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Introduction
Throughout the unit 'Ourselves' # has learnt about ~ senses and how ^ can use them to explore the world around *. ^ has also learnt that humans and other animals move and grow. ~ experimental and investigative work focused on * exploring and using ~ senses. ^ has observed and described living things, and communicated what had happened in ~ work. Within this unit there were several opportunities for # to consider how ^ could treat ~ peers and other living things with care and sensitivity.
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Body Parts
Section 1: Parts of the body & Section 2: The five senses

^ could indicate the location of named parts of the body on *self and other children and name the external parts of ~ body e.g. arm, leg, knee, eye, ear, nose, tongue. 
^ can identify the five senses and location of ~ sense organs e.g. by pointing to them. ^ was able to distinguish between the sense and the organ associated with it e.g. the eye is for seeing, the ear is for hearing. 


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Animals
Section 3: Animals and humans

^ included humans and invertebrates within ~ set of animals.
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Growing
Section 4: Growing and changing

^ has been able to describe changes in *self since ~ birth and ^ has suggested ways in which^ might change as ^ grows older.
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Baby Animals
Section 5: Matching adult and baby animals

# has matched adults with their young and ^ has successfully described the changes in familiar animals e.g. cats, dogs, hamsters as they grow.
# has matched adults with their young and ^ has successfully described the changes in familiar animals e.g. cats, dogs, hamsters as they get older.
^ has explained that growth means an increase in weight and height and that it may also include other changes.
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Growing Old
Section 6: Growing older

^ has compared ~ measured height with that of ~ peers.
^ is able to recognise that the oldest children in the class are not necessarily the tallest and ^ could say whether this is what ~ had expected,
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Differences
Section 7: Differences between humans

^ has counted how many children have e.g. blue eyes and represented these e.g. using a blue brick tower, coloured bricks or in a chart.
^ has interpreted ~ chart about differences, e.g. 8 people have size 10, 7 have size 8 and 10 have size 6.


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Movement
Section 8: How animals move

^ was able to identify, e.g. by observation of a picture, how an unfamiliar animal would move and group it with animals which can move in a similar way.
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Live&Not-alive
^ has explained ~ reasons for groupings e.g. woodlice and snails move and,with prompting, ^ was able to group them into alive and not-alive.

^ has explained ~ reasons for groupings e.g. woodlice and snails move and ^ was able to group them into alive and not-alive.

^ identifies the living things as those which feed, move and use their senses. 


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Eating
Section 10: Eating and drinking

# is able to identify that humans and other animals need food and drink to stay alive and ^ is able to identify some foods eaten by humans and other animals in a chart or a drawing. 


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