Northburn Primary School


Key Stage 1 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Respond to ideas and starting points, collecting visual information to record in a sketchbook.
  • Explore the different methods and materials used by notable artists, artisans and designers.
  • Paint using thick and thin brushes.
  • Add white to colours to make tints and black to colours to make tones.
  • Create a colour wheel to show primary and secondary colours.
  • Draw lines of different sizes and thickness.
  • Show pattern and texture by adding dots and lines.
  • Begin to show different tones by using coloured pencils.
  • Arrange a combination of materials that are cut, torn and glued.
  • Mix materials to create texture.
  • Use rolled up paper, straws, paper, card and clay as materials.
  • Use techniques such as rolling, cutting, moulding, carving and rubbing and stamping to make prints.
  • Use repeating or overlapping shapes.
  • Use objects to create prints (e.g. fruit, vegetables or sponges) and mimic print from the environment.
  • Use weaving to create a pattern.
  • Join materials using glue.
  • Use a wide range of tools to create different textures, lines, tones, colours and shapes.

Year 2

  • Respond to ideas and starting points, collecting visual information in a sketchbook. Begin to annotate findings.
  • Explore the different methods and materials used by notable artists, artisans and designers.
  • Paint using thick and thin brushes as appropriate.
  • Mix primary colours to make secondary colours and secondary colours to make ternary colours.
  • Mix with increasing control tints and tones.
  • Draw using charcoal, pencils (4B, 8B ,HB) and pastels and begin to show pattern and texture when mark making.
  • Begin to create different tones using light and dark in their drawings.
  • Use a combination of materials that are cut, torn and glued and arrange to create a collage.
  • Use rolled up paper, straws, paper, card and clay as materials.
  • Use techniques such as rolling, cutting, moulding and carving to create models in clay.
  • Use repeating or overlapping shapes.
  • Use objects to create prints (e.g. fruit, vegetables or sponges) and mimic print from the environment.
  • Press, roll, rub and stamp to make prints
  • Use weaving to create a pattern.
  • Join materials using glue a stitch.
  • Use a wide range of tools to create different textures, lines, tones, colours and shapes.

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 - NAHT Assessment Framework

Cooking and Nutrition

Year 1
  • Cut, peel or grate ingredients safely and hygienically.
  • Measure or weigh using measuring cups or electronic scales.
  • Assemble or cook ingredients.
Year 2
  • Cut, peel or grate ingredients safely and hygienically.
  • Measure or weigh using measuring cups or electronic scales.
  • Assemble or cook ingredients.

Design

Year 1
  • Design products that have a clear purpose and an intended user.
  • Use software to design.
Year 2
  • Design products that have a clear purpose and an intended user.
  • Use software to design.

Evaluate

Year 1
  • Explore objects and designs to identify likes and dislikes of the designs.
  • Suggest improvements to existing designs.
  • Explore how products have been created.
Year 2
  • Explore objects and designs to identify likes and dislikes of the designs.
  • Suggest improvements to existing designs.
  • Explore how products have been created.

Make

Year 1
  • Make products, refining the design as work progresses.
Year 2
  • Make products, refining the design as work progresses.

Technical Knowledge

Year 1
  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest centimetre.
  • Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
  • Demonstrate a range of joining techniques (such as gluing, using hinges or combining materials to strengthen).
  • Shape textiles using templates.
  • Join textiles using running stitch.
  • Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).
  • Use materials to practise gluing to make and strengthen products.
  • Create products using levers, wheels and winding mechanisms.
Year 2
  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest centimetre.
  • Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
  • Demonstrate a range of joining techniques (such as gluing, using hinges or combining materials to strengthen).
  • Shape textiles using templates.
  • Join textiles using running stitch
  • Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).
  • Use materials to practise gluing and pinning materials to make and strengthen products.
  • Create products using levers, wheels and winding mechanisms.

Key Stage 1 English

English- Speaking and Listening

Spoken language

Year 1
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication
Year 2
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication

Key Stage 1 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

Year 1
  • Use aerial photographs to recognise landmarks and basic human and physical features in their locality.
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds.
  • Draw or build an imaginary map; and use and basic symbols in a key.
Year 2
  • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features in their locality.
  • Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and identify key human and physical features of its surrounding environment in their locality.
  • Draw a simple map: and use symbols in a key.
  • Use world maps atlases and globes to locate the United Kingdom and its countries as well as the world's continents and oceans.

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.
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Begin to use vocabulary for key physical features including: beach cliff coast forest hill mountain sea ocean river soil season and weather
  • Begin to use vocabulary for human features including: city town village factory farm house office port harbour and shop.
Year 2
  • Identify seasonal and daily weather patterns around the world
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Use and explain key physical vocabulary including: beach cliff coast forest hill mountain sea ocean river soil valley vegetation season and weather
  • Use and explain vocabulary for 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
  • Name and locate the 4 countries and capital cities of the United Kingdom
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
  • Explain 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 of their own choice.

Key Stage 1 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Identify events beyond living memory that are significant nationally.
  • Identify changes within living memory using words and phrases related to time (old, new, a long time ago).
  • Use parts of stories and other sources to show an understanding and sequencing of the key of events.
  • Recount about the lives of significant individuals of the past who have contributed to national and international achievements; some should be used to compare aspects of life in different periods.
  • Give some reasons why people in the past acted the way they did or why events happened.
  • Recount about significant historical events, people and places in their own locality.
  • Understand about some of the ways in which they find out about the past and identify different ways in which this is represented.
  • Ask and answer simple questions about the past from sources of information (eg. artefacts).
  • Identify some similarities and differences between ways of life in different periods.

Year 2

  • Study changes within living memory that reveal aspects of change in national life.
  • Know about events beyond living memory that are signicant nationally or globally.
  • Recognise 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.
  • Know where people and events fit within a chronological order.
  • Explain changes within living memory, giving reasons for these changes using a wider range of time, related vocabulary, eg before, after, past, present
  • Recall significant historical events, people and places in their own locality.
  • Describe events beond living memory that are significant nationally.
  • Describe events beyond living memory that are significant globally.
  • Recount events in chronological order
  • Identify some reasons why people in the past acted the way they did and what events happened as a result.
  • Compare the lives of significant historical events, people and places in their own locality.
  • Understand some of the ways they find out about the past and identify different ways in which it is represented, knowing the difference between a reliable and unreliable source.
  • Choose and use parts of stories and other sources to ask and answer questions about the past.
  • Identify similarities and differences between ways of life in different periods and give simple explanations for these.

Key Stage 1 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Geometry - position and direction

Year 1
  • Describe position, direction and movement
  • Describe whole, half, quarter and three-quarter turns
Year 2
  • Order and arrange combinations of mathematical objects in patterns and sequences
  • Uses mathematical vocabulary to describe position, direction and movement, including movement in a straight line
  • Distinguishes 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 e.g. rectangles (including squares), circles and triangles.(WRM: Recognise and name 2-D shapes).
    • 3-D shapes e.g. cuboids (including cubes), pyramids and spheres.(WRM: Recognise and name 3-D shapes).
    • WRM: Sort 3-D shapes.
    • WRM: Sort 2-D shapes.
    • WRM: Patterns with 2-D and 3-D shapes.
  • 1G-1: Recognise common 2D and 3D shapes presented in different orientations, and know that rectangles, triangles, cuboids and pyramids are not always similar to one another. (RtP)
  • 1G-2: Compose 2D and 3D shapes from smaller shapes to match an example, including manipulating shapes to place them in particular orientations. (RtP)
Year 2
  • Identify and describe the properties of 2-D shapes, including the number of sides.
    • WRM: Count sides on 2-D shapes.
    • WRM: Count vertices on 2-D shapes.
  • Identify and describe the properties of 2-D shapes using line symmetry in a vertical line.
    • WRM: Lines of symmetry on shapes.
    • WRM: Use lines of symmetry to complete shapes.
  • Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
    • WRM: Count faces on 3-D shapes.
    • WRM: Count edges on 3-D shapes.
    • WRM: Count vertices on 3-D shapes.
  • 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 shapes.
    • WRM: Sort 2-D shapes.
  • Compare and sort common 3-D shapes.
    • WRM: Sort 3-D shapes.
  • Compare and sort everyday objects.
  • 2G-1: Use precise language to describe the properties of 2D and 3D shapes, and compare shapes by reasoning about similarities and differences in properties. (RtP)
  • WRM: Recognise 2-D and 3-D shapes.
  • WRM: Draw 2-D shapes.
  • WRM: Make patterns with 2-D and 3-D shapes.

Measurement

Year 1
  • Compare, describe and solve practical problems for:
    • Lengths and heights e.g. long/short, longer/shorter, tall/short, double/half
    • Mass/weight e.g. heavy/light, heavier than, lighter than
    • Capacity and volume e.g. full/empty, more than, less than, half, half full, quarter
    • Time e.g. 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
  • Tells 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);to the nearest appropriate unit, using rulers
  • Choose and use appropriate standard units to estimate and measure mass (kg/g); to the nearest appropriate unit, using scales
  • Choose and use appropriate standard units to estimate and measure temperature (°c); to the nearest appropriate unit, using thermometers
  • Choose and use appropriate standard units to estimate and measurecapacity (litres/ml) to the nearest appropriate unit, using  measuring vessels
  • Compare and order lengths and record the results using >, < and =
  • Compare and order mass,  and record the results using >, < and =
  • Compare and order volume/capacity and record the results using >, < and =
  • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
    • WRM: Count money - pence.
    • WRM: Count money - pounds (notes and coins).
    • WRM: Count money - pounds and pence.
    • WRM: Choose notes and coins.
    • WRM: Make the same amount.
    • WRM: Compare amounts of money.
    • WRM: Make a pound.
  • Find different combinations of coins that equal the same amounts of money.
  • Solves simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
    • WRM: Calculate with money.
    • WRM: Find change.
    • WRM: Two-step problems.
  • 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.
    • WRM: Write number sentences.
    • WRM: Fact families - the eight facts.
    • WRM: Add or subtract 1 or 2.
  • Represent and use number bonds and related subtraction facts within 20.
    • WRM: Fact families - addition facts.
    • WRM: Number bonds within 10.
    • WRM: Systematic number bonds within 10.
    • WRM: Number bonds to 10.
    • WRM: Addition - add together.
    • WRM: Addition - add more.
  • Add one-digit numbers to 20, including 0.
  • Add two-digit numbers to 20, including 0.
  • Subtract one-digit numbers to 20, including 0.
  • Subtract two-digit numbers to 20, including 0.
  • Solve one-step problems that involve addition, using concrete objects and pictorial representations, and missing number problems.
    • WRM: Addition problems.
  • Solve one-step problems that involve subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9.
    • WRM: Subtraction - find a part.
    • WRM: Subtraction - take away/cross out (How many left?)
    • WRM: Take away (How many left?)
    • WRM: Subtraction on a number line.
  • 1NF-1: Develop fluency in addition and subtraction facts within 10. (RtP)
  • 1NF-2: Count forwards and backwards in multiples of 2, 5 and 10, up to 10 multiples, beginning with any multiple, and count forwards and backwards through the odd numbers. (RtP)
  • 1AS-1: Compose numbers to 10 from 2 parts, and partition numbers to 10 into parts, including recognising odd and even numbers. (RtP)
  • 1AS-2: Read, write and interpret equations containing addition (+), subtraction (-) and equals (=) symbols, and relate additive expressions and equations to real-life contexts. (RtP)
  • WRM: Introduce parts and wholes.
    • WRM: Part-whole model.
    • WRM: Find a part.
Year 2
  • Solve addition problems by applying their increasing knowledge of mental and written methods.
  • Solves subtraction problems by recalling and using addition and subtraction facts to 20 and 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.
    • WRM: Bonds to 10.
    • WRM: Fact families - addition and subtraction bonds within 20.
    • WRM: Related facts.
    • WRM: Bonds to 100 (tens).
    • WRM: Add and subtract 1s.
    • WRM: Add by making 10.
    • WRM: Add three 1-digit numbers.
    • WRM: Add to the next 10.
    • WRM: Add across a 10.
    • WRM: Subtract across 10.
    • WRM: Subtract from a 10.
    • WRM: Subtract a 1-digit number from a 2-digit number (across a 10).
    • WRM: 10 more, 10 less.
    • WRM: Add and subtract 10s.
    • WRM: Add two 2-digit numbers (not across a 10).
    • WRM: Add two 2-digit numbers (across a 10).
    • WRM: Subtract two 2-digit numbers (not across a 10).
    • WRM: Subtract two 2-digit numbers (across a 10).
  • 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.
    • WRM: Mixed addition and subtraction.
    • WRM: Compare number sentences.
    • WRM: Missing number problems.
  • 2NF-1: Secure fluency in addition and subtraction facts within 10, through continued practice. (RtP)
  • 2AS-1: Add and subtract across 10, for example: 8 + 5 = 13 13 - 5 = 8 (RtP)
  • 2AS-2: Recognise the subtraction structure of 'difference' and answer questions of the form, "How many more...?" (RtP)
  • 2AS-3: Add and subtract within 100 by applying related one-digit addition and subtraction facts: add and subtract only ones or only tens to/from a two-digit number. (RtP)
  • 2AS-4: Add and subtract within 100 by applying related one-digit addition and subtraction facts: add and subtract any 2 two-digit numbers. (RtP)

Number - fractions

Year 1
  • Recognises, finds and names a half as one of two 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
  • Recognises, find, name and write fractions ⅓, ¼,2/4and ¾
  • Recognises, find, name and write fractions ⅓, ¼,2/4and ¾ of a shape
  • Recognises, find, name and write fractions ⅓, ¼,2/4and ¾ of a set of objects or quantity
  • Recognises, find, name and write fractions ⅓, ¼,2/4and ¾ of a length
  • Write simple fractions, for example of ½ of 6 = 3 and recognise the equivalence of2/4and ½

Number - multiplication and division

Year 1
  • Solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
  • Solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Year 2
  • Recalls and use multiplication facts for the two, five and 10 multiplication tables, including recognising odd and even numbers
  • Recalls and use  division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers
  • Calculate mathematical statements for multiplication within the multiplication tables and write them using the multiplication (x),  and equals (=) signs
  • Calculate mathematical statements for division within the multiplication tables and write them using the  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
  • Solves problems involving multiplication using appropriate methods including, (using materials, arrays, repeated addition, mental methods, and multiplication facts), including problems in contexts
  • Solves problems involving division using appropriate methods including, (using materials, arrays, repeated addition, mental methods, and division facts), including problems in contexts
  • 2MD-1: Recognise repeated addition contexts, representing them with multiplication equations and calculating the product, within the 2, 5 and 10 multiplication tables. (RtP)
  • 2MD-2: Relate grouping problems where the number of groups is unknown to multiplication equations with a missing factor, and to division equations (quotitive division). (RtP)

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.
    • WRM: Count on from any number.
    • WRM: Count backwards within 10.
    • WRM: Count within 20.
    • WRM: Understand 11, 12 and 13.
    • WRM: Understand 14, 15 and 16.
    • Understand 17, 18 and 19.
  • Count, read and write numbers to 100 in numerals.
    • Read numbers 1-20 in numerals.
    • Read numbers 1-20 in words.
    • WRM: Recognise numbers as words.
    • Write numbers 1-20 in numerals.
    • Write numbers 1-20 in words.
    • WRM: Understand 10.
    • WRM: Understand 20.
  • Count in multiples of twos, fives and tens.
  • Given a number, identifies 1 more and 1 less.
    • WRM: 1 more.
    • WRM: 1 less.
    • WRM: 1 more and 1 less.
  • Identify and represent numbers using objects and pictorial representations including the number line.
    • WRM: Sort objects.
    • WRM: Count objects from a larger group.
    • WRM: Represent objects.
    • WRM: Order objects and numbers.
    • WRM: The number line.
    • WRM: Count objects.
    • WRM: The number line to 20.
    • WRM: Use a number line to 20.
    • WRM: Estimate on a number line to 20.
  • Use the language of: equal to, more than, less than (fewer), most, least.
    • WRM: Compare groups by matching.
    • WRM: Fewer, more, same.
    • WRM: Compare numbers.
    • WRM: Less than, greater than, equal to.
    • WRM: Compare numbers to 20.
    • WRM: Order numbers to 20.
  • 1NPV-1: Count within 100, forwards and backwards, starting with any number. (RtP)
  • 1NPV-2: Reason about the location of numbers to 20 within the linear number system, including comparing using < > and =. (RtP)
Year 2
  • Count in steps of two, three, and five from 0, and in 10s from any number, forward and backward.
    • WRM: Count in 2s, 5s and 10s.
    • WRM: Count in 3s.
  • Recognise the place value of each digit in a two-digit number (10s, 1s).
    • WRM: Recognise tens and ones.
  • Identify, represent and estimate numbers using different representations, including the number line.
    • WRM: Use a place value chart.
    • WRM: Partition numbers to 100.
    • WRM: Flexibly partition numbers to 100.
    • WRM: 10s on the number line to 100.
    • WRM: 10s and 1s on the number line to 100.
    • WRM: Estimate numbers on a number line.
  • Compare and order numbers from 0 up to 100.
    • WRM: Compare objects.
    • WRM: Compare numbers.
    • WRM: Order objects and numbers.
  • Use < > and = signs correctly.
  • Read and write numbers to at least 100 in numerals and in words.
    • WRM: Write numbers to 100 in words.
    • WRM: Write numbers to 100 in expanded form.
  • Use place value and number facts to solve problems.
  • WRM: Numbers to 20.
  • WRM: Count objects to 100 by making 10s.
  • 2NPV-1: Recognise the place value of each digit in two-digit numbers, and compose and decompose two-digit numbers using standard and non-standard partitioning. (RtP)
  • 2NPV-2: Reason about the location of any two-digit number in the linear number system, including identifying the previous and next multiple of 10. (RtP)

Statistics

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

Key Stage 1 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Singing: Sing simple songs, chants and rhymes from memory, singing collectively and at the same pitch, responding to simple visual directions and counting in.
    • Singing: Begin with simple songs with a very small range, me-so and then slightly wider. Include pentatonic songs.
    • Singing: Sing a wide range of call and response songs to control vocal pitch and to match the pitch they hear with accuracy.
  • Listening: Listen to music from a wide range of cultures and traditions (utilising MMC recommendations as a starting point).
    • Listening: Identify the pulse in different musical styles and demonstrate through movement (e.g. clapping).
  • Composing: Improvise simple vocal chants, using question and answer phrases.
    • Composing: Create musical sound effects and short sequences of sounds in response to stimuli, e.g. a rainstorm or a train journey. Combine to make a story , choosing and playing classroom instruments or sound-makers.
    • Composing: Understand the difference between creating a rhythm pattern and a pitch pattern.
    • Composing: Invent, retain and recall rhythm and pitch patterns and perform these for others taking turns.
    • Composing: Use music technology, if available, to capture, change and combine sounds.
    • Composing: Recognise how graphic notation can represent created sounds. Explore and invent own symbols.
  • Musicianship Pulse/Beat: Walk, move or clap a steady beat with others, changing the speed of the beat as the tempo of the music changes.
    • Musicianship Pulse/Beat: Use body percussion and classroom percussion, playing repeated rhythm patterns and short , pitched patterns on tuned instruments to maintain a steady beat.
    • Musicianship Pulse/Beat: Respond to the pulse in recorded/live music through movement and dance. E.g. stepping, jumping, walking on tiptoes etc.
      • Musicianship Rhythm: Perform short copycat rhythm patterns accurately, led by the teacher.
      • Musicianship Rhythm: Perform short repeating rhythm patterns while keeping in time with a steady beat.
      • Musicianship Rhythm: Perform word-pattern chants, create, retain and perform their own rhythm patterns.
    • Musicianship Pitch: Listen to sounds in the local school environment, comparing high and low sounds.
      • Musicianship Pitch: Sing familiar songs in both low and high voices and talk about the difference in sound.
      • Musicianship Pitch: Explore percussion sounds to enhance storytelling, e.g. ascending xylophone to suggest Jack climbing the beanstalk.
      • Musicianship Pitch: Follow pictures and symbols to guide singing and playing e.g. 4 dots = 4 taps on a drum.

Year 2

  • Singing: Sing songs regularly with a pitch range of do-so with increasing vocal control.
    • Singing: Sing songs with a small pitch range, pitching accurately.
    • Singing: Know the meaning of dynamics and tempo and be able to demonstrate these when singing by responding to (a) the leader’s directions and (b) visual symbols.
  • Listening: Listen to music from a wide range of cultures and traditions (utilising MMC recommendations as a starting point).
    • Listening: Begin to use basic musical vocabulary to discuss music being listened to (pulse, rhythm, tempo and mood).
  • Composing: Create music in response to a non-musical stimulus (e.g. storm, race car, rocket launch).
    • Composing: Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion.
    • Composing: Use graphic symbols, dot notation and stick notation, as appropriate to keep a record of composed pieces.
    • Composing: Use music technology, if available, to capture, change and combine sounds.
  • Musicianship Pulse/Beat: Understand that the speed of the beat can change, creating a faster or slower pace (tempo).
    • Musicianship Pulse/Beat: Mark the beat of a listening piece by tapping or clapping and recognising tempo as well as changes in tempo.
      • Musicianship Pulse/Beat: Walk in time to the beat of a piece of music or song. Know the difference between left and right to support coordination and shared movement of others.
      • Musicianship Pulse/Beat: Begin to group beats in twos and threes by tapping knees on the first (strongest) beat and clapping the remaining beats.
      • Musicianship Pulse/Beat: Identify the beat groupings in familiar music that they sing regularly and listen to.
    • Musicianship Rhythm: Play copycat rhythms, copying a leader, and invent rhythms for others to copy on untuned percussion.
      • Musicianship Rhythm: Create rhythms using word phrases as a starting point.
      • Musicianship Rhythm: Read and respond to chanted rhythm patterns, and represent them with stick notation including crotchets, quavers and crotchet rests.
      • Musicianship Rhythm: Create and perform their own chanted rhythm patterns with the same stick notation.
    • Musicianship Pitch: Play a range of singing games based on the cuckoo interval, matching voices accurately, supported by a leader playing the melody. The melody could be played on piano, acoustic instrument or backing track.
      • Musicianship Pitch: Sing short phrases independently within a singing game or short song.
      • Musicianship Pitch: Respond independently to pitch changes heard in short melodic phrases, indicating with actions.
      • Musicianship Pitch: Recognise dot notation and match it to 3-note tunes played on tuned percussion (see MMC document example).

Key Stage 1 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Multi-skills: Move using different pathways, stopping safely.
    • Multi-skills: Develop an accurate send
    • Multi-skills: Throw a ball underarm
      • Multi-skills: Catch a large ball with two hands
      • Multi-skills: Move to catch or collect a ball
      • Multi-skills: Catch a ball on the bounce
      • Multi-skills: Kick a football using the correct part of the foot
      • Multi-skills: Hit a ball with a bat
      • Multi-skills: Roll a ball or hoop
      • Multi-skills: Follow simple rules
  • Dance: Copy basic dance actions demonstrated by the teacher
    • Dance: Put moves together to make a short dance
      • Dance: Begin to show rhythm and move in time with the music
      • Dance: Use space safely, moving carefully with control
      • Dance: Practise travelling movements with a change in direction
      • Dance: Develop gestures and ways of travelling
      • Dance: Perform moves that flow smoothly from one to the next
  • Gymnastics: Begin to show control when travelling and balancing
  • Gymnastics: Begin to show control when travelling and balancing
  • Gymnastics: Perform basic gymnastic actions including rolling, stretching and curling, high and low
  • Gymnastics: Manage the space safely, showing good awareness of each other, mats and small apparatus
  • Gymnastics: Balance on a large body part
  • Gymnastics: Copy sequences and repeat them
    • Gymnastics: Link three moves together while travelling, aiming to change level, speed and direction
    • Gymnastics: Explore travelling to move along, over, around onto and off a bench
      • Skipping: Copy basic skipping actions demonstrated by the teacher
      • Skipping: Put moves together to make a short dance
    • Skipping: Use space safely, moving carefully with control
      • Fitness: Learn how to control breathing
    • Fitness: Learn how to support body weight
      • Fitness: To demonstrate the correct technique for activities
      • Fitness: To improve on scores
      • Fitness: Run quickly in a relay activity, aiming to improve speed
      • Fitness:Develop agility and coordination
    • Athletics: Be able to change from fast to slow
    • Athletics: Know how to hop, and how to hop, travel and land safely on two feet
      • Athletics: Know how to throw safely
      • Athletics: Throw in a variety of ways
      • Athletics: Know how to jump from two feet
      • Athletics: Explore the best way to jump to cover distance

Year 2

  • Multi-skills:Move fluently, changing direction and speed, avoiding collisions
    • Multi-skills: Throw and catch a large ball using an underarm throw with accuracy and control
      • Multi-skills: Throw and catch a tennis ball using an underarm throw with accuracy and control
      • Multi-skills: Kick a ball accurately to a partner and stop with control
      • Multi-skills: Hit a ball with a bat with accuracy and control
      • Multi-skills: Begin to develop simple tactics e.g. best position to be in during a game
    • Multi-skills: Copy a partner and change speed and direction
    • Multi-Skills: Explore different ways of twisting and turning
      • Multi-skills: Play fairly and understand the rules of the game
  • Dance: Remember and repeat dance actions demonstrated by the teacher
    • Dance: Make a dance sequence by linking contrasting moves together
      • Dance: Change rhythm, speed, level and direction
      • Dance: Use space safely, moving with control and coordination
      • Dance: Choose moves to communicate a mood or feeling
  • Gymnastics: Use different combinations of floor, mat and apparatus, showing control, accuracy and fluency
    • Gymnastics: Plan and show a sequence of movements and adapt to include apparatus or a partner
      • Gymnastics: Balance on different points of the body
      • Gymnastics: Can show contrasts including small/tall, straight/curved, wide/narrow
    • Gymnastics: Learn to perform balances and movements and combine them into a routine
    • Gymnastics: Mirror and match a partner
    • Fitness: To demonstrate the correct technique for activities
    • Fitness: Use arms effectively when running
    • Fitness: Transfer weight from one foot to two feet
      • Fitness: Complete a running circuit
      • Fitness: Observe and comment on others performance
  • Athletics: Run with a change of speed
    • Athletics: Change direction when running, while maintaining balance
    • Athletics: Use arms when jumping
      • Athletics: Jump with balance and fluency
      • Athletics: Know how to throw safely
      • Athletics: Know how to throw for distance
    • Athletics: Differentiate between running for speed and distance
  • Skipping: Consolidate skipping techniques
    • Skipping: Hop consistently
    • Skipping: Jump with control
      • Skipping: Raise the heart rate to improve personal fitness
    • Skipping: Observe and comment on others' performances

Key Stage 1 Reading

National Curriculum England 2014 - NAHT Assessment Framework

Comprehension

Year 1
  • Understand texts they can already read accurately and fluently by drawing on what they already know or on vocabulary provided.
    • Check that the text makes sense to them as they read
      • Link what they have read or have read to them to their own experiences.
      • Become familiar with key stories, fairy stories and traditional tales and retell some in detail.
      • Recite simple poems by heart.
    • Discuss the significance of the title and events
    • Make inferences on the basis of what is being said and done
    • Predict 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
  • Listen to and discuss a wide range of fiction, non-fiction and poetry at a level beyond that at which they can read independently.
Year 2
  • Develops pleasure in reading, motivation to read, vocabulary and understanding by:
    • Discussing the sequence of events in texts and how items of information are related
    • To become increasingly familiar with and to retell a 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 the texts 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
      • Making links between the text they are reading and other texts they have read ( in texts that they can read independently)
    • 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
    • Ask and answer questions about a text.
    • Predicting what might happen on the basis of what has been read so far
  • Explain and discuss their understanding and express their views 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
  • Responds 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 Grapheme/Phoneme correspondences that have been taught
  • Reads common exception words
  • Read words containing taught Grapheme/ Phoneme Correspondences and –s, –es, –ing, –ed, –er and –est endings
  • Read other words of more than one syllable that contain taught Grapheme/Phoneme Correspondences
  • Read words with contractions [for example, I'm, I'll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • Reads aloud accurately texts that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • Reread these texts 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
  • Reads accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Reads 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
  • Reads aloud texts closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-reads these books to build up their fluency and confidence in word reading
    • Recognises audience and purpose in texts read

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).
  • Identify, name, draw and label the basic parts of the human body.
  • Say which part of the body is associated with each sense.
  • Notice that animals, including humans, have offspring which grow into adults.
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Year 2
  • Notice that animals, including humans, have offspring which grow into adults.
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).
  • 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 name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe the simple physical properties of a variety of everyday materials.
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Year 2
  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe the simple physical properties of a variety of everyday materials.
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Living things and their habitats

Year 1
  • Explore and compare the differences between things that are living, dead, and things that have never been alive.
  • Identify that most living things live in habitats to which they are suited.
  • Describe how different habitats provide for the basic needs of different kinds of animals.
  • Identify and name a variety of plants and animals in their habitats, including micro-habitats.
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Year 2
  • Explore and compare the differences between things that are living, dead, and things that have never been alive.
  • Identify that most living things live in habitats to which they are suited.
  • Describe how different habitats provide for the basic needs of different kinds of animals.
  • Describe how different animals and plants depend on each other.
  • Identify and name a variety of plants and animals in their habitats, including micro-habitats.
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Plants

Year 1
  • Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
  • Identify and describe the basic structure of a variety of common flowering plants, including trees.
  • Observe and describe how seeds and bulbs grow into mature plants.
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Year 2
  • Observe and describe how seeds and bulbs grow into mature plants.
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
  • Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
  • Identify and describe the basic structure of a variety of common flowering plants, including trees.

Seasonal changes

Year 1
  • Observe changes across the 4 seasons.
  • Observe and describe weather associated with the seasons and how day length varies.
Year 2
  • Observe changes across the 4 seasons.
  • Observe and describe weather associated with the seasons and how day length varies.

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
  • Asking simple questions and recognising that they can be answered in different ways.
    • While exploring the world, the children develop their ability to ask questions
      • The children answer questions developed with the teacher often through a scenario
      • The children are involved in planning how to use resources provided to answer the questions using different types of enquiry
  • Observing closely, using simple equipment.
    • They make careful observations to support identification, comparison and noticing change
      • They use appropriate senses, aided by equipment such as magnifying glasses or digital microscopes, to make their observations
      • They begin to take measurements, initially by comparisons, then using non-standard units.
  • Performing simple tests.
    • The children use practical resources provided to gather evidence to answer questions generated by themselves or the teacher
    • They carry out tests to classify
    • They carry out comparative tests;
      • They carry out pattern seeking enquiries
      • They carry out and make observations over time
  • Identifying and classifying animals.
    • Children use their observations and testing to compare objects, materials and living things.
      • They sort and group these things, identifying their own criteria for sorting
      • They use simple secondary sources (such as identification sheets) to name living things
      • They describe the characteristics they used to identify a living thing.
  • Using their observations and ideas to suggest answers to questions verbally.
    • The children record their observations e.g. using photographs, videos, drawings, labelled diagrams or in writing.
    • They record their measurements e.g. using prepared tables, pictograms, tally charts and block graphs.
      • They classify using simple prepared tables and sorting rings.
  • Gathering and recording data to help in answering questions
    • • Children use their experiences of the world around them to suggest appropriate answers to questions
      • They are supported to relate these to their evidence e.g. observations they have made, measurements they have taken or information they have gained from secondary sources
      • The children recognise ‘biggest and smallest’, ‘best and worst’ etc. from their data.
Year 2
  • Asking simple questions and suggesting ways in which they can be answered.
    • While exploring the world, the children develop their ability to ask questions
      • The children answer questions developed with the teacher often through a scenario
      • The children are involved in planning how to use resources provided to answer the questions using different types of enquiry
  • Observing closely, using simple equipment and talking about what they have observed.
    • They make careful observations to support identification, comparison and noticing change
      • They use appropriate senses, aided by equipment such as magnifying glasses or digital microscopes, to make their observations
      • They begin to take measurements, initially by comparisons, then using non-standard units.
  • Performing simple tests, predicting what will happen.
    • The children use practical resources provided to gather evidence to answer questions generated by themselves or the teacher
    • They carry out tests to classify
      • They carry out comparative tests;
      • They carry out pattern seeking enquiries
      • They carry out and make observations over time
  • Identifying and classifying animals and plants using simple features.
    • Children use their observations and testing to compare objects, materials and living things.
      • They sort and group these things, identifying their own criteria for sorting
      • They use simple secondary sources (such as identification sheets) to name living things
      • They describe the characteristics they used to identify a living thing.
  • Using their observations and ideas to suggest answers to questions, both verbally and written.
    • The children record their observations e.g. using photographs, videos, drawings, labelled diagrams or in writing.
      • They record their measurements e.g. using prepared tables, pictograms, tally charts and block graphs.
      • They classify using simple prepared tables and sorting rings.
  • Gathering and recording data accurately to help in answering questions.

Key Stage 1 Writing

English- Speaking and Listening

Composition

Year 1
  • 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
  • Compose a sentence orally before writing it.
    • Sequence sentences to form short narratives
      • Re-read what they have written to check that it makes sense
    • Draft and write for a sustained period of 20 minutes (including cross curricular lesson time.)
Year 2
  • Develops positive attitudes towards, and stamina for, writing, by writing for different purposes
    • Plan, using both oral and written formats what they are going to write about.
  • Edit to check and improve their writing by making simple additions, revisions and corrections.
    • Evaluating their writing with the teacher and other pupils
      • Re-read to check that verbs to indicate time are used correctly and consistently including verbs in the continuous form.
    • Proofreading to check for errors in spelling, grammar and punctuation
    • Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly in writtenwork.
    • Learning new ways of spelling phonemes for which one or more spellings are already known; and learn some words with each spelling, including a few common homophones in writtenwork
  • Read aloud what they have written with appropriate intonation to make the meaning clear
    • Write narratives about personal experiences and those of others ( real and fictional)
      • Write about real events - a recount, a report, an explanation, a letter
      • Write poetry
      • Draft and write for a sustained period of at least 30 minutes. (Including cross curricular time)

Handwriting

Year 1
  • Sit correctly at a table, holding a pencil comfortably and correctly
  • Begins to form lower-case letters in the correct direction, starting and finishing in the right place
  • Form capital letters
  • Understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these
  • Begin to use diagonal and horizontal strokes to join letters more consistently
Year 2
  • Form lower-case letters of the correct size relative to one another
  • Begin to use diagonal and horizontal strokes to join letters regularly and consistently
  • Writes 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
  • Words containing each of the 40+ phonemes already taught
    • Spell some common exception words
      • The days of the week
    • Use letter names to distinguish between alternative spellings of the same sound.
    • Use the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular for verbs
      • Use the prefix un- to change the meaning of verbs and adjectives.
      • Use-ing, -ed, -er and -est where no change is needed in the spelling of root words accurately in written work
  • Writes from memory simple sentences dictated by the teacher that include words using the grapheme/phoneme correspondences and common exception words taught so far
Year 2
  • Add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
  • Write from memory simple sentences dictated by the teacher that include words using the grapheme/ phoneme correspondences, common exception words and punctuation taught so far
    • Distinguish between homophones and near - homophones
      • Learn the possessive apostrophe ( singular) for example the girl's book
      • Learn to spell an increasing number of words with contracted forms
      • Learn to spell common exception words
      • 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
      • Segment spoken words into phonemes and represent these with graphemes spelling many correctly

Vocabulary, grammar and punctuation

Year 1
  • Begin to punctuate sentences using a capital letter and a full stop.
    • Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
      • Introduce question marks and exclamation marks to demarcate sentences.
      • Leave spaces between words
      • Join words and joining clauses using 'and'
Year 2
  • Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences including exclamation sentences
  • Use commas to separate items in a list
    • Use sentences in different forms: statement, question, exclamation, command
      • Use expanded noun phrases to describe and specify.
      • Use apostrophes accurately (for contracted forms and the possessive singular.)
  • Use the correct form of verbs in past ,present  and progressive tense
  • Construct subordination (using when, if, that, because)
    • Construct co-ordination (using or, and, but)
      • Use the suffixes -ness, -er
  • Use the suffixes –er, –est in adjectives
    • Form adjectives using suffixes -ful, -less
    • Turn adjectives into  adverbs using -ly
      • Show awareness of audience and purpose in written tasks including cross curricular writing

Key Stage 2 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • Develop ideas from starting points throughout the curriculum and collect information, sketches and resources.
  • Adapt and refine ideas as they progress, recording progress in a sketchbook.
  • Replicate some of the techniques used by notable artists, artisans and designers and begin to create artwork influenced by artists studied.
  • Experiment with a range of mark making materials to create tools for painting and extract pigments from natural materials to create paint. (linked to History/Stone Age)
  • Mix colours effectively to create different moods.
  • Use different harnesses of pencils to show line, tone and texture.
  • Annotate sketches to explain and elaborate ideas.
  • Use pencil hatching and cross hatching to show tone and texture and shading to show light and shadow.
  • Use coiling, overlapping, tessellation, mosaic and montage.
  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
  • Include texture that conveys feelings, expression or movement.
  • Use clay and other mouldable materials.
  • Add materials to provide interesting detail, including layers of two or more colours.
  • Replicate patterns observed in natural or built environments.
  • Make printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.
  • Shape and stitch materials using a basic running stich or over stitch.
  • Colour fabric then create weavings.
  • Create images, video and sound recordings and explain why they were created.

Year 4

  • Develop ideas from starting points throughout the curriculum and collect information, sketches and resources.
  • Explore, adapt and refine ideas as they progress.
  • Comment on artwork using visual language.
  • Replicate some of the techniques used by notable artists, artisans and designers to create original pieces of work.
  • Use colour effectively to create mood within a painting.
  • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.
  • Mix colours effectively.
  • Use watercolour paint to produce washes for backgrounds then add detail.
  • Annotate sketches to explain and elaborate ideas.
  • Sketch lightly (no need to use a rubber to correct mistakes).
  • Experiment with pen, ink and water to show light and shadow.
  • Use pen and ink hatching and cross hatching to show tone and texture.
  • Use coiling, overlapping, tessellation, mosaic and montage.
  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
  • Include texture that conveys feelings, expression or movement.
  • Use clay and other mouldable materials.
  • Add materials to provide interesting detail.
  • Use layers of two or more colours.
  • Replicate patterns observed in natural or built environments.
  • Make printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.
  • Shape and stitch materials using a basic running stitch and /or running stitch
  • Colour fabric and use Ioon weaving.
  • Create images, video and sound recordings and explain why they were created.

Year 5

  • Develop and imaginatively extend ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources and present ideas imaginatively in a sketch book.
  • Use the qualities of materials to enhance ideas: spotting potential in unexpected results as work progresses.
  • Comment on artwork with a fluent grasp of visual language.
  • Give detail (including own sketches) about the style and influence on society of some notable artists and designers.
  • Create original pieces that show a range of influences and styles.
  • Sketch (lightly) before painting to combine line and colour.
  • Create a colour palette based upon tones.
  • Use the qualities of watercolour/acrylic paints to create visually interesting pieces.
  • Use a single colour and it’s tones and tints to enhance the mood of a piece.
  • Use brush techniques and the qualities of paint to create texture.
  • Develop a personal style of painting, drawing upon ideas from other artists.
  • Use a variety of techniques to add shadows or show reflections.
  • Use a choice of techniques to depict animal/human movement.
  • Mix textures (rough and smooth, plain and patterned).
  • Use ceramic mosaic materials and techniques.
  • Use tools to carve and add shapes, texture and pattern.
  • Use frameworks (such as wire or moulds) to provide stability and form.
  • Build up layers of colours.
  • Create an accurate pattern, showing fine detail.
  • Use a range of visual elements to reflect the purpose of the work.
  • Show precision in techniques.
  • Choose from a range of stitching techniques then combine previously learned techniques to create own pieces.
  • Enhance digital media by editing (including sound, video, animation, still images and installations).

Year 6

  • Develop and imaginatively extend ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources and present ideas imaginatively in a sketch book.
  • Use the qualities of materials to enhance ideas: spotting the potential in unexpected results as work progresses.
  • Comment on artwork with a fluent grasp of visual language.
  • Give detail (including own sketches) about the style and influence on society of some notable artists, artisans and designers.
  • Create original pieces that show a range of influences and styles.
  • Sketch (lightly) before painting to combine line, pattern, texture and colour.
  • Create a colour palette based upon colours observed.
  • Use the qualities of watercolour/acrylic paints to create visually interesting pieces.
  • Combine colours, tones and tints to enhance the mood of a piece.
  • Use brush techniques and the qualities of paint to create a landscape painting.
  • Develop a personal style of painting, drawing upon ideas from other artists.
  • Use a variety of techniques to show perspective.
  • Use a choice of techniques to depict animal/human movement.
  • Choose a style of drawing suitable for the work that is impressionistic.
  • Mix textures (rough and smooth, plain and patterned).
  • Use ceramic mosaic materials and techniques.
  • Use tools to carve and add shapes, texture and pattern.
  • Use frameworks (such as wire or moulds) to provide stability and form.
  • Build up layers of colours to create an accurate pattern, showing fine detail..
  • Use a range of visual elements to reflect the purpose of the work.
  • Choose from a range of stitching techniques to combine previously learned techniques to create pieces.
  • Enhance digital media by editing (including sound, video, animation, still images and installations).

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 - NAHT Assessment Framework

Cooking and Nutrition

Year 4
  • Prepare ingredients hygienically using appropriate utensils.
  • Measure ingredients to the nearest gram accurately.
  • Follow a recipe demonstrating a range of baking and cooking techniques.
  • Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking)
Year 5
  • Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms).
Year 6
  • Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms).

Design

Year 3
  • Make products by working efficiently (such as by carefully selecting materials).
Year 4
  • Make products by working efficiently (such as by carefully selecting materials).
Year 5
  • Design with the user in mind, motivated by the service a product will offer (rather than simply for profit).
  • Ensure products have a high-quality finish, using art skills where appropriate.
  • Use prototypes, cross-sectional diagrams and computer-aided designs to represent designs.
  • Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.
  • Create innovative designs that improve upon existing products.
Year 6
  • Design with the user in mind, motivated by the service a product will offer (rather than simply for profit).
  • Ensure products have a high-quality finish, using art skills where appropriate.
  • Use prototypes, cross-sectional diagrams and computer-aided designs to represent designs.
  • Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.
  • Create innovative designs that improve upon existing products.

Evaluate

Year 3
  • Refine work and techniques as work progresses, continually evaluating the products design.
  • Improve upon existing designs, giving reasons for choices.
  • Disassemble products to understand how they work.
Year 4
  • Refine work and techniques as work progresses, continually evaluating the products design.
  • Improve upon existing designs, giving reasons for choices.
  • Disassemble products to understand how they work
Year 5
  • Evaluate the design of products so as to suggest improvements to the user experiences
Year 6
  • Evaluate the design of products so as to suggest improvements to the user experiences

Make

Year 3
  • Make products by working efficiently (such as by carefully selecting materials).
Year 4
  • Make products by working efficiently (such as by carefully selecting materials).
Year 5
  • Make products through stages of prototypes, making continual refinements.
Year 6
  • Make products through stages of prototypes, making continual refinements.

Technical Knowledge

Year 3
  • Cut materials accurately and safely by selecting appropriate tools.
  • Measure and mark out to the nearest millimetre.
  • Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut-outs).
  • Select appropriate joining techniques.
  • Understand the need for a seam allowance.
  • Join textiles with appropriate stitching.
  • Select the most appropriate techniques to decorate textiles.
  • Create series and parallel circuits.
  • Control and monitor models using software designed for this purpose.
  • Choose suitable techniques to construct products or to repair items.
  • Strengthen materials using suitable techniques.
  • Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
Year 4
  • Cut materials accurately and safely by selecting appropriate tools.
  • Measure and mark out to the nearest millimetre.
  • Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut-outs).
  • Select appropriate joining techniques.
  • Understand the need for a seam allowance.
  • Join textiles with appropriate stitching.
  • Select the most appropriate techniques to decorate textiles.
  • Create series and parallel circuits.
  • Control and monitor models using software designed for this purpose.
  • Choose suitable techniques to construct products or to repair items.
  • Strengthen materials using suitable techniques.
  • Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
Year 5
  • Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
  • Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper).
  • Create objects (such as a cushion) that employ a seam allowance.
  • Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration).
  • Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as soft decoration for comfort on a cushion).
  • Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).
  • Write code to control and monitor models or products.
  • Develop range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding).
  • Convert rotary motion to linear using cams.
  • Use innovative combinations of electronics (or computing) and mechanics in product design
Year 6
  • Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
  • Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper).
  • Create objects (such as a cushion) that employ a seam allowance.
  • Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration).
  • Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as soft decoration for comfort on a cushion).
  • Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).
  • Write code to control and monitor models or products.
  • Develop range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding).
  • Convert rotary motion to linear using cams.
  • Use innovative combinations of electronics (or computing) and mechanics in product designs.

Key Stage 2 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

Year 3
  • Use maps, atlases and globes to locate countries in Europe and the UK.
  • Use the four points of the compass to build their knowledge of the wider world.
  • Use four-figure grid references to locate places on a simplified map.
  • Use symbols and keys to understand simple maps and know why a key is needed.
  • Use the term physical geography, identifying them in pictures and on maps.
  • Use the term human features, identifying them in pictures and on maps.
Year 4
  • Use maps, atlases and globes to locate countries and describe features studied.
  • Use eight points of a compass to locate places in the United Kingdom.
  • Use six-figure grid references to locate places on a large scale OS map.
  • Use symbols and keys to identify features on an OS map, recognising and explaining why a key is important.
  • Use fieldwork to draw simple sketch maps of human and physical features in a local area.
Year 5
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass to build their knowledge of the UK and the wider world.
  • Use four and six-figure grid references, symbols and a key to locate features on a OS map.
  • 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 compasses and grid references to follow a short route on an OS map.
  • Use aerial photographs to identify and describe the features shown on an OS map.
  • 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
  • Identify key aspects of physical geography, including: rivers, and mountains.
  • Identify key aspects of human geography, including: cities and the distribution of natural resources including water.
Year 4
  • Physical geography: simply describe physical features including mountains, volcanoes, rivers and earthquakes.
  • Human geography: simply describe human geography features including main cities and land use.
Year 5
  • Human geography: Describe aspects of land use including settlements.
  • Physical geography: Describe climate zones.
  • Physical geography: Describe biomes and vegetation belts.
  • Physical geography: Describe rivers and mountains.
  • Physical geography: Describe and explain volcano types and reasons for earthquakes.
  • Physical geography: Describe and explain the water cycle.
Year 6
  • Physical geography: confidently identify significant environments.
  • Physical geography: compare and contrast different mountain and river regions.
  • Physical geography: compare different climate and biomes zones
  • Physical geography: recognise and describe the impact of volcanoes and earthquakes.
  • Human geography: confidently identify significant places around the world.
  • Human geography: compare and contrast settlements and land use of countries.
  • Human geography: compare and contrast the distribution of natural resources of countries.

Locational knowledge

Year 3
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating key physical and human characteristics, countries, and major cities.
  • Locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including mountains, coasts and rivers).
  • Identify the position of  the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle.
Year 4
  • Locate the world’s countries, using maps to focus on Europe and South America, concentrating on key physical and human characteristics, countries, and major cities.
  • Identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle.
  • Identify human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) of the United Kingdom and a country in Europe.
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 cities.
  • 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 cities.
  • 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 and a European country.
Year 4
  • Begin to identify geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a European country, or a region within 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 and explain 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 - NAHT Assessment Framework

Year 3

  • Place the time studied on a time line.
  • Sequence several events within the time period.
  • Use dates and historical terms related to the study time period.
  • Find out about the everyday lives of people in the time considered.
  • Identify and give reasons for different ways in which the past is represented.
  • Distinguish between different sources by comparing different versions of the same event.
  • Use a range of sources to find out about a period.
  • Compare the time period with our life today.
  • Identify reasons for and results of people's actions
  • Understand why people may have wanted to do something.
  • Select, retrieve and record information relevant to the time period.

Year 4

  • Place events from the period studied on a time line.
  • Use terms related to the period and begin to date events.
  • Understand more complex historical terms eg. BC/AD
  • Use evidence to reconstruct life in the time studied.
  • Identify key features and events of time studied.
  • Use evidence to build up a picture of a past event.
  • Begin to recognise links and effects in the time studied.
  • Begin to offer reasonable explanations for some events.
  • Begin to evaluate the usefulness of different sources.
  • Choose relevant material to present a view of one aspect of life in a past time.
  • Recall, select and organise historical information to ask and answer questions about the past.

Year 5

  • Know and sequence key events in the time studied.
  • Use relevant terms and period labels.
  • Make comparisons between different times in the past.
  • Study different aspects of different people, eg. differences between men and women
  • Examine the causes and results of great events and the impact on people.
  • Compare life in early and late 'times' studied.
  • Compare an aspect of life with the same aspect in another period.
  • Compare accounts of events from different sources - fact or fiction.
  • Offer some reasons for different versions of events.
  • Begin to identify primary and secondary sources.
  • Use evidence to build up a picture of a past event.
  • Select relevant sections of information including library and internet sources.
  • Recall, select and organise historical information to communicate knowledge and understanding.

Year 6

  • Place current study on a time line in relation to other studies.
  • Use relevant dates and terms.
  • Sequence up to 10 events on a time line
  • Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings.
  • Compare beliefs and behaviour with another time studied.
  • Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation.
  • Link sources and work out how conclusions were arrived at.
  • Consider ways of checking the accuracy of interpretations, being aware of fact or fiction and opinion.
  • Consider that different evidence will lead to different conclusions.
  • Recognise primary and secondary sources,
  • Use a range of sources to find out about an aspect of time past.
  • Bring knowledge gathered from several sources together in a fluent account.
  • Select and organise information to produce structured work, making appropriate use of dates.

Key Stage 2 Languages

National Curriculum England 2014 - NAHT Assessment Framework

Foreign language

Year 3
  • Listen attentively to spoken language and show understanding by beginning to join in and respond
  • Explore the patterns and sounds of language through songs and rhymes.
  • Begin to engage in conversations
  • Begin to speak in simple sentences, using familiar vocabulary, phrases and basic language structures
  • Read carefully and begin to show understanding of words, phrases and simple writing
  • Begin to appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced.
  • Begin to write short phrases from memory to express ideas.
  • Describe people, places, things and actions orally*
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 sound and meaning of words
  • Engage in conversations; ask and answer questions and respond to those of others.
  • Begin to speak in simple sentences, using familiar vocabulary, phrases and basic language structures
  • Begin to develop more accurate pronunciation
  • Present ideas orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write simple phrases from memory, and adapt these to create new sentences, to express ideas
  • Describe people, places, things and actions orally*
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine
Year 5
  • I can engage in conversations; ask and respond to a simple question and express an opinion.
    • I can name some parts of the body.
      • I can describe myself and others eg : eyes, hair
      • I can place an adjective correctly in a simple sentence.
      • I can discuss my emotions. eg I am happy
      • I know all basic colour names.
      • I know many food names.
      • I know the names of family members eg ma mere, mon pere
      • I can describe pets and other animals using the correct vocabulary.
      • I can name classroom objects eg Mon stylo
      • I know the months of the year and say my birthday.
      • I can count to 1000.
  • Develop more accurate pronunciation, so that others understand when they are reading aloud or using familiar words and phrases*
  • 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 words from memory, and adapt these to create new sentences, to express ideas clearly
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs.
Year 6
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
    • I can give a negative opinion.
    • I can give preferences with detail.
    • I can talk about my animals/pets.
    • I know numbers to 1000 (not in sequence)
      • I know some country names.
      • I know some shop names.
      • I can name some items of clothing.
      • I can name some fruit
      • I can name some vegetables
      • I know the days of the week
      • I know the months of the year.
      • I know numbers in the context of time.
  • Develop accurate pronunciation so that others understand when they are reading aloud or using familiar words and phrases*
  • Read carefully and show understanding of words, phrases and simple writing
  • Write words from memory, and adapt these to create new sentences, to express ideas clearly
  • 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.
  • Understand the key cultural differences between schools in England and France.

Key Stage 2 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Algebra

Year 6
  • Uses simple formulae
  • Generate and describe linear number sequences
  • Express missing number problems algebraically
  • Find numbers that satisfy an equation with an unknown
  • 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
  • Plots specified points and draw sides to complete a given polygon
  • 4G-1: Draw polygons, specified by coordinates in the first quadrant, and translate within the first quadrant. (RtP)
Year 5
  • Identify, describe and represent the position of a shape following a reflection, using the appropriate language, and know that the shape has not changed
  • Identify, describe and represent the position of a shape following a 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 simple shapes on a coordinate plane and reflect them in the axes
  • Draws and translate simple shapes on the coordinate plane

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 horizontal and vertical lines and pairs of perpendicular and parallel lines
  • 3G-1: Recognise right angles as a property of a shape or a description of a turn, and identify right angles in 2D shapes presented in different orientations. (RtP)
  • 3G-2: Draw polygons by joining marked points, and identify parallel and perpendicular sides. (RtP)
Year 4
  • Compares and classifies geometric shapes
  • Compares and classifies quadrilaterals based on their properties and sizes
  • compares and classifies  triangles, based on their properties and sizes
  • Identify acute and obtuse angles
  • compare and order angles up to 2 right angles by size
  • Identify lines of symmetry in two dimensional shapes presented in different orientations
  • Complete a simple symmetric figure with respect to a specific line of symmetry
  • 4G-2: Identify regular polygons, including equilateral triangles and squares, as those in which the side-lengths are equal and the angles are equal. Find the perimeter of regular and irregular polygons. (RtP)
  • 4G-3: Identify line symmetry in 2D shapes presented in different orientations. Reflect shapes in a line of symmetry and complete a symmetric figure or pattern with respect to a specified line of symmetry. (RtP)
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
  • Draws 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
  • Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles
  • 5G-1: Compare angles, estimate and measure angles in degrees and draw angles of a given size. (RtP)
  • 5G-2: Compare areas and calculate the area of rectangles (including squares) using standard units. (RtP)
Year 6
  • Draw 2-D shapes using given dimensions and angles
  • Recognise, describe and build simple 3-D shapes, including making nets
  • Compares and classifies geometric shapes based on their properties and sizes
    • Find unknown angles in any triangle
  • Find unknown angles in 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
  • 6G-1: Draw, compose and decompose shapes according to given properties, including dimensions, angles and area, and solve related problems. (RtP)

Measurement

Year 3
  • Measures and compare;
    • length (m/cm/mm)
      • mass(kg/g)
      • volume/capacity (l/ml)
  • Adds and subtracts;
    • lengths (m/cm/mm)
      • mass (kg/g)
      • volume/capacity (l/ml)
  • Measure the perimeter of simple 2-D shapes
  • Adds and subtracts amounts of money to give change, using both £ and p in practical contexts
  • Tells and writes the time from an analogue clock, including using roman numerals from I to XII, and 12-hour and 24-hour clocks
  • Tells and writes the time from an analogue clock 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]
  • Identifies right angles, recognises that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identifies whether angles are greater than or less than a right angle
Year 4
  • Converts between different units of measure e.g. kilometre to metre
  • Converts between different units of measure e.g.  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.
    • WRM: What is area?
    • WRM: Count squares.
    • WRM: Make shapes.
    • WRM: Compare areas.
  • 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
  • Converts between different units of metric measure;
    • kilometre and meter
    • centimetre and meter
      • centimetre and millimeter
      • gram and kilogram
      • litre and millilitre
  • Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres
  • Calculates and compares the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²)
  • 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.
    • WRM: Metric measures.
    • WRM: Convert metric measures.
    • WRM: Calculate with metric measures.
    • WRM: Miles and kilometres.
    • WRM: Imperial measures.
  • Uses, reads and writes units of time.
  • 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 ones.
    • A three-digit number and tens.
    • A three-digit number and hundreds.
    • WRM: Apply number bonds within 10.
    • WRM: Add and subtract 1s.
    • WRM: Add and subtract 10s.
    • WRM: Add and subtract 100s.
  • Add numbers with up to 3 digits, using formal written methods of columnar addition.
    • WRM: Add 2-digit and 3-digit numbers.
  • Subtract numbers with up to 3 digits, using:
    • a chosen strategy.
    • formal written methods of columnar subtraction.
    • WRM: Subtract a 2-digit number from a 3-digit number.
  • Estimate the answer to a calculation and use inverse operations to check answers.
    • WRM: Estimate answers.
    • WRM: Inverse operations.
  • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
    • WRM: Make decisions.
  • 3NF-1: Secure fluency in addition and subtraction facts that bridge 10, through continued practice. (RtP)
  • 3AS-1: Calculate complements to 100, for example: 46 + ? = 100 (RtP)
  • 3AS-2: Add and subtract up to three-digit numbers using columnar methods. (RtP)
  • 3AS-3: Manipulate the additive relationship: understand the inverse relationship between addition and subtraction, and how both relate to the part-part-whole structure. Understand and use the commutative property of addition, and understand the related property for subtraction. (RtP)
  • WRM: Spot the pattern.
    • WRM: Make connections.
  • Bridging and exchanging:
    • WRM: Add 1s across a 10.
    • WRM: Add 10s across a 100.
    • WRM: Subtract 1s across a 10.
    • WRM: Subtract 10s across a 100.
    • WRM: Add two numbers (no exchange).
    • WRM: Subtract two numbers (no exchange).
    • WRM: Add two numbers (across a 10).
    • WRM: Add two numbers (across a 100).
    • WRM: Subtract two numbers (across a 10).
    • WRM: Subtract two numbers (across a 100).
  • WRM: Complements to 100.
Year 4
  • Add numbers up to 4 digits using the formal written methods of columnar addition where appropriate.
    • WRM: Add up to two 4-digit numbers - no exchange.
    • WRM: Add two 4-digit numbers - one exchange.
    • WRM: Add two 4-digit numbers - more than one exchange.
  • Subtract numbers with up to 4 digits using the formal written methods of columnar subtraction where appropriate.
    • WRM: Subtract two 4-digit numbers - no exchange.
    • WRM: Subtract two 4-digit numbers - one exchange.
    • WRM: Subtract two 4-digit numbers - more than one exchange.
    • WRM: Efficient subtraction.
  • Estimate and use inverse operations to check answers to a calculation.
    • WRM: Estimate answers,
  • Solve addition and subtraction two-step problems in context, deciding which operations and methods to use and why.
    • WRM: Checking strategies.
  • WRM: Add and subtract 1s, 100s and 1,000s.
Year 5
  • Add whole numbers with more than 4 digits, including using formal written methods (columnar addition).
    • WRM: Add whole numbers with more than four digits.
  • Subtract whole numbers with more than 4 digits, including using formal written methods (columnar subtraction).
    • WRM: Subtract whole numbers with more than four digits.
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
    • WRM: Round to check answers.
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
    • WRM: Multi-step addition and subtraction problems.
  • WRM: Mental strategies.
    • Subtract numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162).
    • Add numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162).
  • WRM: Inverse operations (addition and subtraction).
  • WRM: Compare calculations.
  • WRM: Find missing numbers.

Number - addition, subtraction, multiplication and division

Year 6
  • Multiply multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.
    • WRM: Multiply up to a 4-digit number by a 2-digit number.
  • 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.
    • WRM: Introduction to long division.
    • WRM: Long division with remainders.
  • Divide numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.
    • WRM: Short division.
    • WRM: Division using factors.
  • Perform mental calculations, including with mixed operations and large numbers.
    • WRM: Mental calculations and estimation.
  • Identify common factors, common multiples and prime numbers.
    • WRM: Common factors.
    • WRM: Common multiples.
    • WRM: Primes to 100.
  • Use knowledge of the order of operations to carry out calculations involving the 4 operations.
    • WRM: Order of operations.
  • Solve problems involving:
    • addition
      • subtraction
      • multiplication(WRM: Solve problems with multiplication).
      • division(WRM: Solve problems with division).
  • Use estimation to check answers to calculations and determines, in the context of a problem, an appropriate degree of accuracy.
  • 6AS/MD-1: Understand that 2 numbers can be related additively or multiplicatively, and quantify additive and multiplicative relationships (multiplicative relationships restricted to multiplication by a whole number). (RtP)