• Age groups: 4-7s
• Subjects: Environment & society
• Topics: Transport

Curriculum links

England

Geography

Human and physical geography

Pupils should be taught to use basic geographical vocabulary to refer to:

• key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

Geographical skills and fieldwork

Pupils should be taught to:

• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
• devise a simple map

Science

Working scientifically

Year 1: Animals, including humans

Pupils should be taught to:

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

English

Spoken Language

Pupils should be taught to:

• listen and respond appropriately to adults and their peers
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• consider and evaluate different viewpoints, attending to and building on the contributions of others

Wales

Geography

Geographical enquiry and skills

When studying places, pupils should be given opportunities to:

• ask and answer geographical questions and make observations
• collect and record information
• communicate ideas, information and their opinions, e.g. in pictures, speaking, writing.

When using geographical enquiry skills, pupils should be taught to:

• use and understand geographical terms
• observe and collect information in the field
• follow directions and estimate distances
• make and use maps and plans

Science

Scientific enquiry

Communication in science

Pupils should be taught:

• to present scientific information appropriately in a number of ways, through diagrams, drawings, tables and charts

Planning an investigation

Pupils should be taught:

• to decide what is to be observed or measured
• to make observations and measurements
• to make an appropriate record of observations and measurements
• to make simple comparisons
• to use results to say what they found out
• to try to explain what they found out, drawing on their knowledge and understanding
• to evaluate their work

Life processes and living things

Humans and other animals

Pupils should be taught:

• that taking exercise…helps] humans to keep healthy

Maths

Using and applying mathematics

Developing mathematical language and communication

• present their work in a variety of forms to include charts

Number Classifying, Representing and Interpreting Data

• collect, record and interpret data arising from an area of interest for identified purposes, using...charts… tables

English

Oracy

Range

Talk for a range of purposes, including:

• using talk to develop their thinking by exploring, developing and clarifying ideas; predicting outcomes and discussing possibilities
• describing events, observations and experiences; making simple, clear explanations of choices; giving reasons for opinions and actions

Consider how talk is influenced by the purpose and by the intended audience, including:

• working in groups of different sizes
• talking and presenting work to different audiences, including friends, the class, the teacher and other adults in the school Listen carefully and show their understanding of what they see and hear by:
• making relevant comments
• remembering specific points that interested them
• listening to others’ reactions

Skills

Pupils should be taught to:

• speak with confidence, making themselves clear through organising what they say and choosing words with precision
• use the conventions of discussion and conversation, e.g. taking turns in speaking, and structuring their talk in ways that are coherent and understandable

Scotland

Social studies

People, places and environment

• I have experimented with imaginative ways such as modelling and drawing, to represent the world around me, the journeys I make and the different ways I can travel. (SOC 0-09a)
• Through activities in my local area, I have developed my mental map and sense of place. I can create and use maps of the area. (SOC 1-14a)
• I can consider ways of looking after my school or community and can encourage others to care for their environment. (SOC 1-08a)

Sciences

Topical science

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

Mathematics

Information handling

• I can collect objects and ask questions to gather information, organising and displaying my findings in different ways. (MNU 0-20a)
• I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. (MNU 1-20a)
• I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. (MNU 1-20b)

Health and wellbeing

Mental, emotional, social and physical wellbeing

Social wellbeing

• Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 1-13a)

Physical well being

• I know and can demonstrate how to travel safely. (HWB 1-18a)

Literacy and English

Listening and talking

Tools for listening and talking

• As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. (LIT 0-02a/ENG 0-03a) Understanding, analysing and evaluating
• Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. (LIT 0-09a)
• When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. (LIT 1-09a)

Technologies

Technological developments in society

• Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment. (TCH 1-02a)

Northern Ireland

The World Around Us

Interdependence

Pupils should be enabled to explore:

• The effect of people on the natural environment over time

Place

Pupils should be enabled to explore:

• positive and negative effects of people on places

Movement and Energy

Pupils should be enabled to explore:

• sources of energy in the world

Change over Time

Pupils should be enabled to explore:

• positive change and how we have a responsibility to make an active contribution

Language And Literacy

Talking And Listening

Pupils should be enabled to:

• participate in talking and listening in every area of learning
• listen to and respond to guidance and instructions
• take turns at talking and listening in group and paired activities
• express thoughts, feelings and opinions in response to personal experiences.... and curricular topics and activities
• present ideas and information with some structure and sequence
• think about what they say and how they say it
• speak audibly and clearly, using appropriate quality of speech and voice

Mathematics And Numeracy

Handling Data:

Collecting, Representing and Interpreting Data

Pupils should be enabled to:

• collect data, record and present it using real objects...tables
• discuss and interpret the data
• extract information from a range of charts, diagrams and tables