One group to produce a drama outlining how a stack is formed. / Plenary / Ask questions as detailed on p4 of Teacher’s Resource book’. Green hat – find information from books to answer questions. Red hat – what are their feelings about the effects of human activity – how can this erode the coastline? E.g. building on a cliff can increase the likelihood of cliff instability. (Scarborough 1993 – Holbeck Hotel)	Resources Classroom Support / Different types of rock, pictures of coasts.	Differentiation / Keywords to be provided for less able children. More able children to produce more detailed explanations.
	Key questions / What is erosion? How does it affect coastlines? / What are your feelings about human activity on the coast? / What effect does human activity have? / What can we do to help?	Vocabulary / Caves, arches, stacks, erosion, rock, headland.
Opportunities for Literacy / Report on erosion	Assessment/Evaluation/Comments / Can the child……? / Identify coastal features using maps and atlases? / Have some understanding of headland features and stages of erosion? / Begin to understand some of the impact humans have on coastal environments?
Opportunities for Numeracy
Opportunities for ICT / Big E Book BBC – use audio file

Learning	Objectives
Knowledge & Skills
To use appropriate geographical vocabulary.
To use maps and atlases.
To know about the processes of erosion and how they affect the physical features of coasts.
Planned Activity / Introduction / Look at photographs of different types of coasts. Explain that coasts are not always made from the same type of rock. Refer to Science work on rocks and soils, talk about hardness of different types of rock. This affects the rate of erosion. Use p3 Teacher’s Resource book ‘Big E Book’. Use Ordnance Survey maps and pictures to show examples of erosion. / Main task / Ask children to complete descriptions of coastal erosion, p5 ‘BBC Big E Book Teacher’s Resource Book’. One group to produce a drama outlining how a stack is formed. / Plenary / Ask questions as detailed on p4 of Teacher’s Resource book’. Green hat – find information from books to answer questions. Red hat – what are their feelings about the effects of human activity – how can this erode the coastline? E.g. building on a cliff can increase the likelihood of cliff instability. (Scarborough 1993 – Holbeck Hotel)	Resources Classroom Support / Different types of rock, pictures of coasts.	Differentiation / Keywords to be provided for less able children. More able children to produce more detailed explanations.
	Key questions / What is erosion? How does it affect coastlines? / What are your feelings about human activity on the coast? / What effect does human activity have? / What can we do to help?	Vocabulary / Caves, arches, stacks, erosion, rock, headland.
Opportunities for Literacy / Report on erosion	Assessment/Evaluation/Comments / Can the child……? / Identify coastal features using maps and atlases? / Have some understanding of headland features and stages of erosion? / Begin to understand some of the impact humans have on coastal environments?
Opportunities for Numeracy
Opportunities for ICT / Big E Book BBC – use audio file

Learning	Objectives
Knowledge & Skills
To know about the physical features of coasts and the processes of deposition that affect them.
To use appropriate geographical vocabulary.
Planned Activity / Introduction / Look at pictures of different types of beaches. Ask the children about beaches they have visited. Were they all sandy? What colour was the sand? (Talk about the black sand on the volcanic beaches in Tenerife). Beaches are the most common depositional landform, the material has been transported from elsewhere and deposited to form a beach. / Main task / Watch brief clips from the BBC Coast DVD about Morecambe Bay, or Chesil Beach (South Coast). Discuss how the beaches have been formed. Less able children to identify sandy and shingle beaches and describe the differences. Able and more able children to work from the Big E Book on Coasts and predict what will happen in a series of pictures. Use books to support research. / Plenary / Discuss the different types of beaches and how they are formed. What will happen to these in the future? Identify sand and shingle beaches on a map of the UK.	Resources Classroom Support / Pictures of beaches, DVD of BBC Coast programme, ordnance survey maps and photos.	Differentiation / As stated in the main task. More able children to work with class teacher, challenging questions. See p7 Big E Book Teacher’s Resources.
	Key questions / What are sandy beaches like? / Where does the sand come from? / What is it made of? / What is a shingle beach? / What happens to sandy beaches over time? / What is deposition and how does it affect coastlines?	Vocabulary / Sand, shingle, spit, groyne, deposition.
Opportunities for Literacy / Describe sandy and shingle beaches.	Assessment/Evaluation/Comments / Can the child………? / Identify and describe different types of beaches, using appropriate geographical vocabulary? / Identify different beaches on Ordnance Survey Maps?
Opportunities for Numeracy
Opportunities for ICT / BBC Big E Book – coasts / BBC Coast DVD

Learning	Objectives
Knowledge & Skills
To ask geographical questions, collect and record evidence.
To use appropriate geographical vocabulary.
To use secondary sources of information.
To know about the location of the places and environments they study.
Planned Activity / Introduction / Talk about the different coastal areas the children may have visited. What features did they notice? Were there any cliffs? Was the beach sandy? Did they take part in any activities, e.g. walking, rock climbing, bird watching? Show the children pictures of different types of coastlines. Use the internet to look at pictures of Formby Point, use Google as a search engine to find the pictures. Discuss what the pictures look like, what do they notice? Would they like to visit that place? Who would be most likely to visit that place? Why? / Main task / Divide the children into four groups. Ask them to research a different area of coastline in the UK. Explain to the children that they will be contributing to a section of a holiday brochure that aims to outline a range of holiday destinations for tourists. Use non-fiction books, maps and the internet to research holiday and travel information. Use grid references, map symbols and map scales to calculate distance and journey times. Suggested areas to research include: Formby Point, Blackpool, Newquay and Scarborough. Ask the children to include activities they could take part in at these resorts, include also activities such as surfing, rock climbing, bird watching and beach holidays. / Plenary / Green hat – what suggestions did the children come up with? Blue hat – did they find any new ideas? What did they find out about the destinations? Share ideas.	Resources Classroom Support / Calculators, books on coastlines, ordnance survey maps, photos. Big E book teacher’s book Coasts p18, 19 & 20 provides useful information	Differentiation / Less able children to work with class teacher. Children also to work in mixed ability groups with peer support.
	Key questions. / Refer to introduction on plan. / Which coastlines are more suitable for rock climbing? / Which types of coastline are more suitable for beach holidays? / Which area offers the best facilities for bird watching? / What happens to the seaside in winter? / What is the most popular type of beach and why?	Vocabulary / Facilities, bird watching, rock climbing, family friendly, beach, cliff, shingle, bay, headland, cave.

Learning	Objectives
Knowledge & Skills
To know how people can improve or damage the coastal environment, with reference to oil spillages.
To know how decisions about places and environments affect the future quality of people’s lives.
How and why people may seek to manage environments sustainability.
Planned Activity / Introduction / Discuss different strategies for coastal management, e.g. cliff-face armouring, artificial harbours, sea walls, doing nothing. Discuss advantages and disadvantages, e.g. to prevent rock falls and cliff retreat. Have the children heard of any coastal disasters? Do they remember the Tsunami? Point out this was a natural disaster. Refer to man-made disasters, e.g. oil spills. / Main task / Read p21 & 22 of Big E book Coasts Teacher’s book, refer also to the CD ROM and the audio file. This gives details of oil spills and tanker disasters around the world. Discuss the impact that oil spills have on the coastal environment. Explain why oil has to be transported by sea. Discuss the visible effects an oil spillage has. / Children to complete the activity sheet AS7 Oil tanker disaster detailing the effects an oil spillage has. More able children to continue research into coastal disasters using non-fiction books. / Plenary / White hat – what information have we found about oil disasters? How are oil spills dealt with? Green hat – what new ideas can be suggested about preventing oil spills in the future?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM, coastlines non-fiction books	Differentiation / Children to work in mixed ability pairs with peer and teacher support.
	Key questions: / Why do oil spills happen? / Why is it sometimes difficult to predict exactly which way the oil spills from a tanker will go? / How can an oil slick reach coasts far away from where the spillage occurred? / What methods can you use to contain an oil spillage? / Find out how birds are treated when they are covered in oil. What are their chances of survival?	Vocabulary / Oil slick, boom, detergent, Exxon Valdez, Alaska, crude oil, refined oil, fossil fuels, disperse, toxic.

Learning	Objectives
Knowledge & Skills
To know how people can improve or damage the coastal environment, with reference to oil spillages.
To know how decisions about places and environments affect the future quality of people’s lives.
How and why people may seek to manage environments sustainability.
Planned Activity / Introduction / Discuss different strategies for coastal management, e.g. cliff-face armouring, artificial harbours, sea walls, doing nothing. Discuss advantages and disadvantages, e.g. to prevent rock falls and cliff retreat. Have the children heard of any coastal disasters? Do they remember the Tsunami? Point out this was a natural disaster. Refer to man-made disasters, e.g. oil spills. / Main task / Read p21 & 22 of Big E book Coasts Teacher’s book, refer also to the CD ROM and the audio file. This gives details of oil spills and tanker disasters around the world. Discuss the impact that oil spills have on the coastal environment. Explain why oil has to be transported by sea. Discuss the visible effects an oil spillage has. / Children to complete the activity sheet AS7 Oil tanker disaster detailing the effects an oil spillage has. More able children to continue research into coastal disasters using non-fiction books. / Plenary / White hat – what information have we found about oil disasters? How are oil spills dealt with? Green hat – what new ideas can be suggested about preventing oil spills in the future?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM, coastlines non-fiction books	Differentiation / Children to work in mixed ability pairs with peer and teacher support.
	Key questions: / Why do oil spills happen? / Why is it sometimes difficult to predict exactly which way the oil spills from a tanker will go? / How can an oil slick reach coasts far away from where the spillage occurred? / What methods can you use to contain an oil spillage? / Find out how birds are treated when they are covered in oil. What are their chances of survival?	Vocabulary / Oil slick, boom, detergent, Exxon Valdez, Alaska, crude oil, refined oil, fossil fuels, disperse, toxic.
Opportunities for Literacy / Explanation texts – what is oil and how is it formed?	Assessment/Evaluation/Comments / Can the child……..? / Identify the effects of an oil spillage and what might be done about them? / How wildlife on the coast can be encouraged and helped to recover from an oil spillage.
Opportunities for Numeracy / Timeline of oil disasters.
Opportunities for ICT / Big E book Coasts CD ROM – information on oil disasters. / www.news.bbc.co.uk/2/hi/americas/298608.stm for straightforward information about tanker disasters.

Learning	Objectives
Knowledge & Skills
To know about the various jobs on the coast.
How jobs have changed over time and that some people rely on seasonal work.
To know about the work of the RNLI.
Planned Activity / Introduction / Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. / Main task / Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? / Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. / Plenary / What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.	Differentiation / Children to work in mixed ability pairs with peer and teacher support. More able children to carry out extra research into the work of the RNLI.
	Key questions: / Why is it important to have rescue services on the coast? / Which three activities help with safety on the coast? / How are rescue services alerted? / Which jobs are seasonal and why?	Vocabulary / Fishermen, cargo, coastguard, lifeboat, helicopter, ferries, rescue.
Opportunities for Literacy / Write a report on the RNLI	Assessment/Evaluation/Comments / Can the child…………? / Identify various jobs on the coast and the qualities and skills needed? / Which jobs involve seasonal work? / The importance of the RNLI and why it is needed?
Opportunities for Numeracy / Make a graph of the most popular coastal employment.
Opportunities for ICT / www.rnli.org.uk/young.asp / www.polperro.org/fishing.html gives information about fishing in Cornwall. / www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

Learning	Objectives
Knowledge & Skills
To know about the various jobs on the coast.
How jobs have changed over time and that some people rely on seasonal work.
To know about the work of the RNLI.
Planned Activity / Introduction / Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. / Main task / Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? / Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. / Plenary / What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.	Differentiation / Children to work in mixed ability pairs with peer and teacher support. More able children to carry out extra research into the work of the RNLI.
	Key questions: / Why is it important to have rescue services on the coast? / Which three activities help with safety on the coast? / How are rescue services alerted? / Which jobs are seasonal and why?	Vocabulary / Fishermen, cargo, coastguard, lifeboat, helicopter, ferries, rescue.
Opportunities for Literacy / Write a report on the RNLI	Assessment/Evaluation/Comments / Can the child…………? / Identify various jobs on the coast and the qualities and skills needed? / Which jobs involve seasonal work? / The importance of the RNLI and why it is needed?
Opportunities for Numeracy / Make a graph of the most popular coastal employment.
Opportunities for ICT / www.rnli.org.uk/young.asp / www.polperro.org/fishing.html gives information about fishing in Cornwall. / www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

Learning	Objectives
Knowledge & Skills
To know about the various jobs on the coast.
How jobs have changed over time and that some people rely on seasonal work.
To know about the work of the RNLI.
Planned Activity / Introduction / Discuss what jobs the children think people living on or near the coast might be involved in. Read p27 of Big E book Coasts Teacher’s book. This gives ideas about coastal employment. Make particular reference to the work of the RNLI. If possible watch a short clip from the BBC DVD Coast based around Lytham on the NW coastline. This tells a story about the Lytham lifeboat and how the RNLI was set up. Also listen to the E Big Book Audio file. / Main task / Complete Activity sheet AS9 where children fill in what they consider to be the best parts of different coastal jobs. Drama – role play a rescue. Children are drifting out to sea on an air bed. What would you do if you were on the beach at the time? / Ask the children to create an advert and job specification for two contrasting jobs, e.g. hotel receptionist and lifeboat rescue. Investigate the work of the RNLI around the UK coast. / Plenary / What are the plus and minus points about different jobs around the coast? Why is it important to have rescue services around the coast?	Resources Classroom Support / Big E book Coasts teacher’s book and CD ROM. Non-fiction coastlines books.	Differentiation / Children to work in mixed ability pairs with peer and teacher support. More able children to carry out extra research into the work of the RNLI.
	Key questions: / Why is it important to have rescue services on the coast? / Which three activities help with safety on the coast? / How are rescue services alerted? / Which jobs are seasonal and why?	Vocabulary / Fishermen, cargo, coastguard, lifeboat, helicopter, ferries, rescue.
Opportunities for Literacy / Write a report on the RNLI	Assessment/Evaluation/Comments / Can the child…………? / Identify various jobs on the coast and the qualities and skills needed? / Which jobs involve seasonal work? / The importance of the RNLI and why it is needed?
Opportunities for Numeracy / Make a graph of the most popular coastal employment.
Opportunities for ICT / www.rnli.org.uk/young.asp / www.polperro.org/fishing.html gives information about fishing in Cornwall. / www.connexions.gov.uk/jobs4u/summary.cfm?id=425 gives a job description for a coastguard watch assistant.

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can write a newspaper article/ record a radio news report about a local issue / I use the right geographical words to describe features (Eg: temperature, transport, industry) / I draw maps, sketches and plans of local places (Eg shops) / I write about how people improve their environment	I use atlases to locate page numbers for information. / I can represent a 3d shape as a 2d image – Eg the globe as a flat map / I measure wind speed, rainfall and noise levels around the school. / I record my information on charts, graphs and tables.	I can make a simple database to record information I have found out. / I use my database to answer questions about my observations / I use e mail to discuss my school with another in a different area / I use the internet to find out about a contrasting locality	I speak to visitors or to those my teacher suggests (under supervision) to find out about places or environments / I prepare questionnaires to investigate people’s views about an environmental issue eg. Litter or vandalism in the local park.	I have a list of key places in the British Isles that I know about. I add to this list regularly. / I can tell someone about aspects of the British Isles / I know about at least one theme in geography (water and its effect on people or places; how settlements change, or an environmental issue)	I can use four-figure grid references to locate points on a map. / I can read symbols on an Ordnance Survey map / I can plan a route and work out the distance using the map scale / I can plan a journey on public transport from timetables

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can write about the similarities and differences between my local area and one in an economically less developed country. / I can describe where places all over the world are (using eg: town, city, region, country, continent and hemisphere) / I can explain features of places and why they change (improved or damaged)	I collect statistics about people and places and present them in tables, charts, graphs and pie charts / I make careful measurements of rainfall, noise levels and distances, and calculate as necessary. / I can approximate the size of a place (Km 2) using the scale of a map. / I use a compass to describe a route on a map	I use multimedia presentations to explain my own and other people’s views about environmental change. / I use internet maps and atlases to locate information about places and environments	understand how changes to a place or an environment can change the lives of people living there.	I know about three themes in geography (water and its effect on people or places; how settlements change; and an environmental issue) / I know about key places in the British Isles, Europe and the world, and add to this information regularly.	I can describe some geographical patterns (Eg hotels next to the sea front, why water collects in school playground, or frost remains in some areas) / I can plan a route, thinking about different forms of transport to be used / I can identify time differences around the world

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I can analyse population data from two settlements and describe the similarities and differences / I can compare the lives of people in two different places in the world. / I can compare and contrast two localities from different parts of the world in terms of the physical processes in those places. I know that this affects the lives of people.	I can work out what scales of maps mean (Eg 1: 10 000 means that 1cm on the mp represents 10 000cm in real life) / I can work out journey times on flights around the world using formulae and knowledge of time zones. / I make careful measurements during fieldwork activities and represent my findings mathematically.	I often use the Internet to investigate issues. / I use this information to present, using multimedia, conclusions about my findings. / I can set up a database to store my findings from fieldwork or research	I can describe how human activity changes an environment, and I understand that people have differing views about this. / I have written to groups to find out how they try to sustain their environments, and I can present a balanced argument.	I can explain my own views on environmental changes on a local and global level. / I build on my knowledge of places and themes by beginning to find out about plate tectonics	I can use six- figure grid references to identify and match coastal/ river features shown on maps and photographs / I can use a compass to follow a route around a locality near school or on a residential visit. / I can take points raised by a number of groups around an important issue and offer suggestions.

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I clarify ideas when asked / I use words, labelled sketches and models to communicate the details of my designs / I describe how my product will be of use to the user / I create adverts for my products, focusing on quality, design and benefits	I measure accurately / I use scales to accurately measure ingredients for recipes / I time my cooking or preparation time accurately so that my product turns out just right / I use my knowledge of shape to help me design lively products	I research products and designs by using the Internet / I present my designs and ideas, using ICT / I create animated slide shows to ‘advertise’ the benefits of my products or design ideas.	I seek the views of others about my designs and products / I interview the intended users of my product to see what they need	I constantly evaluate my work / I can say where evaluation of my design has led to improvements / I talk and write about the skills that I have developed / I carry out tests before I make improvements to my work	I know that my designs have to meet a range of different needs / I make realistic plans / I think ahead and plan the order of my work / I choose the appropriate tools, equipment, materials, components and techniques for my design / I can use electrical circuits and switches to good effect

Communication / Skills	Application / Of Mathematics	Information / Technology	Working With / Others	Improving Own Learning and Performance	Problem Solving
I communicate my ideas, and also alternative ideas which show I am aware of the constraints on my ideas. / I use text, labelled diagrams and annotations to describe my ideas. / I can present a persuasive text on the benefits of my product / I can summarise the views of intended users	I use accurate measurements and use my knowledge of ratio to draw scale drawings of my design / I use my knowledge of proportion to mix ingredients (for, say, a cake) / I use my knowledge of measurement, including area and volume, to calculate the materials needed for a project.	I create multimedia presentations to demonstrate my designs or products / I research products and users by using the internet / I use spreadsheets to produce schedules of work / I can use an ICT control program to make a mechanism work	I make full use of the views of users in my designs / I take time to find out if my designs meet the needs of users as they progress. / I constantly evaluate my product or design to see what could be improved	I refine the quality of finish of my products / I talk or write about my Design and Technology skills and know which I am good at and which I need to improve. / I carry out thorough tests and suggest several alternatives before making improvements to my work	I produce step-by-step plans to create my design / I select and work with a range of tools and equipment / I investigate the properties of materials and decide how they can best be used / I can work out how to use belts and pulleys to make a mechanism work.

Communication / Skills / 1	Application / Of Mathematics / 2	Information / Technology / 3	Working With / Others / 4	Improving Own Learning and Performance / 5	Problem Solving / 6
I communicate my findings, pointing to solid evidence to support any conclusions. / I use precise scientific language / I use reports and recount to good effect. / I use explanation text to good effect, catering for a wide range of readers / I present my ideas and findings verbally, to an audience	I make a series of observations and measurements, using tables, bar charts and line graphs / I use graphs to form conclusions about my observations	I use the computer to present graphs, tables and charts to explain my findings. / I use multimedia to present my ideas and findings / I use mind-mapping software to make associations between ideas / I use the internet to carry out scientific research	I question others about their work to gain a better understanding of why they went about an investigation the way they did	I know that scientific ideas are based on evidence / I relate my findings to my knowledge and understanding of science / I suggest improvements to my work, giving clear reasons.	I decide on the best approach to finding the answer to a question / I can work out how to vary one factor, whilst keeping others the same / I make predictions. / I select information from sources provided to me / I select suitable equipment

Communication / Skills / 1	Application / Of Mathematics / 2	Information / Technology / 3	Working With / Others / 4	Improving Own Learning and Performance / 5	Problem Solving / 6
I describe how evidence and creative thinking have been combined to provide a scientific explanation (eg Jenner’s work on vaccination) / I use appropriate scientific conventions and vocabulary to communicate quantitative and qualitative data	I make a series of measurements and record them / I confidently present appropriate data on line graphs	I use multimedia, including digital video, to explain to others how to repeat an experiment. / I use the web sites of scientific associations to research / I take part in on-line forums to share my scientific ideas with others	I question the work of others and repeat their investigations, offering explanations for any differences I encounter / I work as part of a team to answer scientific questions	I make predictions based on my knowledge and understanding. / I repeat my observations and offer explanations for any differences I encounter / I draw conclusions and make comparisons consistent with the evidence I have collected / I make practical suggestions about how my work can be improved	I can think of an appropriate approach to answering scientific questions / From a range of resources, I select the relevant information I need / When carrying out a fair test, I identify what needs to be considered / I select my own apparatus and plan to use it effectively