| What matters Statements & Progression Steps Humanities | Electricity and Before | UNCRC-the Horrible History | Mumbles Railway | Early People | Swansea at War | How Swansea has Changed (these may vary) |
| Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future. | ||||||
| I have been curious and made suggestions for possible enquiries and have asked and responded to a range of questions during an enquiry. | √ | √ | √ | √ | √ | |
| I have experienced a range of stimuli, and had opportunities to participate in enquiries both collaboratively and with growing independence. | √ | √ | √ | √ | √ | √ |
| I can collect and record information and data from given sources. I can then sort and group my findings using different criteria. | √ | |||||
| I can recognise the difference between facts and beliefs | √ | √ | √ | √ | √ | |
| I can present what I have discovered in a variety of ways and draw simple conclusions. | √ | |||||
| Events and human experiences are complex, and are perceived, interpreted and represented in different ways. | ||||||
| I can form and express opinions about something that is important to me, considering my own ideas, feelings and those of others. | √ | √ | ||||
| I can recognise and explain that my opinions and all the opinions of others have value | √ | |||||
| . I can recognise that opinions may change over time | √ | √ | √ | |||
| I am beginning to recognise other people’s feelings and viewpoints about familiar events or experiences. | √ | √ | ||||
| Our natural world is diverse and dynamic, influenced by processes and human actions. | ||||||
| I can describe how people and the natural world may impact on each other. | √ | √ | √ | |||
| I can describe how places, spaces, environment and landscapes are important to different people and for different reasons. | √ | √ | √ | √ | ||
| I can recognise the distinct physical features of places, environments and landscapes in my locality and in wales, as well as in the wider world. | √ | √ | √ | √ | ||
| I can describe how and where some places and environments are similar and others are different. | √ | |||||
| I can recognise the distinctive features of places, environments and landscapes, and how these may change. | √ | √ | √ | √ | ||
| Human societies are complex and diverse, and shaped by human actions and beliefs. | ||||||
| I can sequence events and I am beginning to understand that the past can be divided into periods of time. | √ | √ | √ | √ | √ | √ |
| I can recognise similarities and differences between people’s lives, both in the past and present. | √ | √ | √ | √ | √ | √ |
| I can identify aspects of life in my community that have changed over time. | √ | √ | √ | √ | √ | √ |
| I have explored some causes and effects of events and changes in my community over time. | √ | √ | √ | √ | √ | √ |
| I can explore my identity and compare it with those of others recognising that society is made up of diverse groups, beliefs and viewpoints | √ | |||||
| I have explored and am aware of diversity in communities. | ||||||
| I am beginning to understand how my community is governed and why there are rules. | √ | √ | √ | |||
| Informed self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical actions. | ||||||
| I have an awareness of what is right and wrong and that my actions should reflect that. | √ | √ | ||||
| I can understand that not everyone is treated fairly. | √ | √ | ||||
| I am beginning to understand that what human rights are and why they are important | √ | √ | ||||
| I can understand that we need to respect the rights of others. | √ | √ | ||||
| I am beginning to appreciate and care for living things and my own environment | √ | √ | √ | |||
| I can take care of resources and not waste them, and I am conscious of the importance of creating a sustainable future. | √ | √ | ||||
| I can recognise the importance of the different rules, roles and responsibilities within the various communities to which I belong. | √ | √ | ||||
| I can contribute actively and constructively to my community | √ | |||||
| I can recognise that my actions and those of others impact upon communities and the environment. | √ | √ | √ | √ | ||
| Cross Curricular | ||||||
| Area of Learning – Science and Technology | ||||||
| Progression Steps also covered; | ||||||
| I can understand how my actions and the actions of others impact on the environment and living things. | √ | √ | √ | |||
| I can describe the impacts of science and technology, past and present, in my everyday life. | √ | √ | √ | √ | ||
| I can recognise that what I do, and the things that I use can have an impact on my environment and on living things. | √ | √ | √ | |||
| I can explore and describe the properties of materials and justify their uses | √ | √ | ||||
| I can explore relationships between living things, their habitats and their life cycles. | √ | √ | ||||
| I can investigate different forms of energy and how it can be transferred. | √ | |||||
| Health and Wellbeing | ||||||
| I can recognise that there are similarities and differences between people’s values and attitudes. | √ | |||||
| I can understand that everyone has rights and, with support I can respect those rights. | √ | √ | ||||
