Northburn Primary School

Key Stage 1 Art and Design

National Curriculum England 2014

Year 1

  • To use a range of materials creatively to design and make products
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Year 2

  • To use a range of materials creatively to design and make products
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Key Stage 1 Computing

National Curriculum England 2014

Year 1

  • 1. Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
  • 2. Create and debug simple programs.
  • 3. Use logical reasoning to predict the behaviour of simple programs.
    • 4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • 5. Recognise common uses of information technology beyond school
  • 6. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Year 2

  • 1. Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
  • 2. Create and debug simple programs.
  • 3. Use logical reasoning to predict the behaviour of simple programs.
  • 4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • 5. Recognise common uses of information technology beyond school.
  • 6. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key Stage 1 Design and Technology

National Curriculum England 2014

Cooking and Nutrition

Year 1
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
Year 2
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from

Design

Year 1
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Year 2
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Evaluate

Year 1
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria
Year 2
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria

Make

Year 1
  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Year 2
  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Technical Knowledge

Year 1
  • Build structures, exploring how they can be made stronger, stiffer and more stable
  • Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Year 2
  • Build structures, exploring how they can be made stronger, stiffer and more stable
  • Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products

Key Stage 1 Geography

National Curriculum England 2014

Geographical skills and fieldwork

Year 1
  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • 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 aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • 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.
Year 2
  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • 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 aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • 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.

Human and physical geography

Year 1
  • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • 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
    • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Year 2
  • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • 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
    • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Locational knowledge

Year 1
  • Name and locate the world’s 7 continents and 5 oceans
  • Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Year 2
  • Name and locate the world’s 7 continents and 5 oceans
  • Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

Year 1
  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Year 2
  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Key Stage 1 History

National Curriculum England 2014

Year 1

  • Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
  • Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • Significant historical events, people and places in their own locality

Year 2

  • Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
  • Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • Significant historical events, people and places in their own locality

Key Stage 1 Mathematics

National Curriculum England 2014

Geometry - position and direction

Year 1
  • Describe position, direction and movement, including whole, half, quarter and three-quarter turns
Year 2
  • Order and arrange combinations of mathematical objects in patterns and sequences
  • Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Geometry - properties of shapes

Year 1
  • Recognise and name common 2-D and 3-D shapes, including:
    • 2-D shapes [for example, rectangles (including squares), circles and triangles]
    • 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Year 2
  • Identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line
  • Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
  • Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
  • Compare and sort common 2-D and 3-D shapes and everyday objects

Measurement

Year 1
  • Compare, describe and solve practical problems for:
    • Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
    • Mass/weight [for example, heavy/light, heavier than, lighter than]
    • Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
    • Time [for example, quicker, slower, earlier, later]
  • Measure and begin to record the following:
    • Lengths and heights
    • Mass/weight
    • Capacity and volume
    • Time (hours, minutes, seconds)
    • Recognise and know the value of different denominations of coins and notes
    • Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
  • Recognise and use language relating to dates, including days of the week, weeks, months and years
  • Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Year 2
  • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°c); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
  • Compare and order lengths, mass, volume/capacity and record the results using >, < and =
  • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • Find different combinations of coins that equal the same amounts of money
  • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • Compare and sequence intervals of time
  • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • Know the number of minutes in an hour and the number of hours in a day

Number - addition and subtraction

Year 1
  • Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
  • Represent and use number bonds and related subtraction facts within 20
  • Add and subtract one-digit and two-digit numbers to 20, including 0
  • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9
Year 2
  • Solve problems with addition and subtraction:
    • Using concrete objects and pictorial representations, including those involving numbers, quantities and measures
    • Applying their increasing knowledge of mental and written methods
  • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
    • A two-digit number and 1s
    • A two-digit number and 10s
    • 2 two-digit numbers
    • Adding 3 one-digit numbers
  • Show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot
  • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

Number - fractions

Year 1
  • Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity
  • Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity
Year 2
  • Recognise, find, name and write fractions â…“, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity
  • Write simple fractions, for example of ½ of 6 = 3 and recognise the equivalence of 2/4 and ½

Number - multiplication and division

Year 1
  • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Year 2
  • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
  • Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs
  • Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
  • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Number - number and place value

Year 1
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
  • Given a number, identify 1 more and 1 less
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • Read and write numbers from 1 to 20 in numerals and words
Year 2
  • Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
  • Recognise the place value of each digit in a two-digit number (10s, 1s)
  • Identify, represent and estimate numbers using different representations, including the number line
  • Compare and order numbers from 0 up to 100; use <, > and = signs
  • Read and write numbers to at least 100 in numerals and in words
  • Use place value and number facts to solve problems

Statistics

Year 2
  • Interpret and construct simple pictograms, tally charts, block diagrams and tables
  • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
  • Ask and answer questions about totalling and comparing categorical data

Key Stage 1 Music

National Curriculum England 2014

Year 1

  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the interrelated dimensions of music

Year 2

  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the interrelated dimensions of music

Key Stage 1 Physical Education

National Curriculum England 2014

Year 1

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Participate in team games, developing simple tactics for attacking and defending
  • Perform dances using simple movement patterns
  • Swimming and Water Safety:
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations

Year 2

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Participate in team games, developing simple tactics for attacking and defending
  • Perform dances using simple movement patterns
  • Swimming and Water Safety:
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations

Key Stage 1 Reading

National Curriculum England 2014

Comprehension

Year 1
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
    • Being encouraged to link what they read or hear to their own experiences
    • Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
    • Recognising and joining in with predictable phrases
    • Learning to appreciate rhymes and poems, and to recite some by heart
    • Discussing word meanings, linking new meanings to those already known
  • Understand both the books they can already read accurately and fluently and those they listen to by:
    • Drawing on what they already know or on background information and vocabulary provided by the teacher
    • Checking that the text makes sense to them as they read, and , correcting inaccurate reading
    • Discussing the significance of the title and events
    • Making inferences on the basis of what is being said and done
    • Predicting what might happen on the basis of what has been read so far
  • Participate in discussion about what is read to them, taking turns and listening to what others say
  • Explain clearly their understanding of what is read to them
Year 2
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
    • Discussing the sequence of events in books and how items of information are related
    • Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
    • Being introduced to non-fiction books that are structured in different ways
    • Recognising simple recurring literary language in stories and poetry
    • Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • Discussing their favourite words and phrases
    • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Understand both the books that they can already read accurately and fluently and those that they listen to by:
    • Drawing on what they already know or on background information and vocabulary provided by the teacher
    • Checking that the text makes sense to them as they read, and correcting inaccurate reading
    • Making inferences on the basis of what is being said and done
    • Answering and asking questions
    • Predicting what might happen on the basis of what has been read so far
  • Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Word reading

Year 1
  • Apply phonic knowledge and skills as the route to decode words
  • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • Read other words of more than one syllable that contain taught GPCs
  • Read words with contractions [for example, i’m, i’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • Read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • Reread these books to build up their fluency and confidence in word reading
Year 2
  • Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Reread these books to build up their fluency and confidence in word reading

Key Stage 1 Religious Education

KS1 RE

Year 1

  • Unit 1.1 God: Identify what a parable is.
  • Unit 1.1 God: Tell the story of the Lost Son from the Bible simply and recognise link with the Christian idea of God as a forgiving Father.
  • Unit 1.1 God: Give clear, simple accounts of what the story means to Christians.
  • Unit 1.1 God: Give at least two examples of a way in which Christians show their belief in God as loving and forgiving.
  • Unit 1.1 God: Give an example of how Christians put their beliefs into practice in worship.
  • Unit 1.1 God: Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.
  • Unit 1.1 God: Give a reason for the ideas they have and the connections they make.
  • Unit 1.2 Creation: Retell the story of creation from Genesis 1:1-2:3 simply.
  • Unit 1.2 Creation: Recognise that Creation is the beginning of the 'big story' of the Bible.
  • Unit 1.2 Creation: Say what the story tells Christians about God, Creation and the world.
  • Unit 1.2 Creation: Give at least one example of what Christians do to say 'thank you' to God for Creation.
  • Unit 1.2 Creation: Think, talk and ask questions about living in an amazing world.
  • Unit 1.2 Creation: Give a reason for the ideas they have and the connections they make between the Jewish/Christian Creation story and the world they live in.
  • Unit 1.3 Incarnation: Recognise that stories of Jesus' life come from the Gospels.
  • Unit 1.3 Incarnation: Give a clear, simple account of the story of Jesus' birth and why Jesus is important to Christians.
  • Unit 1.3 Incarnation: Give examples of ways in which Christians use the story of the Nativity to guide their beliefs and actions at Christmas.
  • Unit 1.3 Incarnation: Think, talk and ask questions about Christmas for people who are Christians and for people who are not.
  • Unit 1.3 Incarnation: Decide what they personally have to be thankful for, giving a reason for their ideas.
  • Unit 1.4 Gospel: Tell stories from the Bible and recognise a link with the concept of 'Gospel' or 'good news'.
  • Unit 1.4 Gospel: Give clear, simple accounts of what Bible texts (such as the story of Matthew the tax collector) means to Christians.
  • Unit 1.4 Gospel: Recognise that Jesus gives instructions to people about how to behave.
  • Unit 1.4 Gospel: Give at least two examples of ways in which Christians follow the teachings studied about forgiveness and peace, and bringing good news to the friendless.
  • Unit 1.4 Gospel: Give at least two examples of ways in which Christians put these beliefs into practice in the Church community and their own lives (for example: charity, confession).
  • Unit 1.4 Gospel: Think, talk and ask questions about whether Jesus' 'good news' is only good news for Christians, or if there are things for anyone to learn about how to live, giving a good reason for their ideas.
  • Unit 1.5 Salvation: Recognise that incarnation and salvation are part of a 'big story' of the Bible.
  • Unit 1.5 Salvation: Tell stories of Holy Week and Easter from the Bible and recognise a link with the idea of salvation (Jesus rescuing people).
  • Unit 1.5 Salvation: Give at least three examples of how Christians show their beliefs about Jesus' death and resurrection in church worship at Easter.
  • Unit 1.5 Salvation: Think, talk and ask questions about whether the story of Easter only has something to say to Christians, or if it has anything to say to pupils about sadness, hope or heaven, exploring different ideas and giving a good reason for their ideas.
  • Unit 1.6 Muslim: Recognise the words of the Shahadah and that it is very important to Muslims.
  • Unit 1.6 Muslim: Identify some of the key Muslim beliefs about God found in the Shahadah and the 99 names of Allah, and give a simple description of what some of them mean.
  • Unit 1.6 Muslim: Give examples of how stories about the Prophet show what Muslims believe about Muhammad.
  • Unit 1.6 Muslim: Give examples of how Muslims use the Shahadah to show what matters to them.
  • Unit 1.6 Muslim: Give examples of how Muslims use stories about the Prophet to guide their beliefs and actions (e.g. care for creation, fast in Ramadan).
  • Unit 1.6 Muslim: Give examples of how Muslims put their beliefs about prayer into action.
  • Unit 1.6 Muslim: Think, talk about and ask questions about Muslim beliefs and ways of living.
  • Unit 1.6 Muslim: Talk about what they think is good for Muslims about prayer, respect, celebration and self-control, giving a good reason for their ideas.
  • Unit 1.6 Muslim: Give a good reason for their ideas about whether prayer, respect, celebration and self-control have something to say to them too.
  • Unit 1.7 Jewish: Recognise the words of the Shema as a Jewish prayer.
  • Unit 1.7 Jewish: Retell simply some stories used in Jewish celebrations (e.g. Chanukah).
  • Unit 1.7 Jewish: Give examples of how the stories used in celebrations (e.g. Shabbat, Chanukah) remind Jews about what God is like.
  • Unit 1.7 Jewish: Give examples of how Jewish people celebrate special times (e.g. Shabbat, Sukkot, Chanukah).
  • Unit 1.7 Jewish: Make links between Jewish ideas of God found in the stories and how people live.
  • Unit 1.7 Jewish: Give an example of how some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat).
  • Unit 1.7 Jewish: Talk about what they think is good about reflecting, thanking, praising and remembering for Jewish people, giving a good reason for their ideas.
  • Unit 1.7 Jewish: Give a good reason for their ideas about whether reflecting, thanking, praising and remembering have something to say to them too.
  • Unit 1.8: Recognise that there are special places where people go to worship, and talk about what people do there.
  • Unit 1.8: Identify at least three objects used in worship in two religions and give a simple account of how they are used and something about what they mean.
  • Unit 1.8: Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship.
  • Unit 1.8: Give examples of stories, objects, symbols and actions used in churches, mosques and/or synagogues which show what people believe.
  • Unit 1.8: Give simple examples of how people worship at a church, mosque or synagogue.
  • Unit 1.8: Talk about why some people like to belong to a sacred building or a community.
  • Unit 1.8: Think, talk and ask good questions about what happens in a church, mosque or synagogue, saying what they think about these questions, giving good reasons for their ideas.
  • Unit 1.8: Talk about what makes some places special to people, and what the difference is between religious and non-religious special places.
  • Unit 1.9: Identify a story or text that says something about each person being unique and valuable.
  • Unit 1.9: Give an example of a key belief some people find in one of these stories (e.g. that God loves all people).
  • Unit 1.9: Give a clear, simple account of what Genesis 1 tells Christians and Jews about the natural world.
  • Unit 1.9: Give an example of how people show that they care for others (e.g. by giving to charity), making a link to one of the stories.
  • Unit 1.9: Give examples of how Christians and Jews can show care for the natural earth.
  • Unit 1.9: Say why Christians and Jews might look after the natural world.
  • Unit 1.9: Think, talk and ask questions about what difference believing in God makes how people treat each other and the natural world.
  • Unit 1.9: Give good reasons why everyone (religious and non-religious) should care for others and look after the natural world.
  • Unit 1.10: Recognise that loving others is important in lots of communities.
  • Unit 1.10: Say simply what Jesus and one other religious leader taught about loving other people.
  • Unit 1.10: Give an account of what happens at a traditional Christian and Jewish or Muslim ceremony, and suggest what the actions and symbols mean.
  • Unit 1.10: Identify at least two ways people show they love each other and belong to each other when they get married (Christian and/or Jewish and non-religious).
  • Unit 1.10: Give examples of ways in which people express their identity and belonging within faith communities, responding sensitively to differences.
  • Unit 1.10: Talk about what they think is good about being in a community, for people in faith communities and for themselves, giving a good reason for their ideas.

Year 2

  • Unit 1.1 God: Identify what a parable is.
  • Unit 1.1 God: Tell the story of the Lost Son from the Bible simply and recognise link with the Christian idea of God as a forgiving Father.
  • Unit 1.1 God: Give clear, simple accounts of what the story means to Christians.
  • Unit 1.1 God: Give at least two examples of a way in which Christians show their belief in God as loving and forgiving.
  • Unit 1.1 God: Give an example of how Christians put their beliefs into practice in worship.
  • Unit 1.1 God: Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.
  • Unit 1.1 God: Give a reason for the ideas they have and the connections they make.
  • Unit 1.2 Creation: Retell the story of creation from Genesis 1:1-2:3 simply.
  • Unit 1.2 Creation: Recognise that Creation is the beginning of the 'big story' of the Bible.
  • Unit 1.2 Creation: Say what the story tells Christians about God, Creation and the world.
  • Unit 1.2 Creation: Give at least one example of what Christians do to say 'thank you' to God for Creation.
  • Unit 1.2 Creation: Think, talk and ask questions about living in an amazing world.
  • Unit 1.2 Creation: Give a reason for the ideas they have and the connections they make between the Jewish/Christian Creation story and the world they live in.
  • Unit 1.3 Incarnation: Recognise that stories of Jesus' life come from the Gospels.
  • Unit 1.3 Incarnation: Give a clear, simple account of the story of Jesus' birth and why Jesus is important to Christians.
  • Unit 1.3 Incarnation: Give examples of ways in which Christians use the story of the Nativity to guide their beliefs and actions at Christmas.
  • Unit 1.3 Incarnation: Think, talk and ask questions about Christmas for people who are Christians and for people who are not.
  • Unit 1.3 Incarnation: Decide what they personally have to be thankful for, giving a reason for their ideas.
  • Unit 1.4 Gospel: Tell stories from the Bible and recognise a link with the concept of 'Gospel' or 'good news'.
  • Unit 1.4 Gospel: Give clear, simple accounts of what Bible texts (such as the story of Matthew the tax collector) means to Christians.
  • Unit 1.4 Gospel: Recognise that Jesus gives instructions to people about how to behave.
  • Unit 1.4 Gospel: Give at least two examples of ways in which Christians follow the teachings studied about forgiveness and peace, and bringing good news to the friendless.
  • Unit 1.4 Gospel: Give at least two examples of ways in which Christians put these beliefs into practice in the Church community and their own lives (for example: charity, confession).
  • Unit 1.4 Gospel: Think, talk and ask questions about whether Jesus' 'good news' is only good news for Christians, or if there are things for anyone to learn about how to live, giving a good reason for their ideas.
  • Unit 1.5 Salvation: Recognise that incarnation and salvation are part of a 'big story' of the Bible.
  • Unit 1.5 Salvation: Tell stories of Holy Week and Easter from the Bible and recognise a link with the idea of salvation (Jesus rescuing people).
  • Unit 1.5 Salvation: Give at least three examples of how Christians show their beliefs about Jesus' death and resurrection in church worship at Easter.
  • Unit 1.5 Salvation: Think, talk and ask questions about whether the story of Easter only has something to say to Christians, or if it has anything to say to pupils about sadness, hope or heaven, exploring different ideas and giving a good reason for their ideas.
  • Unit 1.6 Muslim: Recognise the words of the Shahadah and that it is very important to Muslims.
  • Unit 1.6 Muslim: Identify some of the key Muslim beliefs about God found in the Shahadah and the 99 names of Allah, and give a simple description of what some of them mean.
  • Unit 1.6 Muslim: Give examples of how stories about the Prophet show what Muslims believe about Muhammad.
  • Unit 1.6 Muslim: Give examples of how Muslims use the Shahadah to show what matters to them.
  • Unit 1.6 Muslim: Give examples of how Muslims use stories about the Prophet to guide their beliefs and actions (e.g. care for creation, fast in Ramadan).
  • Unit 1.6 Muslim: Give examples of how Muslims put their beliefs about prayer into action.
  • Unit 1.6 Muslim: Think, talk about and ask questions about Muslim beliefs and ways of living.
  • Unit 1.6 Muslim: Talk about what they think is good for Muslims about prayer, respect, celebration and self-control, giving a good reason for their ideas.
  • Unit 1.6 Muslim: Give a good reason for their ideas about whether prayer, respect, celebration and self-control have something to say to them too.
  • Unit 1.7 Jewish: Recognise the words of the Shema as a Jewish prayer.
  • Unit 1.7 Jewish: Retell simply some stories used in Jewish celebrations (e.g. Chanukah).
  • Unit 1.7 Jewish: Give examples of how the stories used in celebrations (e.g. Shabbat, Chanukah) remind Jews about what God is like.
  • Unit 1.7 Jewish: Give examples of how Jewish people celebrate special times (e.g. Shabbat, Sukkot, Chanukah).
  • Unit 1.7 Jewish: Make links between Jewish ideas of God found in the stories and how people live.
  • Unit 1.7 Jewish: Give an example of how some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat).
  • Unit 1.7 Jewish: Talk about what they think is good about reflecting, thanking, praising and remembering for Jewish people, giving a good reason for their ideas.
  • Unit 1.7 Jewish: Give a good reason for their ideas about whether reflecting, thanking, praising and remembering have something to say to them too.
  • Unit 1.8: Recognise that there are special places where people go to worship, and talk about what people do there.
  • Unit 1.8: Identify at least three objects used in worship in two religions and give a simple account of how they are used and something about what they mean.
  • Unit 1.8: Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship.
  • Unit 1.8: Give examples of stories, objects, symbols and actions used in churches, mosques and/or synagogues which show what people believe.
  • Unit 1.8: Give simple examples of how people worship at a church, mosque or synagogue.
  • Unit 1.8: Talk about why some people like to belong to a sacred building or a community.
  • Unit 1.8: Think, talk and ask good questions about what happens in a church, mosque or synagogue, saying what they think about these questions, giving good reasons for their ideas.
  • Unit 1.8: Talk about what makes some places special to people, and what the difference is between religious and non-religious special places.
  • Unit 1.9: Identify a story or text that says something about each person being unique and valuable.
  • Unit 1.9: Give an example of a key belief some people find in one of these stories (e.g. that God loves all people).
  • Unit 1.9: Give a clear, simple account of what Genesis 1 tells Christians and Jews about the natural world.
  • Unit 1.9: Give an example of how people show that they care for others (e.g. by giving to charity), making a link to one of the stories.
  • Unit 1.9: Give examples of how Christians and Jews can show care for the natural earth.
  • Unit 1.9: Say why Christians and Jews might look after the natural world.
  • Unit 1.9: Think, talk and ask questions about what difference believing in God makes how people treat each other and the natural world.
  • Unit 1.9: Give good reasons why everyone (religious and non-religious) should care for others and look after the natural world.
  • Unit 1.10: Recognise that loving others is important in lots of communities.
  • Unit 1.10: Say simply what Jesus and one other religious leader taught about loving other people.
  • Unit 1.10: Give an account of what happens at a traditional Christian and Jewish or Muslim ceremony, and suggest what the actions and symbols mean.
  • Unit 1.10: Identify at least two ways people show they love each other and belong to each other when they get married (Christian and/or Jewish and non-religious).
  • Unit 1.10: Give examples of ways in which people express their identity and belonging within faith communities, responding sensitively to differences.
  • Unit 1.10: Talk about what they think is good about being in a community, for people in faith communities and for themselves, giving a good reason for their ideas.

Key Stage 1 RSE

RSE

Year 1

  • Understands who is in their family and how other families are different/similar.
  • Recognises what they like about their friends and what their friends like about them.
  • Understands how to make someone feel good about themselves and why you shouldn't tease people.
    • Knows the names of their own body parts and begin to name opposite sex body parts.
      • Know which parts of their body are private and know when it is ok and not ok to let someone touch me.
      • Understand how to say no if I dont want to be touched and I know who to tell if someone wants to touch my private parts.
      • I know who I can ask if I need to know something and I know who I can go to if I am worried about something.

Year 2

  • Identify and name biological terms for male and female sex parts • can label the male and female sex parts with confidence
  • Understand that the male and female sex parts are related to reproduction.
  • Can identify key stages in the human life cycle • understand some ways they have changed since they were babies • understand that all living things including humans start life as babies.
  • Understand that we all have different needs and require different types of care • identify ways we show care towards each other • understand the links between needs, caring and changes throughout the life cycle
  • Can describe different types of family • identify what is special and different about their home life • understand families care for each other in a variety of ways

Key Stage 1 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

Year 1
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).
  • Name, locate parts of the human body, including those related to the senses
  • Say which part of the body is associated with each sense.
Year 2
  • Describe the main changes as young animals , including humans, grow into adults
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).
  • Name and locate parts of the human body, including those related to the senses and describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).
  • Identify, name, draw and label the basic parts of the human body.
  • Say which part of the body is associated with each sense.

Everyday materials

Year 1
  • Distinguish between an object and the material from which it is made.
  • Identify and group everyday materials
  • Describe the properties everyday materials.
Year 2
  • Distinguish between an object and the material from which it is made.
  • Identify and group everyday materials
  • Describe the properties of everyday materials
  • Compare the sustainability of materials for different uses

Living things and their habitats

Year 1
  • Describe and compare the observable features of animals from a range of groups
  • Group animals according to what they eat
Year 2
  • Identify whether things are alive, dead or have never lived
  • Describe how animals get their food from other animals and/or from plants
    • Use simple food chains to describe relationships between animals and plants
  • name different plants and how they are suited to their environment
  • Name different animals and how they are suited to their environment

Plants

Year 1
  • Describe the basic needs of plants for surivival
Year 2
  • Observe and describe how seeds and bulbs grow into mature plants.
  • Describe the basic needs of plants for survival:-
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
    • The impact of changing water, light and temperature on a plants survival

Seasonal changes

Year 1
  • Describe seasonal changes
Year 2
  • Observe changes across the 4 seasons.

Uses of everyday materials

Year 1
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Year 2
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Working scientifically

Year 1
  • Ask their own questions about what they notice
  • Use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions:
    • a) observing changes over time
      • noticing patterns patterns
      • grouping and classifying things
      • carrying out simple comparative tests
Year 2
  • Ask their own questions about what they notice
    • use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions
      • observing changes over time
      • noticing patterns
      • grouping and classifying things
      • carrying out simple comparative tests
      • finding thingd out using secondary sourcwes of information
  • communicate their ideas, what they do and what they find out in a variety of ways

Key Stage 1 Writing

National Curriculum England 2014

Composition

Year 1
  • Write sentences by saying out loud what they are going to write about.
  • Write sentences by composing sentences orally before writing them.
  • Write sentences by re-reading what they have written to check that it makes sense.
  • Write sentences by sequencing sentences to form short narratives.
  • Discuss what they have written with the teacher or other pupils.
  • Read their writing aloud, clearly enough to be heard by their peers and the teacher.
Year 2
  • Develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional).
  • Develop positive attitudes towards and stamina for writing by writing about real events.
  • Develop positive attitudes towards and stamina for writing by writing poetry.
  • Develop positive attitudes towards and stamina for writing by writing for different purposes.
  • Consider what they are going to write before beginning by planning or saying out loud what they are going to write about.
  • Consider what they are going to write before beginning by writing down ideas and / or key words, including new vocabulary.
  • Consider what they are going to write before beginning by encapsulating what they want to say, sentence by sentence.
  • Make simple additions, revisions and corrections to their own writing by re-reading to check that their reading makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.
  • Make simple additions, revisions and corrections to their own writing by proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly).
  • Make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.
  • Read aloud what they have written with appropriate intonation to make the meaning clear.

Handwriting

Year 1
  • Sit correctly at a table, holding a pencil comfortably and correctly.
  • Begin to form lower-case letters in the correct direction, starting and finishing in the right place.
  • Form capital letters.
  • Form digits 0-9.
  • Understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these.
Year 2
  • Form lower-case letters of the correct size relative to one another.
  • Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
  • Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  • Use spacing between words that reflects the size of the letters.

Transcription - Spelling

Year 1
  • Spell words containing each of the 40+ phonemes already taught.
  • Spell common exception words.
  • Spell the days of the week.
  • Name the letters of the alphabet in order.
  • Use letter names to distinguish between alternative spellings of the same sound.
  • Add prefixes and suffixes using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.
  • Use the prefix un–
  • Use suffixes –ing, –ed, –er and –est where no change is needed in the spelling of root words (for example, helping, helped, helper, eating, quicker, quickest).
  • Apply year 1 spelling rules.
  • Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Year 2
  • Spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
  • Spell by learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones.
  • Spell by learning to spell common exception words.
  • Spell by learning to spell more words with contracted forms.
  • Spell by learning the possessive apostrophe (singular) [for example, the girl’s book].
  • Spell by distinguishing between homophones and near-homophones.
  • Add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly.
  • Apply year 2 spelling rules.
  • Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Vocabulary, grammar and punctuation

Year 1
  • Leave spaces between words.
  • Join words and join clauses using ‘and’.
  • Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
  • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I'.
  • Know the grammar for year 1 (prefix and suffix, joining clauses with and, short narratives, punctuation A . ? !, capital letters for names and personal pronoun I).
Year 2
  • Use sentences with different forms: statement, question, exclamation, command.
  • Use expanded noun phrases to describe and specify [for example, the blue butterfly].
  • Use the present and past tenses correctly and consistently, including the progressive form.
  • Use subordination (when, if, that, or because) and co-ordination (or, and, or but)
  • Know the grammar for year 2 (suffixes to make adjectives -full, -less, -ly to turn adjectives into adverbs, subordination and so-ordination, expanded noun phrases, present and past tense, commas in a list, apostrophes).
  • Use and understand the year 2 grammatical terminology when discussing their writing.

Key Stage 2 Art and Design

National Curriculum England 2014

Year 3

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history

Year 4

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history

Year 5

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history

Year 6

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history

Key Stage 2 Computing

National Curriculum England 2014

Year 3

  • 1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • 2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • 3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • 4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
  • 5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • 7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 4

  • 1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • 2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • 5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • 7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 5

  • 1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • 2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • 5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • 7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 6

  • 1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • 2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • 5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • 7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Key Stage 2 Design and Technology

National Curriculum England 2014

Cooking and Nutrition

Year 3
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Design

Year 3
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Year 4
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Year 5
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Year 6
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Evaluate

Year 3
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world
Year 4
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world
Year 5
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world
Year 6
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world

Make

Year 3
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 4
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 5
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 6
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Technical Knowledge

Year 3
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products
Year 4
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products
Year 5
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products
Year 6
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products

Key Stage 2 Geography

National Curriculum England 2014

Geographical skills and fieldwork

Year 3
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 4
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 5
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 6
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Human and physical geography

Year 3
  • Describe and understand key aspects of:
    • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Year 4
  • Describe and understand key aspects of:
    • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Year 5
  • Describe and understand key aspects of:
    • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Year 6
  • Describe and understand key aspects of:
    • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Locational knowledge

Year 3
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 4
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 5
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 6
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

Year 3
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Year 4
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Year 5
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Year 6
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Key Stage 2 History

National Curriculum England 2014

Year 3

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Year 4

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Year 5

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Year 6

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Key Stage 2 Languages

National Curriculum England 2014

Foreign language

Year 3
  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • Present ideas and information orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Describe people, places, things and actions orally* and in writing
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 4
  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • Present ideas and information orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Describe people, places, things and actions orally* and in writing
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 5
  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • Present ideas and information orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Describe people, places, things and actions orally* and in writing
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 6
  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • Present ideas and information orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • Describe people, places, things and actions orally* and in writing
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english

Key Stage 2 Mathematics

National Curriculum England 2014

Algebra

Year 6
  • Use simple formulae
  • Generate and describe linear number sequences
  • Express missing number problems algebraically
  • Find pairs of numbers that satisfy an equation with 2 unknowns
  • Enumerate possibilities of combinations of 2 variables

Geometry - position and direction

Year 4
  • Describe positions on a 2-D grid as coordinates in the first quadrant
  • Describe movements between positions as translations of a given unit to the left/right and up/down
  • Plot specified points and draw sides to complete a given polygon
Year 5
  • Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
Year 6
  • Describe positions on the full coordinate grid (all 4 quadrants)
  • Draw and translate simple shapes on the coordinate plane, and reflect them in the axes

Geometry - properties of shapes

Year 3
  • Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-d shapes in different orientations and describe them
  • Recognise angles as a property of shape or a description of a turn
  • Identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle
  • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
Year 4
  • Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
  • Identify acute and obtuse angles and compare and order angles up to 2 right angles by size
  • Identify lines of symmetry in 2-D shapes presented in different orientations
  • Complete a simple symmetric figure with respect to a specific line of symmetry
Year 5
  • Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
  • Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
  • Draw given angles, and measure them in degrees (°)
  • Identify:
    • Angles at a point and 1 whole turn (total 360°)
    • Angles at a point on a straight line and half a turn (total 180°)
    • Other multiples of 90°
    • Use the properties of rectangles to deduce related facts and find missing lengths and angles
    • Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
Year 6
  • Draw 2-D shapes using given dimensions and angles
  • Recognise, describe and build simple 3-D shapes, including making nets
  • Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
  • Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

Measurement

Year 3
  • Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
  • Measure the perimeter of simple 2-D shapes
  • Add and subtract amounts of money to give change, using both £ and p in practical contexts
  • Tell and write the time from an analogue clock, including using roman numerals from I to XII, and 12-hour and 24-hour clocks
  • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight
  • Know the number of seconds in a minute and the number of days in each month, year and leap year
  • Compare durations of events [for example, to calculate the time taken by particular events or tasks]
Year 4
  • Convert between different units of measure [for example, kilometre to metre; hour to minute]
  • Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
  • Find the area of rectilinear shapes by counting squares
  • Estimate, compare and calculate different measures, including money in pounds and pence
  • Read, write and convert time between analogue and digital 12- and 24-hour clocks
  • Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days
Year 5
  • Convert between different units of metric measure [for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre]
  • Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • Calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes
  • Estimate volume [for example, using 1 cm³ blocks to build cuboids (including cubes)] and capacity [for example, using water]
  • Solve problems involving converting between units of time
  • Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
Year 6
  • Solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate
  • Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places
  • Convert between miles and kilometres
  • Recognise that shapes with the same areas can have different perimeters and vice versa
  • Recognise when it is possible to use formulae for area and volume of shapes
  • Calculate the area of parallelograms and triangles
  • Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³]

Number - addition and subtraction

Year 3
  • Add and subtract numbers mentally, including:
    • A three-digit number and 1s
    • A three-digit number and 10s
    • A three-digit number and 100s
  • Add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction
  • Estimate the answer to a calculation and use inverse operations to check answers
  • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
Year 4
  • Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
  • Estimate and use inverse operations to check answers to a calculation
  • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
Year 5
  • Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
  • Add and subtract numbers mentally with increasingly large numbers
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Number - addition, subtraction, multiplication and division

Year 6
  • Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
  • Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
  • Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
  • Perform mental calculations, including with mixed operations and large numbers
  • Identify common factors, common multiples and prime numbers
  • Use their knowledge of the order of operations to carry out calculations involving the 4 operations
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • Solve problems involving addition, subtraction, multiplication and division
  • Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

Number - fractions

Year 3
  • Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
  • Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  • Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
  • Recognise and show, using diagrams, equivalent fractions with small denominators
  • Add and subtract fractions with the same denominator within one whole [for example,5/7+1/7=6/7]
  • Compare and order unit fractions, and fractions with the same denominators
  • Solve problems that involve all of the above
Year 4
  • Recognise and show, using diagrams, families of common equivalent fractions
  • Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10
  • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
  • Add and subtract fractions with the same denominator
  • Recognise and write decimal equivalents of any number of tenths or hundreds
  • Recognise and write decimal equivalents to ¼, ½ and ¾
  • Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  • Round decimals with 1 decimal place to the nearest whole number
  • Compare numbers with the same number of decimal places up to 2 decimal places
  • Solve simple measure and money problems involving fractions and decimals to 2 decimal places
Year 5
  • Compare and order fractions whose denominators are all multiples of the same number
  • Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
  • Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, â…– + â…˜ =6/5= 1â…• ]
  • Add and subtract fractions with the same denominator, and denominators that are multiples of the same number
  • Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
  • Read and write decimal numbers as fractions [for example, 0.71 =71/100]
  • Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
  • Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place
  • Read, write, order and compare numbers with up to 3 decimal places
  • Solve problems involving number up to 3 decimal places
  • Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction
  • Solve problems which require knowing percentage and decimal equivalents of ½, ¼, â…•, â…–, â…˜ and those fractions with a denominator of a multiple of 10 or 25
Year 6
  • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination
  • Compare and order fractions, including fractions >1
  • Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = â…›]
  • Divide proper fractions by whole numbers [for example, â…“ ÷ 2 = â…™ ]
  • Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, â…œ]
  • Identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places
  • Multiply one-digit numbers with up to 2 decimal places by whole numbers
  • Use written division methods in cases where the answer has up to 2 decimal places
  • Solve problems which require answers to be rounded to specified degrees of accuracy
  • Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts

Number - multiplication and division

Year 3
  • Recalls and uses multiplication and division facts for the 3, 4 and 8 multiplication tables
  • Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
  • Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
Year 4
  • Recall multiplication and division facts for multiplication tables up to 12 x 12
  • Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers
  • Recognise and use factor pairs and commutativity in mental calculations
  • Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects
Year 5
  • Identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
  • Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • Establish whether a number up to 100 is prime and recall prime numbers up to 19
  • Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • Multiply and divide numbers mentally, drawing upon known facts
  • Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
  • Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000
  • Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
  • Solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
  • Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
  • Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Number - number and place value

Year 3
  • Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
  • Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
  • Compare and order numbers up to 1,000
  • Identify, represent and estimate numbers using different representations
  • Read and write numbers up to 1,000 in numerals and in words
  • Solve number problems and practical problems involving these ideas
Year 4
  • Count in multiples of 6, 7, 9, 25 and 1,000
  • Find 1,000 more or less than a given number
  • Count backwards through 0 to include negative numbers
  • Recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s)
  • Order and compare numbers beyond 1,000
  • Identify, represent and estimate numbers using different representations
  • Round any number to the nearest 10, 100 or 1,000
  • Solve number and practical problems that involve all of the above and with increasingly large positive numbers
  • Read roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value
Year 5
  • Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit
  • Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
  • Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0
  • Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000
  • Solve number problems and practical problems that involve all of the above
  • Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
Year 6
  • Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
  • Round any whole number to a required degree of accuracy
  • Use negative numbers in context, and calculate intervals across 0
  • Solve number and practical problems that involve all of the above

Ratio and proportion

Year 6
  • Solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts
  • Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison
  • Solve problems involving similar shapes where the scale factor is known or can be found
  • Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Statistics

Year 3
  • Interpret and present data using bar charts, pictograms and tables
  • Solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables
Year 4
  • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
  • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Year 5
  • Solve comparison, sum and difference problems using information presented in a line graph
  • Complete, read and interpret information in tables, including timetables
Year 6
  • Interpret and construct pie charts and line graphs and use these to solve problems
  • Calculate and interpret the mean as an average

Key Stage 2 Music

National Curriculum England 2014

Year 3

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music

Year 4

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music

Year 5

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music

Year 6

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music

Key Stage 2 Physical Education

National Curriculum England 2014

Year 3

  • Demonstrates KEY Values of Sportsperson ship
    • RESPECTFUL: Behaves well, e.g. good listener, follows instructions etc. Plays to the rules of the game, shows sportspersonship and honesty when competing. Communicates and collaborates well with others when training and competing.
      • AMBITION: Shows high levels of effort and determined to do well enabling them to reach potential. Perseveres when tasks are repetitive or mundane.
      • INQUISITIVE: shows interest in the sport/activity. Asks questions to improve, knowledge, understanding and ability. Experiments in order to improve.
      • RESILIENCE: Shows resilience when things, when things are a challenge or when they don't go well. Stays on task and doesn't give up when things are found hard. Keeps composed and focused.
      • PREPERATION FOR EXERCISE: Warm up in a way that suits the exercise. Chooses appropriate exercises for pulse raiser and mobility work that are progressive in intensity. Can choose and perform exercises that would be specific for the activity.
      • LEADERSHIP: Is a positive role model and leads successfully, demonstrating a range of leadership skills. Is confident when leading and ensures the safety of the participants.
  • Invasion and team games (e.g. dodgeball, capture the flag, football, rugby, netball, basketball and hockey)
    • Skills - Abilty to perform basic and advanced techniques successfully in practices and games.
      • Tactics & Rules - Knows and demonstrates the attacking and defensive strategies needed to be successful. Knows the basic or advanced rules and can apply them to be successful in games.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential.
  • Striking and fielding games (e.g. cricket, rounders and softball)
    • Skills - Abilty to perform basic and advanced techniques successfully in practices and games. Including, striking, throwing and catching skills.
    • Tactics & Rules - Knows and demonstrates the attacking and defensive strategies needed to be successful. Knows the basic or advanced rules and can apply them to be successful in games.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential.
  • Net/wall games (e.g. tennis, pickleball, squash and badminton)
    • Skills - Abilty to perform basic and advanced techniques successfully in practices and games.
      • Tactics & Rules - Knows and demonstrates the attacking and defensive strategies needed to be successful. Knows the basic or advanced rules and can apply them to be successful in games.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential.
  • Fitness levels and development in personal bests in athletics and other activities.
    • Skills - Good start and running techniques in sprint events. Good tecniques in jumping and throwing events. Safe and effective techniques for jumping and landing.
      • Pacing and stamina - has good levels of cardiovascular and muscular endurance and can effectively pace themselves in distance events.
      • Fitness and athleticism - high levels of fitness enabling them to be successful in activities requiring strength, agility, balance, coordination, power, speed and reaction time.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential.
  • DANCE
    • Skills - Able to accurately perform a range of simple and complex movement patterns, staying in time with the music/counts.
      • Creativity - Can devise an engaging and interesting dance that fits the theme/music.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential.
  • SWIMMING
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations
  • GYMNASTICS
    • Skills - Able to perform a range skills, demonstrating strength, flexibility, balance and coordination.
      • Creativity - Can devise an engaging and interesting individual and partner routine, choosing skills that fit together nicely.
      • Evaluative/reflective - accurately evaluates performances, of self and others, (strengths and weaknesses) and shows understanding of the level they are working at, and what they need to improve. Can set appropriate goals to reach potential
  • OUTDOOR AND ADVENTUROUS
    • Completes challenges individually and responds to challenges and problems. When working in teams, works well with others and works collaboratively and cooperatively.
      • Uses maps and diagrams to orientate themselves. Is careful and sensible, but confident, in unfamiliar environments. Is able to assess risks and adapt plans.
      • Prepares appropriately to engage in O&A activities, e.g. correct clothing, footwear and safety equipment.
  • SKIPPING
    • Can jump rope with coordination, fluency and control; with good speed when required. Can perform a range of simple and complex skipping skills. Can skip for prolonged periods of time.
      • Long rope skills. Is able to rope turn successfully and can adapt to suit the jumper. Good timing and jumping when performing long rope activities.

Year 4

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best
  • Swimming and Water Safety:
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations

Year 5

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best
  • Swimming and Water Safety:
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations

Year 6

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best
  • Swimming and Water Safety:
    • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
      • Swim competently, confidently and proficiently over a distance of at least 25 metres
      • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
      • Perform safe self-rescue in different water-based situations

Key Stage 2 Reading

National Curriculum England 2014

Comprehension

Year 3
  • Develop positive attitudes to reading, and an understanding of what they read, by: reading using different sounds and self-checking that it makes sense.
  • Develop positive attitudes to reading, and an understanding of what they have read, by: reading a wider range of books and participating in discussions about them.
  • Develop positive attitudes to reading, and an understanding of what they have read, by: using appropriate terminology with greater confidence when discussing texts and the plot, characters and setting.
  • Understand what they read, in books they can read independently, by: predicting what might happen next from details stated.
  • Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Understand what they read, in books they can read independently, by: Identifying main ideas drawn from more than one paragraph and summarising these.
  • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
  • Retrieves and records information from non-fiction.
  • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
  • Discussing words and phrases that capture the reader’s interest and imagination.
  • Recognising some different forms of poetry [for example, free verse, narrative poetry].
  • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Identifying how language, structure, and presentation contribute to meaning.
  • Asking questions to improve their understanding of a text.
  • Identifying themes and conventions in a wide range of books.
  • Using dictionaries to check the meaning of words that they have read.
  • Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Year 4
  • Develop positive attitudes to reading, and an understanding of what they read, by: reading books that are structured in different ways and reading for a range of purposes.
  • Understanding what they read, in books they can read independently, by: predicting what might happen from details stated and implied.
  • Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Understand what they read, in books they can read independently, by: identifying main ideas drawn from more than one paragraph and summarising these.
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
  • Retrieve and record information from non-fiction.
  • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
  • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
  • Recognising some different forms of poetry [for example, free verse, narrative poetry].
  • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Identifying how language, structure, and presentation contribute to meaning.
  • Asking questions to improve their understanding of a text.
  • Identifying themes and conventions in a wide range of books.
  • Discussing words and phrases that capture the reader’s interest and imagination.
  • Using dictionaries to check the meaning of words that they have read.
  • Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Year 5
  • Maintain positive attitudes to reading and an understanding of what they read by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
  • Reading books that are structured in different ways and reading for a range of purposes.
  • Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
  • Recommending books that they have read to their peers, giving reasons for their choices.
  • Identifying and discussing themes and conventions in and across a wide range of writing.
  • Making comparisons within and across books.
  • Learning a wider range of poetry by heart.
  • Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
  • Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
  • Understand what they read by asking questions to improve their understanding.
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predicting what might happen from details stated and implied.
  • Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas.
  • Identifying how language, structure and presentation contribute to meaning.
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
  • Distinguish between statements of fact and opinion.
  • Retrieve, record and present information from non-fiction.
  • Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.
  • Provide reasoned justifications for their views.
Year 6
  • Maintain positive attitudes to reading and an understanding of what they read by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
  • Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
  • Reading books that are structured in different ways and reading for a range of purposes.
  • Recommending books that they have read to their peers, giving reasons for their choices.
  • Identifying and discussing themes and conventions in and across a wide range of writing.
  • Making comparisons within and across books.
  • Learning a wider range of poetry by heart.
  • Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
  • Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
  • Understand what they read by asking questions to improve their understanding.
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predicting what might happen from details stated and implied.
  • Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas.
  • Identifying how language, structure and presentation contribute to meaning.
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
  • Distinguish between statements of fact and opinion.
  • Retrieve, record and present information from non-fiction.
  • Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.
  • Provide reasoned justifications for their views.

Word reading

Year 3
  • Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English appendix 1, both to read aloud and to understand the meaning of new words they meet
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Year 4
  • Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English appendix 1, both to read aloud and to understand the meaning of new words they meet
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Year 5
  • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet
Year 6
  • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet

Key Stage 2 Religious Education

Northburn

Year 3

  • Unit 2.1 Creation: Place the concepts of God and Creation on a timeline of the Bible's 'big story'.
  • Unit 2.1 Creation: Make clear links between Genesis 1 and what Christians believe about God and Creation.
  • Unit 2.1 Creation: Recognise that the story of 'the fall' in Genesis 3 gives an explanation of why things go wrong in the world.
  • Unit 2.1 Creation: Describe what Christians do because they believe God is Creator (e.g. follow God, wonder at how amazing God's creation is; care for the Earth - some specific ways).
  • Unit 2.1 Creation: Describe how and why Christians might pray to God, say sorry and ask for forgiveness.
  • Unit 2.1 Creation: Ask questions and suggest answers about what might be important in the creation story for Christians and for non-Christians living today.
  • Unit 2.2 People of God: Make clear links between the story of Noah and the idea of covenant.
  • Unit 2.2 People of God: Make simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony.
  • Unit 2.2 People of God: Make links between the story of Noah and how we live in school and the wider world.
  • Unit 2.3 God/Incarnation: Recognise what a 'Gospel' is and give an example of the kinds of stories it contains.
  • Unit 2.3 God/Incarnation: Offer suggestions about what texts about baptism and Trinity mean.
  • Unit 2.3 God/Incarnation: Give examples of what these texts mean to some Christians today.
  • Unit 2.3 God/Incarnation: Describe how Christians show their beliefs about God the Trinity in worship in different ways (in baptism and prayer, for example) and in the wat they live.
  • Unit 2.3 God/Incarnation: Make links between some Bible texts studied and the idea of God in Christianity, expressing clearly some ideas of their own about what Chrisitans believe God is like.
  • Unit 2.7 Hindu: Identify some Hindu deities and say how they help Hindus describe God.
  • Unit 2.7 Hindu: Make clear links between some stories (e.g. Svetaketu, Ganesh, Diwali) and what Hindus believe about God.
  • Unit 2.7 Hindu: Offer informed suggestions about what Hindu murtis express about God.
  • Unit 2.7 Hindu: Make simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshipping at a home shrine; celebrating Diwali).
  • Unit 2.7 Hindu: Identify some different ways in which Hindus worship.
  • Unit 2.7 Hindu: Raise questions and suggest answers about whether it is good to think about the cycle of create/preserve/destroy in the world today.
  • Unit 2.7 Hindu: Make links between the Hindu idea of everyone having a 'spark' of God in them and ideas about the value of people in the world today, giving good reasons for their ideas.
  • Unit 2.9 Muslim: Identify some beliefs about God in Islam, expressed in Surah 1
  • Unit 2.9 Muslim: Make clear links between beliefs about God and ibadah (e.g. how God is worth worshiping: how Muslims submit to God)
  • Unit 2.9 Muslim: Give examples of Ibadah (worship) in Islam (e.g. prayer, fasting, celebrating) and describe what they involve
  • Unit 2.9 Muslim: Make links between Muslim beliefs about God and a range of ways in which Muslims worship (e.g. in prayer and fasting, as a family and as a community, at home and in the mosque)
  • Unit 2.9 Muslim: Raise questions and suggest answers about the value of submission and self-control to Muslims, and whether there are benefits for people who are not Muslims
  • Unit 2.9 Muslim: Make links between the Muslim idea of living in harmony with the Creator and the need for all people to live in harmony with each other in the world today, giving good reasons for their ideas
  • Unit 2.8 Hindu: Describe how Hindus show their faith within their families in Britain today (e.g. home puja)
  • Unit 2.8 Hindu: Describe how Hindus shoe their faith within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)
  • Unit 2.8 Hindu: Identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)
  • Unit 2.8 Hindu: Identify the terms dharma, Sanatan Dharma and Hinduism ad say what they mean
  • Unit 2.8 Hindu: Make links between Hindu practices and the idea that Hindu Dharma is a whole 'way of life' (dharma)
  • Unit 2.8 Hindu: Raise questions and suggest answers about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing for individuals and society, giving good reasons for their ideas.
  • Unit 2.10 Jewish: Identify some Jewish beliefs about God, sin and forgiveness and describe what they mean
  • Unit 2.10 Jewish: Make clear links between the story of the Exodus and Jewish beliefs about God and his relationship with the Jewish people
  • Unit 2.10 Jewish: Offer informed suggestions about the meaning of the Exodus story for Jews today
  • Unit 2.10 Jewish: Make simple links between Jewish beliefs about God and his people and how Jews live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
  • Unit 2.10 Jewish: Describe how Jews show their beliefs through worship in festivals, both at home and in wider communities
  • Unit 2.10 Jewish: Raise questions and suggest answers about whether it is good for Jews and everyone else to remember the past and look forward to the future
  • Unit 2.10 Jewish: Make links with the value of personal reflections, saving sorry, being forgiven, being grateful, seeking freedom and justice in the world today, including pupils' own lives, and giving good reasons for their ideas.
  • Unit 2.5 Christians: Recognise the world 'Salvation', and that Christians believe Jesus came to 'save' or 'rescue' people, e.g. by showing them how to live
  • Unit 2.5 Christians: Offer informed suggestions about what the events of Holy Week mean to Christians
  • Unit 2.5 Christians: Give examples of what Christians say about the importance of the events of Holy Week
  • Unit 2.5 Christians: Make simple links between the Gospel accounts and how Christians mark the Easter events in their communities
  • Unit 2.5 Christians: Describe how Christians show their beliefs about Jesus in worship in different ways
  • Unit 2.5 Christians: Raise thoughtful questions and suggest some answers about why Christians call the day Jesus died 'Good Friday' , giving good reasons for their suggestions.
  • Unit 2.4 Christians: Identify texts that come from a Gospel, which tells the story of the life and teaching of Jesus
  • Unit 2.4 Christians: Make clear links between the calling of the first disciples and how Christians today try to follow Jesus and be 'fishers of people'
  • Unit 2.4 Christians: Suggest ideas and then find out about what Jesus' actions towards outcasts mean for a Christian
  • Unit 2.4 Christians: Give examples of how Christians try to show love for all, including how Christian leaders try to follow Jesus' teaching in different ways
  • Unit 2.4 Christians: Make links between the importance of love in the Bible stories studied and life in the world today, giving a good reason for their ideas.
  • Unit 2.6 Christians: Make clear links between the story of Pentecost and Christian beliefs about the 'kingdom of God' on Earth
  • Unit 2.6 Christians: Offer informed suggestions about what the events of Pentecost in Acts 2 might mean
  • Unit 2.6 Christians: Give examples of what Pentecost means to some Christians now
  • Unit 2.6 Christians: Make simple links between the description of Pentecost in Acts 2, the Holy Spirit, the kingdom of God, and how Christians live now
  • Unit 2.6 Christians: Describe how Christians show their beliefs about the Holy Spirit in worship
  • Unit 2.6 Christians: Make links between ideas about the Kingdom of God in the Bible ad what people believe about following God today, give good reasons for their ideas
  • Unit 2.11: Identify some beliefs about love, commitments and promises in two religious traditions and describe what they mean
  • Unit 2.11: Offer informed suggestions about the meaning and importance of ceremonies of commitments for religious and non-religious people today
  • Unit 2.11: Describe what happens in ceremonies of commitment (e.g. baptism, sacred thread, marriage) and say what these rituals mean
  • Unit 2.11: Make simple links between beliefs about love and commitment and how people in at least two religious traditions live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
  • Unit 2.11: Identify some differences in how people celebrate commitment (e.g. different practices of marriage, or Christian baptism)
  • Unit 2.11: Raise questions and suggest answers about whether it is good for everyone to see life as a journey, and to mark the milestones
  • Unit 2.11: Make links between ideas of love, commitment and promises in religious and non-religious ceremonies
  • Unit 2.11: Give good reasons why they think ceremonies of commitment are or are not valuable today
  • Unit 2.12: Identify some beliefs about why the world is not always a good place (e.g. Christian ideas of sin)
  • Unit 2.12: Make links between religious beliefs and teachings and why people try to live and make the world a better place
  • Unit 2.12: Make simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek)
  • Unit 2.12: Describe some examples of how people try to live (e.g. individuals and organisations)
  • Unit 2.12: Identify some differences in how people put their beliefs into action
  • Unit 2.12: Raise questions and suggest answers about why the world is not always a good place, and what are the best ways of making it better
  • Unit 2.12: Make links between some commands for living from religious traditions, non-religious worldviews and pupils' own ideas
  • Unit 2.12: Express their own ideas about the best ways to make the world a better place, making links with religious ideas studied, giving good reasons for their views.

Year 4

  • Unit 2.1 Creation: Place the concepts of God and Creation on a timeline of the Bible's 'big story'.
  • Unit 2.1 Creation: Make clear links between Genesis 1 and what Christians believe about God and Creation.
  • Unit 2.1 Creation: Recognise that the story of 'the fall' in Genesis 3 gives an explanation of why things go wrong in the world.
  • Unit 2.1 Creation: Describe what Christians do because they believe God is Creator (e.g. follow God, wonder at how amazing God's creation is; care for the Earth - some specific ways).
  • Unit 2.1 Creation: Describe how and why Christians might pray to God, say sorry and ask for forgiveness.
  • Unit 2.1 Creation: Ask questions and suggest answers about what might be important in the creation story for Christians and for non-Christians living today.
  • Unit 2.2 People of God: Make clear links between the story of Noah and the idea of covenant.
  • Unit 2.2 People of God: Make simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony.
  • Unit 2.2 People of God: Make links between the story of Noah and how we live in school and the wider world.
  • Unit 2.3 God/Incarnation: Recognise what a 'Gospel' is and give an example of the kinds of stories it contains.
  • Unit 2.3 God/Incarnation: Offer suggestions about what texts about baptism and Trinity mean.
  • Unit 2.3 God/Incarnation: Give examples of what these texts mean to some Christians today.
  • Unit 2.3 God/Incarnation: Describe how Christians show their beliefs about God the Trinity in worship in different ways (in baptism and prayer, for example) and in the wat they live.
  • Unit 2.3 God/Incarnation: Make links between some Bible texts studied and the idea of God in Christianity, expressing clearly some ideas of their own about what Chrisitans believe God is like.
  • Unit 2.7 Hindu: Identify some Hindu deities and say how they help Hindus describe God.
  • Unit 2.7 Hindu: Make clear links between some stories (e.g. Svetaketu, Ganesh, Diwali) and what Hindus believe about God.
  • Unit 2.7 Hindu: Offer informed suggestions about what Hindu murtis express about God.
  • Unit 2.7 Hindu: Make simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshipping at a home shrine; celebrating Diwali).
  • Unit 2.7 Hindu: Identify some different ways in which Hindus worship.
  • Unit 2.7 Hindu: Raise questions and suggest answers about whether it is good to think about the cycle of create/preserve/destroy in the world today.
  • Unit 2.7 Hindu: Make links between the Hindu idea of everyone having a 'spark' of God in them and ideas about the value of people in the world today, giving good reasons for their ideas.
  • Unit 2.9 Muslim: Identify some beliefs about God in Islam, expressed in Surah 1
  • Unit 2.9 Muslim: Make clear links between beliefs about God and ibadah (e.g. how God is worth worshiping: how Muslims submit to God)
  • Unit 2.9 Muslim: Give examples of Ibadah (worship) in Islam (e.g. prayer, fasting, celebrating) and describe what they involve
  • Unit 2.9 Muslim: Make links between Muslim beliefs about God and a range of ways in which Muslims worship (e.g. in prayer and fasting, as a family and as a community, at home and in the mosque)
  • Unit 2.9 Muslim: Raise questions and suggest answers about the value of submission and self-control to Muslims, and whether there are benefits for people who are not Muslims
  • Unit 2.9 Muslim: Make links between the Muslim idea of living in harmony with the Creator and the need for all people to live in harmony with each other in the world today, giving good reasons for their ideas
  • Unit 2.8 Hindu: Describe how Hindus show their faith within their families in Britain today (e.g. home puja)
  • Unit 2.8 Hindu: Describe how Hindus shoe their faith within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)
  • Unit 2.8 Hindu: Identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)
  • Unit 2.8 Hindu: Identify the terms dharma, Sanatan Dharma and Hinduism ad say what they mean
  • Unit 2.8 Hindu: Make links between Hindu practices and the idea that Hindu Dharma is a whole 'way of life' (dharma)
  • Unit 2.8 Hindu: Raise questions and suggest answers about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing for individuals and society, giving good reasons for their ideas.
  • Unit 2.10 Jewish: Identify some Jewish beliefs about God, sin and forgiveness and describe what they mean
  • Unit 2.10 Jewish: Make clear links between the story of the Exodus and Jewish beliefs about God and his relationship with the Jewish people
  • Unit 2.10 Jewish: Offer informed suggestions about the meaning of the Exodus story for Jews today
  • Unit 2.10 Jewish: Make simple links between Jewish beliefs about God and his people and how Jews live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
  • Unit 2.10 Jewish: Describe how Jews show their beliefs through worship in festivals, both at home and in wider communities
  • Unit 2.10 Jewish: Raise questions and suggest answers about whether it is good for Jews and everyone else to remember the past and look forward to the future
  • Unit 2.10 Jewish: Make links with the value of personal reflections, saving sorry, being forgiven, being grateful, seeking freedom and justice in the world today, including pupils' own lives, and giving good reasons for their ideas.
  • Unit 2.5 Christians: Recognise the world 'Salvation', and that Christians believe Jesus came to 'save' or 'rescue' people, e.g. by showing them how to live
  • Unit 2.5 Christians: Offer informed suggestions about what the events of Holy Week mean to Christians
  • Unit 2.5 Christians: Give examples of what Christians say about the importance of the events of Holy Week
  • Unit 2.5 Christians: Make simple links between the Gospel accounts and how Christians mark the Easter events in their communities
  • Unit 2.5 Christians: Describe how Christians show their beliefs about Jesus in worship in different ways
  • Unit 2.5 Christians: Raise thoughtful questions and suggest some answers about why Christians call the day Jesus died 'Good Friday' , giving good reasons for their suggestions.
  • Unit 2.4 Christians: Identify texts that come from a Gospel, which tells the story of the life and teaching of Jesus
  • Unit 2.4 Christians: Make clear links between the calling of the first disciples and how Christians today try to follow Jesus and be 'fishers of people'
  • Unit 2.4 Christians: Suggest ideas and then find out about what Jesus' actions towards outcasts mean for a Christian
  • Unit 2.4 Christians: Give examples of how Christians try to show love for all, including how Christian leaders try to follow Jesus' teaching in different ways
  • Unit 2.4 Christians: Make links between the importance of love in the Bible stories studied and life in the world today, giving a good reason for their ideas.
  • Unit 2.6 Christians: Make clear links between the story of Pentecost and Christian beliefs about the 'kingdom of God' on Earth
  • Unit 2.6 Christians: Offer informed suggestions about what the events of Pentecost in Acts 2 might mean
  • Unit 2.6 Christians: Give examples of what Pentecost means to some Christians now
  • Unit 2.6 Christians: Make simple links between the description of Pentecost in Acts 2, the Holy Spirit, the kingdom of God, and how Christians live now
  • Unit 2.6 Christians: Describe how Christians show their beliefs about the Holy Spirit in worship
  • Unit 2.6 Christians: Make links between ideas about the Kingdom of God in the Bible ad what people believe about following God today, give good reasons for their ideas
  • Unit 2.11: Identify some beliefs about love, commitments and promises in two religious traditions and describe what they mean
  • Unit 2.11: Offer informed suggestions about the meaning and importance of ceremonies of commitments for religious and non-religious people today
  • Unit 2.11: Describe what happens in ceremonies of commitment (e.g. baptism, sacred thread, marriage) and say what these rituals mean
  • Unit 2.11: Make simple links between beliefs about love and commitment and how people in at least two religious traditions live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
  • Unit 2.11: Identify some differences in how people celebrate commitment (e.g. different practices of marriage, or Christian baptism)
  • Unit 2.11: Raise questions and suggest answers about whether it is good for everyone to see life as a journey, and to mark the milestones
  • Unit 2.11: Make links between ideas of love, commitment and promises in religious and non-religious ceremonies
  • Unit 2.11: Give good reasons why they think ceremonies of commitment are or are not valuable today
  • Unit 2.12: Identify some beliefs about why the world is not always a good place (e.g. Christian ideas of sin)
  • Unit 2.12: Make links between religious beliefs and teachings and why people try to live and make the world a better place
  • Unit 2.12: Make simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek)
  • Unit 2.12: Describe some examples of how people try to live (e.g. individuals and organisations)
  • Unit 2.12: Identify some differences in how people put their beliefs into action
  • Unit 2.12: Raise questions and suggest answers about why the world is not always a good place, and what are the best ways of making it better
  • Unit 2.12: Make links between some commands for living from religious traditions, non-religious worldviews and pupils' own ideas
  • Unit 2.12: Express their own ideas about the best ways to make the world a better place, making links with religious ideas studied, giving good reasons for their views.

Year 5

  • Unit 2.1 God: Identify some different types of biblical texts, using technical terms accurately.
  • Unit 2.1 God: Explain connections between biblical texts and Christian ideas of God, using theological terms.
  • Unit 2.1 God: Make clear connections between Bible texts studied and what Christians believe about God; for example, through how cathedrals are designed.
  • Unit 2.1 God: Show how Christians put their beliefs into practice in worship.
  • Unit 2.1 God: Weigh up how biblical ideas and teachings about God as holy and loving might make a difference in the world today, developing insights of their own.
  • Unit 2.2 Creation: Identify what type of text some Christians say Genesis 1 is, and it's purpose.
  • Unit 2.2 Creation: Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations.
  • Unit 2.2 Creation: Make clear connections between Genesis 1 and Christian belief about God as Creator.
  • Unit 2.2 Creation: Show understanding of why many Christians find science and faith go together.
  • Unit 2.2 Creation: Identify key area arising from their study of Genesis 1 and comment on how far these are helpful or inspiring, justifying their responses.
  • Unit 2.2 Creation: Weigh up how far the Genesis 1 creation narrative is in conflict, or is complementary, with a scientific account, giving good reasons for their views.
  • Unit 2.3 Incarnation: Explain the place of Incarnation and Messiah within the 'big story' of the Bible.
  • Unit 2.3 Incarnation: Identify Gospel and prophecy texts, using technical terms.
  • Unit 2.3 Incarnation: Explain connections between biblical texts, incarnation and Messiah, using theological terms.
  • Unit 2.3 Incarnation: Show how Christians put their beliefs about Jesus' Incarnation into practice in different ways in celebrating Christmas.
  • Unit 2.3 Incarnation: Comment on how the idea that Jesus is the Messiah makes sense in the wider story of the Bible.
  • Unit 2.3 Incarnation: Weigh up how far the idea of Jesus as the 'Messiah' - a Saviour from God - is important in the world today and, if it is true, what difference that might make in people's lives, giving good reasons for their answers.
  • Unit 2.11 Believers/non-believers: Define the term 'theist', 'atheist' and 'agnostic' and give examples of statements that reflect these beliefs.
  • Unit 2.11 Believers/non-believers: Identify and explain what religious and non-religious people believe about God, saying where they get their ideas from.
  • Unit 2.11 Believers/non-believers: Give examples of reasons why people do or do not believe in God.
  • Unit 2.11 Believers/non-believers: Make clear connections between what people believe about God and the impact of this belief on how they live.
  • Unit 2.11 Believers/non-believers: Give evidence and examples to show how Christians sometimes disagree about what God is like (e.g. some differences interpreting Genesis).
  • Unit 2.11 Believers/non-believers: Reflect on and articulate some ways in which believing in God is valuable in the lives of believers, and ways it can be challenging.
  • Unit 2.11 Believers/non-believers: Consider and weigh up different views on theism, agnosticism and atheism, expressing insights of their own about why people believe in God or not.
  • Unit 2.11 Believers/non-believers: Make connections between belief and behaviour in their own lives, in the light of their learning.
  • Unit 2.8 Muslim: Identify and explain Muslim beliefs about God, the Prophet and the Holy Qur'an (e.g. Tawhid; Muhammad as the Messenger, Qur'an as the message)
  • Unit 2.8 Muslim: Describe ways in which Muslim sources of authority guide Muslim living (e.g. Qur'an guidance on Five Pillars; Hajj practices follow example of the Prophet)
  • Unit 2.8 Muslim: Make clear connections between Muslim beliefs and ibadah (e.g. Five Pillars, festivals, mosques, art)
  • Unit 2.8 Muslim: Give evidence and examples to show how Muslims put their beliefs into practice in different ways
  • Unit 2.8 Muslim: Make connections between Muslim beliefs studied and Muslim ways of living in Britain/Northumberland today
  • Unit 2.8 Muslim: Consider and weigh up the value of e.g. submission, obedience, generosity, self-control and worship in the lives of Muslims today and articulate responses on how far they are valuable to people who are not Muslims
  • Unit 2.8 Muslim: Reflect on and articulate what it is like to be a Muslim in Britain today, giving good reasons for their views
  • Unit 2.7 Hindus: Identify and explain Hindu beliefs e.g. dharma, karma, samsara, moksha, using technical terms accurately
  • Unit 2.7 Hindus: Give meanings for the story of the man in the well and explain how it relates to Hindu beliefs about samsara, moksha, etc.
  • Unit 2.7 Hindus: Make clear connections between Hindu beliefs about dharma, karma, samsara and moksha, etc.
  • Unit 2.7 Hindus: Connect the four Hindu aims of life and the four stages of life with beliefs about dharma, karma, moksha etc.
  • Unit 2.7 Hindus: Give evidence and examples to show how Hindus put their beliefs into practice in different ways
  • Unit 2.7 Hindus: Make connections between Hindu beliefs studied (e.g. karma and dharma), and explain how and why they are important to Hindus
  • Unit 2.7 Hindus: Reflect on and articulate what impact belief in karma and dharma might have on individuals and the world, recognising different points of view.
  • Unit 2.9 Jewish: Identify and explain Jewish beliefs about God
  • Unit 2.9 Jewish: Give examples of some texts that say what God is like and explain how Jewish people interpret them
  • Unit 2.9 Jewish: Make clear connections between Jewish beliefs about the Torah and how they use and treat it
  • Unit 2.9 Jewish: Make clear connections between Jewish commandments and how Jews live (e.g. in relation to kosher laws)
  • Unit 2.9 Jewish: Give evidence and examples to show how Jewish people put their beliefs into practice in different ways (e.g. some differences between Orthodox and Progressive Jewish practice)
  • Unit 2.9 Jewish: Make connections between Jewish beliefs studied and explain how and why they are important to Jewish people today
  • Unit 2.9 Jewish: Consider and weigh up the value of e.g. tradition, ritual, community, study and worship in the lives of Jews today, and articulate responses on how far they are valuable to people who are not Jewish.
  • Unit 2.5 Christians: Outline the 'big story' of the Bible, explaining how incarnation and Salvation fit within it
  • Unit 2.5 Christians: Explain what Christians mean when they say that Jesus' death was a sacrifice
  • Unit 2.5 Christians: Make clear connections between the Christian belief in Jesus' death as a sacrifice and how Christians celebrate Holy Communion/Lord's Supper
  • Unit 2.5 Christians: Show how Christians put their beliefs into practice in different ways
  • Unit 2.5 Christians: Weigh up the value and impact of ideas of sacrifice in their own lives and the world today
  • Unit 2.5 Christians: Articulate their own responses to the idea of sacrifice, recognising different points of view.
  • Unit 2.4 Christians: Identify features of Gospel texts (for example, teachings, parable, narrative)
  • Unit 2.4 Christians: Taking account of the context, suggest meanings of Gospel texts studied, and compare their own ideas with ways in which Christians interpret biblical texts
  • Unit 2.4 Christians: Make clear connections between Gospel texts, Jesus' 'good news', and how Christians live in the Christian community and in their individual lives
  • Unit 2.4 Christians: Make connections between Christian teachings (e.g. about peace, forgiveness, healing) and the issues, problems and opportunities in the world today, including their own lives
  • Unit 2.4 Christians: Articulate their own responses to the issues studied, recognising different points of view.
  • Unit 2.6 Christians: Explain connections between biblical texts and the concept of the kingdom of God
  • Unit 2.6 Christians: Consider different possible meanings for the biblical texts studied, showing awareness of different interpretations
  • Unit 2.6 Christians: Make clear connections between belief in the kingdom of God and how Christians put their beliefs into practice
  • Unit 2.6 Christians: Show how Christians put their beliefs into practice in different ways
  • Unit 2.6 Christians: Relate the Christian 'kingdom of God' model (i.e. loving others, serving the needy) to issues, problems and opportunities in the world today
  • Unit 2.6 Christians: Articulate their own responses to the idea of the importance of love and service in the world today.
  • Unit 2.12: Describe at least three examples of ways in which religions guide people in how to respond to good and hard times in life
  • Unit 2.12: Identify beliefs about life after death in at least two religious traditions, comparing and explaining similarities and differences
  • Unit 2.12: Make clear connections between what people believe about God and how they respond to challenges in life (e.g. suffering, bereavement)
  • Unit 2.12: Give examples of ways in which beliefs about resurrection/judgement/heaven/karma/reincarnation make a difference to how someone lives
  • Unit 2.12: Interpret a range of artistic expressions of afterlife, offering and explaining different ways of understanding these
  • Unit 2.12: Offer a reasoned response to the unit question, with evidence and example, expressing insights of their own.
  • Unit 2.10 Humanists: Identify and explain beliefs about why people are good and bad (e.g. Christian and Humanist)
  • Unit 2.10 Humanists: Make links with sources of authority that tell people how to be good (e.g. Christian ideas of 'being made in the image of God' but 'fallen', and Humanists saying people can be 'good without God')
  • Unit 2.10 Humanists: Make clear connections between Christian and Humanist ideas about being good and how people live
  • Unit 2.10 Humanists: Suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view
  • Unit 2.10 Humanists: Raise important questions and suggest answers about how and why people should be good
  • Unit 2.10 Humanists: Make connections between he values studied and their own lives, and their importance in the world today, giving good reasons for their views.

Year 6

  • Unit 2.1 God: Identify some different types of biblical texts, using technical terms accurately.
  • Unit 2.1 God: Explain connections between biblical texts and Christian ideas of God, using theological terms.
  • Unit 2.1 God: Make clear connections between Bible texts studied and what Christians believe about God; for example, through how cathedrals are designed.
  • Unit 2.1 God: Show how Christians put their beliefs into practice in worship.
  • Unit 2.1 God: Weigh up how biblical ideas and teachings about God as holy and loving might make a difference in the world today, developing insights of their own.
  • Unit 2.2 Creation: Identify what type of text some Christians say Genesis 1 is, and it's purpose.
  • Unit 2.2 Creation: Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations.
  • Unit 2.2 Creation: Make clear connections between Genesis 1 and Christian belief about God as Creator.
  • Unit 2.2 Creation: Show understanding of why many Christians find science and faith go together.
  • Unit 2.2 Creation: Identify key area arising from their study of Genesis 1 and comment on how far these are helpful or inspiring, justifying their responses.
  • Unit 2.2 Creation: Weigh up how far the Genesis 1 creation narrative is in conflict, or is complementary, with a scientific account, giving good reasons for their views.
  • Unit 2.3 Incarnation: Explain the place of Incarnation and Messiah within the 'big story' of the Bible.
  • Unit 2.3 Incarnation: Identify Gospel and prophecy texts, using technical terms.
  • Unit 2.3 Incarnation: Explain connections between biblical texts, incarnation and Messiah, using theological terms.
  • Unit 2.3 Incarnation: Show how Christians put their beliefs about Jesus' Incarnation into practice in different ways in celebrating Christmas.
  • Unit 2.3 Incarnation: Comment on how the idea that Jesus is the Messiah makes sense in the wider story of the Bible.
  • Unit 2.3 Incarnation: Weigh up how far the idea of Jesus as the 'Messiah' - a Saviour from God - is important in the world today and, if it is true, what difference that might make in people's lives, giving good reasons for their answers.
  • Unit 2.11 Believers/non-believers: Define the term 'theist', 'atheist' and 'agnostic' and give examples of statements that reflect these beliefs.
  • Unit 2.11 Believers/non-believers: Identify and explain what religious and non-religious people believe about God, saying where they get their ideas from.
  • Unit 2.11 Believers/non-believers: Give examples of reasons why people do or do not believe in God.
  • Unit 2.11 Believers/non-believers: Make clear connections between what people believe about God and the impact of this belief on how they live.
  • Unit 2.11 Believers/non-believers: Give evidence and examples to show how Christians sometimes disagree about what God is like (e.g. some differences interpreting Genesis).
  • Unit 2.11 Believers/non-believers: Reflect on and articulate some ways in which believing in God is valuable in the lives of believers, and ways it can be challenging.
  • Unit 2.11 Believers/non-believers: Consider and weigh up different views on theism, agnosticism and atheism, expressing insights of their own about why people believe in God or not.
  • Unit 2.11 Believers/non-believers: Make connections between belief and behaviour in their own lives, in the light of their learning.
  • Unit 2.8 Muslim: Identify and explain Muslim beliefs about God, the Prophet and the Holy Qur'an (e.g. Tawhid; Muhammad as the Messenger, Qur'an as the message)
  • Unit 2.8 Muslim: Describe ways in which Muslim sources of authority guide Muslim living (e.g. Qur'an guidance on Five Pillars; Hajj practices follow example of the Prophet).
  • Unit 2.8 Muslim: Make clear connections between Muslim beliefs and ibadah (e.g. Five Pillars, festivals, mosques, art)
  • Unit 2.8 Muslim: Give evidence and examples to show how Muslims put their beliefs into practice in different ways
  • Unit 2.8 Muslim: Make connections between Muslim beliefs studied and Muslim ways of living in Britain/Northumberland today
  • Unit 2.8 Muslim: Consider and weigh up the value of e.g. submission, obedience, generosity, self-control and worship in the lives of Muslims today and articulate responses on how far they are valuable to people who are not Muslims
  • Unit 2.8 Muslim: Reflect on and articulate what it is like to be a Muslim in Britain today, giving good reasons for their views
  • Unit 2.7 Hindus: Identify and explain Hindu beliefs e.g. dharma, karma, samsara, moksha, using technical terms accurately
  • Unit 2.7 Hindus: Give meanings for the story of the man in the well and explain how it relates to Hindu beliefs about samsara, moksha, etc.
  • Unit 2.7 Hindus: Make clear connections between Hindu beliefs about dharma, karma, samsara and moksha, etc.
  • Unit 2.7 Hindus: Connect the four Hindu aims of life and the four stages of life with beliefs about dharma, karma, moksha etc.
  • Unit 2.7 Hindus: Give evidence and examples to show how Hindus put their beliefs into practice in different ways
  • Unit 2.7 Hindus: Make connections between Hindu beliefs studied (e.g. karma and dharma), and explain how and why they are important to Hindus
  • Unit 2.7 Hindus: Reflect on and articulate what impact belief in karma and dharma might have on individuals and the world, recognising different points of view.
  • Unit 2.9 Jewish: Identify and explain Jewish beliefs about God
  • Unit 2.9 Jewish: Give examples of some texts that say what God is like and explain how Jewish people interpret them
  • Unit 2.9 Jewish: Make clear connections between Jewish beliefs about the Torah and how they use and treat it
  • Unit 2.9 Jewish: Make clear connections between Jewish commandments and how Jews live (e.g. in relation to kosher laws)
  • Unit 2.9 Jewish: Give evidence and examples to show how Jewish people put their beliefs into practice in different ways (e.g. some differences between Orthodox and Progressive Jewish practice)
  • Unit 2.9 Jewish: Make connections between Jewish beliefs studied and explain how and why they are important to Jewish people today
  • Unit 2.9 Jewish: Consider and weigh up the value of e.g. tradition, ritual, community, study and worship in the lives of Jews today, and articulate responses on how far they are valuable to people who are not Jewish.
  • Unit 2.5 Christians: Outline the 'big story' of the Bible, explaining how incarnation and Salvation fit within it
  • Unit 2.5 Christians: Explain what Christians mean when they say that Jesus' death was a sacrifice
  • Unit 2.5 Christians: Make clear connections between the Christian belief in Jesus' death as a sacrifice and how Christians celebrate Holy Communion/Lord's Supper
  • Unit 2.5 Christians: Show how Christians put their beliefs into practice in different ways
  • Unit 2.5 Christians: Weigh up the value and impact of ideas of sacrifice in their own lives and the world today
  • Unit 2.5 Christians: Articulate their own responses to the idea of sacrifice, recognising different points of view.
  • Unit 2.4 Christians: Identify features of Gospel texts (for example, teachings, parable, narrative)
  • Unit 2.4 Christians: Taking account of the context, suggest meanings of Gospel texts studied, and compare their own ideas with ways in which Christians interpret biblical texts
  • Unit 2.4 Christians: Make clear connections between Gospel texts, Jesus' 'good news', and how Christians live in the Christian community and in their individual lives
  • Unit 2.4 Christians: Make connections between Christian teachings (e.g. about peace, forgiveness, healing) and the issues, problems and opportunities in the world today, including their own lives
  • Unit 2.4 Christians: Articulate their own responses to the issues studied, recognising different points of view.
  • Unit 2.6 Christians: Explain connections between biblical texts and the concept of the kingdom of God
  • Unit 2.6 Christians: Consider different possible meanings for the biblical texts studied, showing awareness of different interpretations
  • Unit 2.6 Christians: Make clear connections between belief in the kingdom of God and how Christians put their beliefs into practice
  • Unit 2.6 Christians: Show how Christians put their beliefs into practice in different ways
  • Unit 2.6 Christians: Relate the Christian 'kingdom of God' model (i.e. loving others, serving the needy) to issues, problems and opportunities in the world today
  • Unit 2.6 Christians: Articulate their own responses to the idea of the importance of love and service in the world today.
  • Unit 2.12: Describe at least three examples of ways in which religions guide people in how to respond to good and hard times in life
  • Unit 2.12: Identify beliefs about life after death in at least two religious traditions, comparing and explaining similarities and differences
  • Unit 2.12: Make clear connections between what people believe about God and how they respond to challenges in life (e.g. suffering, bereavement)
  • Unit 2.12: Give examples of ways in which beliefs about resurrection/judgement/heaven/karma/reincarnation make a difference to how someone lives
  • Unit 2.12: Interpret a range of artistic expressions of afterlife, offering and explaining different ways of understanding these
  • Unit 2.12: Offer a reasoned response to the unit question, with evidence and example, expressing insights of their own.
  • Unit 2.10 Humanists: Identify and explain beliefs about why people are good and bad (e.g. Christian and Humanist)
  • Unit 2.10 Humanists: Make links with sources of authority that tell people how to be good (e.g. Christian ideas of 'being made in the image of God' but 'fallen', and Humanists saying people can be 'good without God')
  • Unit 2.10 Humanists: Make clear connections between Christian and Humanist ideas about being good and how people live
  • Unit 2.10 Humanists: Suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view
  • Unit 2.10 Humanists: Raise important questions and suggest answers about how and why people should be good
  • Unit 2.10 Humanists: Make connections between he values studied and their own lives, and their importance in the world today, giving good reasons for their views.

Key Stage 2 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

Year 3
  • Identify that animals, including humans, need the right types and amount of nutrition.
  • Identify that animals, including humans, cannot make their own food; they get nutrition from what they eat.
  • Identify that humans and some other animals have skeletons for support, protection and movement.
  • Identify that humans and some animals have muscles for support and movement.
  • Describe the simple functions of the basic parts of the digestive system in humans.
  • Identify the different types of teeth in humans and their simple functions.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey.
Year 4
  • Describe the simple functions of the basic parts of the digestive system in humans
  • Identify the different types of teeth in humans and their simple functions
  • Construct and interpret a variety of food chains, identifying producers, predators and prey
  • Identify that animals  including humans  need the right types and amount of nutrition.
  • Identify that animals, including humans, cannot make their own food; they get nutrition from what they eat.
  • Identify that humans and some other animals have skeletons for support, protection and movement.
  • Identify that humans and some animals have muscles for support and movement.
Year 5
  • Describe the changes as humans develop to old age.
  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
  • Describe the ways in which nutrients and water are transported within animals, including humans.
Year 6
  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
  • Describe the ways in which nutrients and water are transported within animals, including humans.
  • Describe the changes as humans develop to old age.

Earth and space

Year 5
  • Describe the movement of the earth and other planets relative to the sun in the solar system.
  • Describe the movement of the moon relative to the earth.
  • Describe the sun, earth and moon as approximately spherical bodies.
  • Use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Year 6
  • Describe the movement of the earth and other planets relative to the sun in the solar system.
  • Describe the movement of the moon relative to the earth.
  • Describe the sun, earth and moon as approximately spherical bodies.
  • Use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Electricity

Year 3
  • Identify common appliances that run on electricity.
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
  • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Recognise some common conductors and insulators, and associate metals with being good conductors.
Year 4
  • Identify common appliances that run on electricity.
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
  • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Recognise some common conductors and insulators, and associate metals with being good conductors.
Year 5
  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
  • Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
  • Use recognised symbols when representing a simple circuit in a diagram.
Year 6
  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
  • Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
  • Use recognised symbols when representing a simple circuit in a diagram.

Evolution and inheritance

Year 5
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago.
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Year 6
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago.
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Forces

Year 5
  • Explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object.
  • Identify the effects of air resistance, water resistance and friction that act between moving surfaces.
  • Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.
Year 6
  • Explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object.
  • Identify the effects of air resistance, water resistance and friction that act between moving surfaces.
  • Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Forces and magnets

Year 3
  • Compare how things move on different surfaces.
  • Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.
  • Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.
  • Describe magnets as having 2 poles.
  • Predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
Year 4
  • Compare how things move on different surfaces.
  • Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.
  • Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.
  • Describe magnets as having 2 poles.
  • Predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

Light

Year 3
  • Recognise that they need light in order to see things and that dark is the absence of light.
  • Notice that light is reflected from surfaces.
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
  • Recognise that shadows are formed when the light from a light source is blocked by a solid object.
  • Find patterns in the way that the size of shadows change.
Year 4
  • Recognise that they need light in order to see things and that dark is the absence of light.
  • Notice that light is reflected from surfaces.
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
  • Recognise that shadows are formed when the light from a light source is blocked by a solid object.
  • Find patterns in the way that the size of shadows change.
Year 5
  • Recognise that light appears to travel in straight lines.
  • Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Year 6
  • Recognise that light appears to travel in straight lines.
  • Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Living things and their habitats

Year 3
  • Recognise that living things can be grouped in a variety of ways.
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
Year 4
  • Recognise that living things can be grouped in a variety of ways.
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
Year 5
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • Describe the life process of reproduction in some plants and animals.
  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
  • Give reasons for classifying plants and animals based on specific characteristics.
Year 6
  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
  • Give reasons for classifying plants and animals based on specific characteristics.
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • Describe the life process of reproduction in some plants and animals.

Plants

Year 3
  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.
  • Investigate the way in which water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Year 4
  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.
  • Investigate the way in which water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Properties and changes of materials

Year 5
  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
  • Demonstrate that dissolving, mixing and changes of state are reversible changes.
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Year 6
  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
  • Demonstrate that dissolving, mixing and changes of state are reversible changes.
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Rocks

Year 3
  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
  • Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
  • Recognise that soils are made from rocks and organic matter.
Year 4
  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
  • Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
  • Recognise that soils are made from rocks and organic matter.

Sound

Year 3
  • Identify how sounds are made, associating some of them with something vibrating.
  • Recognise that vibrations from sounds travel through a medium to the ear.
  • Find patterns between the pitch of a sound and features of the object that produced it.
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.
Year 4
  • Identify how sounds are made, associating some of them with something vibrating.
  • Recognise that vibrations from sounds travel through a medium to the ear.
  • Find patterns between the pitch of a sound and features of the object that produced it.
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.

States of matter

Year 3
  • Compare and group materials together, according to whether they are solids, liquids or gases.
  • Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Year 4
  • Compare and group materials together, according to whether they are solids, liquids or gases.
  • Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Working scientifically

Year 3
  • Asking relevant questions and using different types of scientific enquiries to answer them.
    • Consider prior knowledge when asking questions, independently use a range of question stems and where appropriate, answer these questions.
      • Answer questions posed by teacher.
      • Given a range of resources, decide how to gather evidence to answer the question.
      • Identify the type of enquiry they have chosen to answer their question.
  • Setting up simple practical enquiries, comparative and fair tests
    • Select from a range of practical resources to gather evidence to answer questions.
      • Follow their plan to carry out observations and tests to classify
      • Follow their plan to carry out; comparative and simple fair tests
      • Follow their plan to carry out; observations over time and pattern seeking
  • Making systematic careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
    • Make systematic and careful observations
    • Use a range of equipment for measuring length, time, temperature and capacity.
      • Use standard units for their measurements.
  • Gathering, recording, classifying and presenting data in a variety of directed ways to help in answering questions. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
    • Record Observations e.g., using photographs, videos, pictures, labelled diagrams or writing
      • Record measurements e.g., using tables, tally charts and bar charts.
      • Record classifications e.g., using tables, Venn diagrams, Carroll diagrams.
  • Using straightforward scientific evidence to answer questions.
    • Answer own and others questions based on observations made, measurements taken or information gained from secondary sources.
      • Answers are consistent with evidence
  • Identifying differences, similarities or changes related to simple scientific ideas and processes.
    • Interpret data to generate simple comparative statements based on their evidence
      • Begin to identify naturally occurring patterns and causal relationships
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
    • Draw conclusions based on evidence and current subject knowledge
    • Identify ways in which they adapted their method as they progressed through enquiry, and how it could been done differently if they repeated the enquiry
      • Use their evidence to suggest values for different items tested using the same method
      • Following a scientific experience, ask further questions which can be answered by extending the same vocabulary
  • Reporting on findings from enquiries, including oral explanations and displays or presentations of results.
Year 4
  • Asking relevant questions and choosing the most appropriate types of scientific enquiries to answer them.
    • Consider prior knowledge when asking questions, independently use a range of question stems and where appropriate, answer these questions..
    • Answer questions posed by teacher.
    • Given a range of resources, decide how to gather evidence to answer the question.
      • Identify the type of enquiry they have chosen to answer their question.
  • Setting up simple practical enquiries, comparative and fair tests.
    • Select from a range of practical resources to gather evidence to answer questions.
      • Follow their plan to carry out observations and tests to classify
      • Follow their plan to carry out; comparative and simple fair tests
      • Follow their plan to carry out; observations over time and pattern seeking
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
    • Make systematic and careful observations
      • Use a range of equipment for measuring length, time, temperature and capacity.
      • Use standard units for their measurements.
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.Recording findings using scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
    • Record Observations e.g., using photographs, videos, pictures, labelled diagrams or writing
    • Record measurements e.g., using tables, tally charts and bar charts.
    • Record classifications e.g., using tables, Venn diagrams, Carroll diagrams.
  • Using straightforward scientific evidence to answer questions or to support their findings.
    • Answer own and others questions based on observations made, measurements taken or information gained from secondary sources.
      • Answers are consistent with evidence
  • Identifying differences, similarities or changes related to scientific ideas and processes.
    • Interpret data to generate simple comparative statements based on their evidence
    • Begin to identify naturally occurring patterns and causal relationships
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
    • Draw conclusions based on evidence and current subject knowledge
      • Identify ways in which they adapted their method as they progressed through enquiry, and how it could been done differently if they repeated the enquiry
      • Use their evidence to suggest values for different items tested using the same method
      • Following a scientific experience, ask further questions which can be answered by extending the same vocabulary
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
Year 5
  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
    • Children independently ask scientific questions
      • Given a wide range of resources the children decide for themselves how to gather evidence to answer a scientific question. They decide what observations or measurements to make over time and for how long.
      • They choose a type of enquiry to carry out and justify their choice
      • They carry out fair tests, recognising and controlling variables.
      • They look for patterns and relationships using a suitable sample.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
    • Choose the most appropriate equipment to make measurements and explain how to use it accurately
      • Make decisions about what observations need to be made
      • Decide what measurements to use and how long to make them for
  • Recording data and results of increasing complexity, with direction, using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
    • The children decide how to record and present evidence.
      • They record observations e.g. using annotated photographs, videos, labelled diagrams, observational drawings, labelled scientific diagrams or writing.
      • They record measurements e.g. using tables, tally charts, bar charts, line graphs and scatter graphs.
      • They record classifications e.g. using tables, Venn diagrams, Carroll diagrams and classification keys
      • Children present the same data in different ways in order to help with answering the question.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments
    • Children answer their own and others’ questions based on observations they have made, measurements they have taken or information they have gained from secondary sources. When doing this, they discuss whether other evidence e.g. from other groups, secondary sources and their scientific understanding, supports or refutes their answer.
    • They talk about how their scientific ideas change due to new evidence that they have gathered
    • They talk about how new discoveries change scientific understanding.
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • In their conclusions, children: identify causal relationships and patterns in the natural world from their evidence; identify results that do not fit the overall pattern; and explain their findings using their subject knowledge.
    • They evaluate, for example, the choice of method used, the control of variables, the precision and accuracy of measurements and the credibility of secondary sources used.
      • They identify any limitations that reduce the trust they have in their data.
      • They communicate their findings to an audience using relevant scientific language and illustrations.
      • Using test results to make predictions to set up further comparative and fair test
Year 6
  • Planning different types of scientific enquiries to answer questions, including recognising dependent and independent variables where necessary.
    • Children independently ask scientific questions
      • Given a wide range of resources the children decide for themselves how to gather evidence to answer a scientific question. They decide what observations or measurements to make over time and for how long.
      • They choose a type of enquiry to carry out and justify their choice
      • They carry out fair tests, recognising and controlling variables.
      • They look for patterns and relationships using a suitable sample.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
    • Choose the most appropriate equipment to make measurements and explain how to use it accurately
      • Make decisions about what observations need to be made
      • Decide what measurements to use and how long to make them for
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
    • The children decide how to record and present evidence.
    • They record observations e.g. using annotated photographs, videos, labelled diagrams, observational drawings, labelled scientific diagrams or writing.
      • They record measurements e.g. using tables, tally charts, bar charts, line graphs and scatter graphs.
      • They record classifications e.g. using tables, Venn diagrams, Carroll diagrams and classification keys
      • Children present the same data in different ways in order to help with answering the question.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.
    • Children answer their own and others’ questions based on observations they have made, measurements they have taken or information they have gained from secondary sources. When doing this, they discuss whether other evidence e.g. from other groups, secondary sources and their scientific understanding, supports or refutes their answer.
      • They talk about how their scientific ideas change due to new evidence that they have gathered
      • They talk about how new discoveries change scientific understanding.
  • .Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.
    • In their conclusions, children: identify causal relationships and patterns in the natural world from their evidence; identify results that do not fit the overall pattern; and explain their findings using their subject knowledge.
    • They evaluate, for example, the choice of method used, the control of variables, the precision and accuracy of measurements and the credibility of secondary sources used.
      • They identify any limitations that reduce the trust they have in their data.
      • They communicate their findings to an audience using relevant scientific language and illustrations.
  • Using test results to make predictions to set up further comparative and fair tests and predict further outcomes

Key Stage 2 Writing

National Curriculum England 2014

Composition

Year 3
  • Plan writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • Plan writing by discussing and recording ideas
  • Draft and write by organising paragraphs around a theme
  • Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2
  • Draft and write narratives, creating settings, characters and plot
  • Draft and write non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements
  • Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • Evaluate and edit by proofreading for spelling and punctuation errors
  • Read own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
Year 4
  • Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • Plan their writing by discussing and recording ideas
  • Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2
  • Draft and write by organising paragraphs around a theme
  • Draft and write narratives, creating settings, characters and plot
  • Draft and write non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements
  • Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • Evaluate and edit by proofreading for spelling and punctuation errors
  • Read own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
Year 5
  • Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • Plan when writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Plan writing by noting and developing initial ideas, drawing on reading and research where necessary
  • Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • Draft and write narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • Précising longer passages
  • Use a wide range of devices to build cohesion within and across paragraphs
  • Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing
  • Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing
  • Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Evaluate and edit by proofreading for spelling and punctuation errors
  • Perform own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Year 6
  • Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary
  • Plan when writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • Draft and write narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • Précising longer passages.
  • Using a wide range of devices to build cohesion within and across paragraphs.
  • Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing
  • Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing
  • Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Evaluate and edit by proofreading for spelling and punctuation errors
  • Perform own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Handwriting

Year 3
  • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]
Year 4
  • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]
Year 5
  • Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • Write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task
Year 6
  • Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • Write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task

Transcription - Spelling

Year 3
  • Use further prefixes and suffixes and understand how to add them - see English appendix 1
  • Spell further homophones
  • Spell words that are often misspelt - see English appendix 1
  • Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • Use the first 2 or 3 letters of a word to check its spelling in a dictionary
  • Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
Year 4
  • Use further prefixes and suffixes and understand how to add them - see English appendix 1
  • Spell further homophones
  • Spell words that are often misspelt - see English appendix 1
  • Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • Use the first 2 or 3 letters of a word to check its spelling in a dictionary
  • Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
Year 5
  • Use further prefixes and suffixes and understand the guidance for adding them
  • Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • Continue to distinguish between homophones and other words which are often confused
  • Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1
  • Use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus
Year 6
  • Use further prefixes and suffixes and understand the guidance for adding them
  • Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • Continue to distinguish between homophones and other words which are often confused
  • Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1
  • Use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus

Vocabulary, grammar and punctuation

Year 3
  • Extend the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
  • Use the present perfect form of verbs in contrast to the past tense
  • Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • Use conjunctions, adverbs and prepositions to express time and cause
  • Use fronted adverbials
  • Know the grammar for year 3 in English appendix 2
  • Indicate grammatical and other features by using commas after fronted adverbials
  • Indicate grammatical and other features by indicating possession by using the possessive apostrophe with plural nouns
  • Indicate grammatical and other features using and punctuating direct speech
Year 4
  • Extend the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
  • Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • Use the present perfect form of verbs in contrast to the past tense
  • Use conjunctions, adverbs and prepositions to express time and cause
  • Use fronted adverbials
  • Know the grammar for year 4 in English appendix 2
  • Indicate grammatical and other features by using commas after fronted adverbials
  • Indicate grammatical and other features by indicating possession by using the possessive apostrophe with plural nouns
  • Use and punctuate direct speech
Year 5
  • Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • Use passive verbs to affect the presentation of information in a sentence
  • Use the perfect form of verbs to mark relationships of time and cause
  • Use expanded noun phrases to convey complicated information concisely
  • Use modal verbs or adverbs to indicate degrees of possibility
  • Use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
  • Know the grammar for year 5 in English appendix 2
  • Use commas to clarify meaning or avoid ambiguity in writing
  • Use hyphens to avoid ambiguity
  • Use brackets, dashes or commas to indicate parenthesis
  • Use semicolons, colons or dashes to mark boundaries between independent clauses
  • Use a colon to introduce a list
  • Punctuate bullet points consistently
Year 6
  • Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • Use the perfect form of verbs to mark relationships of time and cause
  • Use expanded noun phrases to convey complicated information concisely
  • Use modal verbs or adverbs to indicate degrees of possibility
  • Use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
  • Know the grammar for year 6 in English appendix 2
  • Use commas to clarify meaning or avoid ambiguity in writing
  • Use hyphens to avoid ambiguity
  • Use brackets, dashes or commas to indicate parenthesis
  • Use semicolons, colons or dashes to mark boundaries between independent clauses
  • Use a colon to introduce a list
  • Punctuate bullet points consistently