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Introduction
In the unit 'Pushes and pulls' # learnt about the different sorts of movement and how to describe these. ^ has related movement to pushes and pulls. ~ experimental and investigative work focused on * making observations and communicating these to ~ peers. The work in this unit also offered # a number opportunities to relate ~ understanding of movement to everyday examples which ^ can see around * such as road safety.
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Moving
Section 1: Moving things

^ was able to describe the movement of objects e.g. in a park or busy street using words and phrases e.g. swing, turn, go round, go faster, slow, fast.
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Description
Section 2: Describing movement

^ could describe a series of movements ^ had made e.g. in a PE or a dance activity. 
^ was able to make a series of movements which matched a description given by another child.
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Push & Pull
Section 3: Pushing and pulling objects

^ was able to identify objects which ^ had moved by pushing and those which ^ had moved by pulling e.g. I moved the piano keys and the piece in a jigsaw by pushing and the sticky tape and desk drawer by pulling.

^ could say whether ~ predictions about getting an object moving were correct e.g. I was right, you push down on the jack-in-a-box and let go and it jumps up.
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Stopping
Section 4: Stopping moving objects


^ is able to describe how an object might be stopped. ^ is also able to explain why it could be dangerous to try to stop some moving objects e.g. I wouldn't be able to stop a car because it's heavy and it would push me over; I shouldn't go behind a moving swing because it could knock me over.
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Movement
Section 5: What causes movement?

# was able to identify the causes of motion e.g. the water pushed the wheel around or the wind made the branches move.


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