Northburn Primary School
Key Stage 1 Art and Design
National Curriculum England 2014
Year 1

To use a range of materials creatively to design and make products

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Year 2

To use a range of materials creatively to design and make products

To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Key Stage 1 Computing
National Curriculum England 2014
Year 1

1. Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

2. Create and debug simple programs.

3. Use logical reasoning to predict the behaviour of simple programs.

4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content.


5. Recognise common uses of information technology beyond school

6. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Year 2

1. Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

2. Create and debug simple programs.

3. Use logical reasoning to predict the behaviour of simple programs.

4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

5. Recognise common uses of information technology beyond school.

6. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Key Stage 1 Design and Technology
National Curriculum England 2014
Cooking and Nutrition
Year 1

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from
Year 2

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from
Design
Year 1

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology
Year 2

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology
Evaluate
Year 1

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria
Year 2

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria
Make
Year 1

Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Year 2

Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Technical Knowledge
Year 1

Build structures, exploring how they can be made stronger, stiffer and more stable

Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Year 2

Build structures, exploring how they can be made stronger, stiffer and more stable

Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Key Stage 1 Geography
National Curriculum England 2014
Geographical skills and fieldwork
Year 1

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Year 2

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Human and physical geography
Year 1

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Use basic geographical vocabulary to refer to:

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

Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Year 2

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Use basic geographical vocabulary to refer to:

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

Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Locational knowledge
Year 1

Name and locate the world’s 7 continents and 5 oceans

Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Year 2

Name and locate the world’s 7 continents and 5 oceans

Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
Year 1

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country
Year 2

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country
Key Stage 1 History
National Curriculum England 2014
Year 1

Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life

Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim BernersLee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

Significant historical events, people and places in their own locality
Year 2

Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life

Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim BernersLee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

Significant historical events, people and places in their own locality
Key Stage 1 Mathematics
National Curriculum England 2014  NAHT Assessment Framework
Geometry  position and direction
Year 1

Describe position, direction and movement

Describe whole, half, quarter and threequarter 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 threequarter turns (clockwise and anticlockwise)
Geometry  properties of shapes
Year 1

Recognise and name common 2D and 3D shapes, including:

2D shapes e.g. rectangles (including squares), circles and triangles.(WRM: Recognise and name 2D shapes).

3D shapes e.g. cuboids (including cubes), pyramids and spheres.(WRM: Recognise and name 3D shapes).

WRM: Sort 3D shapes.

WRM: Sort 2D shapes.

WRM: Patterns with 2D and 3D shapes.


1G1: 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)

1G2: 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 2D shapes, including the number of sides.

WRM: Count sides on 2D shapes.

WRM: Count vertices on 2D shapes.


Identify and describe the properties of 2D 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 3D shapes, including the number of edges, vertices and faces.

WRM: Count faces on 3D shapes.

WRM: Count edges on 3D shapes.

WRM: Count vertices on 3D shapes.


Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].

Compare and sort common 2D shapes.

WRM: Sort 2D shapes.


Compare and sort common 3D shapes.

WRM: Sort 3D shapes.


Compare and sort everyday objects.

2G1: 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 2D and 3D shapes.

WRM: Draw 2D shapes.

WRM: Make patterns with 2D and 3D shapes.
Measurement
Year 1

Compare, describe and solve practical problems for:

Lengths and heights e.g. long/short, longer/shorter, tall/short, double/half.

WRM: Compare lengths and heights.


Mass/weight e.g. heavy/light, heavier than, lighter than.

WRM: Heavier/lighter.

WRM: Compare mass.


Capacity and volume e.g. full/empty, more than, less than, half, half full, quarter.

WRM: Full and empty.

WRM: Compare volume.

WRM: Compare capacity.


Time e.g. quicker, slower, earlier, later


Measure and begin to record the following:

Lengths and heights.

WRM: Measure length using objects.

WRM: Measure length in centimetres.


Mass/weight.

WRM: Measure mass.


Capacity and volume.

WRM: Measure capacity.


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.

WRM: Measure in centimetres.

WRM: Measure in metres.


Choose and use appropriate standard units to estimate and measure mass (kg/g); to the nearest appropriate unit, using scales

WRM: Measure in grams.

WRM: Measure in kilograms.

WRM: Four operations with mass.


Choose and use appropriate standard units to estimate and measure temperature (°c); to the nearest appropriate unit, using thermometers.

WRM: Temperature.


Choose and use appropriate standard units to estimate and measure capacity (litres/ml) to the nearest appropriate unit, using measuring vessels.

WRM: Measure in millilitres.

WRM: Measure in litres.

WRM: Four operations with volume and capacity.


Compare and order lengths and record the results using >, < and =.

WRM: Compare lengths and heights.

WRM: Order lengths and heights.


Compare and order mass, and record the results using >, < and =

WRM: Compare mass.


Compare and order volume/capacity and record the results using >, < and =

WRM: Compare volume and capacity.


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: Twostep 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

WRM: Four operations with lengths and heights.
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.

WRM: Find and make number bonds to 20.


Add and subtract 1digit and 2digit numbers to 20, including zero.

WRM: Add by counting on within 20.

WRM: Add ones using number bonds.

WRM: Doubles.

WRM: Near doubles.

WRM: Subtract ones using number bonds.

WRM: Subtractioncounting back.

WRM: Subtractionfinding the difference.

WRM: Related facts.


Solve onestep problems that involve addition and 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.

WRM: Addition problems.

WRM: Missing number problems.


1NF1: Develop fluency in addition and subtraction facts within 10. (RtP)

1NF2: 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)

1AS1: Compose numbers to 10 from 2 parts, and partition numbers to 10 into parts, including recognising odd and even numbers. (RtP)

1AS2: Read, write and interpret equations containing addition (+), subtraction () and equals (=) symbols, and relate additive expressions and equations to reallife contexts. (RtP)

WRM: Introduce parts and wholes.

WRM: Partwhole 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 twodigit number and 1s.

A twodigit number and 10s.

2 twodigit numbers.

Adding 3 onedigit 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 1digit numbers.

WRM: Add to the next 10.

WRM: Add across a 10.

WRM: Subtract across 10.

WRM: Subtract from a 10.

WRM: Subtract a 1digit number from a 2digit number (across a 10).

WRM: 10 more, 10 less.

WRM: Add and subtract 10s.

WRM: Add two 2digit numbers (not across a 10).

WRM: Add two 2digit numbers (across a 10).

WRM: Subtract two 2digit numbers (not across a 10).

WRM: Subtract two 2digit 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.


2NF1: Secure fluency in addition and subtraction facts within 10, through continued practice. (RtP)

2AS1: Add and subtract across 10, for example: 8 + 5 = 13 13  5 = 8 (RtP)

2AS2: Recognise the subtraction structure of 'difference' and answer questions of the form, "How many more...?" (RtP)

2AS3: Add and subtract within 100 by applying related onedigit addition and subtraction facts: add and subtract only ones or only tens to/from a twodigit number. (RtP)

2AS4: Add and subtract within 100 by applying related onedigit addition and subtraction facts: add and subtract any 2 twodigit 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 onestep problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Solve onestep problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Year 2

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.

WRM: The 2 timestable.

WRM: Divide by 2.

WRM: Doubling and halving.

WRM: Odd and even numbers.

WRM: The 10 timestable.

WRM: Divide by 10.

WRM: The 5 timestable.

WRM: Divide by 5.

WRM: The 5 and 10 timestables.


Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷)and equals (=) signs.

WRM: Recognise equal groups.

WRM: Make equal groups.

WRM: Add equal groups.

WRM: Introduce the multiplication symbol.

WRM: Multiplication sentences.

WRM: Use arrays.

WRM: Make equal groupsgrouping.

WRM: Make equal groupssharing.


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

2MD1: Recognise repeated addition contexts, representing them with multiplication equations and calculating the product, within the 2, 5 and 10 multiplication tables. (RtP)

2MD2: 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.

WRM: Understand 17, 18 and 19.

WRM: Count from 20 to 50.


Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s.

Read numbers 120 in numerals.

Read numbers 120 in words.

WRM: Recognise numbers as words.

Write numbers 120 in numerals.

Write numbers 120 in words.

WRM: Understand 10.

WRM: Understand 20.

WRM: 20, 30, 40 and 50.

WRM: Count by making groups of tens.

WRM: Groups of tens and ones.

WRM: Partition into tens and ones.


Given a number, identifies 1 more and 1 less.

WRM: 1 more.

WRM: 1 less.

WRM: 1 more and 1 less.

WRM: 1 more, 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.

WRM: The number line to 50.

WRM: Estimate on a number line to 50.


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.


1NPV1: Count within 100, forwards and backwards, starting with any number. (RtP)

1NPV2: 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 twodigit 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.

2NPV1: Recognise the place value of each digit in twodigit numbers, and compose and decompose twodigit numbers using standard and nonstandard partitioning. (RtP)

2NPV2: Reason about the location of any twodigit 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
Year 1

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

Play tuned and untuned instruments musically

Listen with concentration and understanding to a range of highquality live and recorded music

Experiment with, create, select and combine sounds using the interrelated dimensions of music
Year 2

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

Play tuned and untuned instruments musically

Listen with concentration and understanding to a range of highquality live and recorded music

Experiment with, create, select and combine sounds using the interrelated dimensions of music
Key Stage 1 Physical Education
National Curriculum England 2014
Year 1

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities

Participate in team games, developing simple tactics for attacking and defending

Perform dances using simple movement patterns

Swimming and Water Safety:

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

Swim competently, confidently and proficiently over a distance of at least 25 metres

Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

Perform safe selfrescue in different waterbased situations


Year 2

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities

Participate in team games, developing simple tactics for attacking and defending

Perform dances using simple movement patterns

Swimming and Water Safety:

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

Swim competently, confidently and proficiently over a distance of at least 25 metres

Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

Perform safe selfrescue in different waterbased situations


Key Stage 1 Reading
National Curriculum England 2014
Comprehension
Year 1

Develop pleasure in reading, motivation to read, vocabulary and understanding by:

Listening to and discussing a wide range of poems, stories and nonfiction at a level beyond that at which they can read independently

Being encouraged to link what they read or hear to their own experiences

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Recognising and joining in with predictable phrases

Learning to appreciate rhymes and poems, and to recite some by heart

Discussing word meanings, linking new meanings to those already known


Understand both the books they can already read accurately and fluently and those they listen to by:

Drawing on what they already know or on background information and vocabulary provided by the teacher

Checking that the text makes sense to them as they read, and , correcting inaccurate reading

Discussing the significance of the title and events

Making inferences on the basis of what is being said and done

Predicting what might happen on the basis of what has been read so far


Participate in discussion about what is read to them, taking turns and listening to what others say

Explain clearly their understanding of what is read to them
Year 2

Develop pleasure in reading, motivation to read, vocabulary and understanding by:

Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and nonfiction at a level beyond that at which they can read independently

Discussing the sequence of events in books and how items of information are related

Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

Being introduced to nonfiction books that are structured in different ways

Recognising simple recurring literary language in stories and poetry

Discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Discussing their favourite words and phrases

Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear


Understand both the books that they can already read accurately and fluently and those that they listen to by:

Drawing on what they already know or on background information and vocabulary provided by the teacher

Checking that the text makes sense to them as they read, and correcting inaccurate reading

Making inferences on the basis of what is being said and done

Answering and asking questions

Predicting what might happen on the basis of what has been read so far


Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Word reading
Year 1

Apply phonic knowledge and skills as the route to decode words

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

Read other words of more than one syllable that contain taught GPCs

Read words with contractions [for example, i’m, i’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

Read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

Reread these books to build up their fluency and confidence in word reading
Year 2

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

Read accurately words of two or more syllables that contain the same graphemes as above

Read words containing common suffixes

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

Reread these books to build up their fluency and confidence in word reading
Key Stage 1 Religious Education
KS1 RE
Year 1

Unit 1.1 God: Identify what a parable is.

Unit 1.1 God: Tell the story of the Lost Son from the Bible simply and recognise link with the Christian idea of God as a forgiving Father.

Unit 1.1 God: Give clear, simple accounts of what the story means to Christians.

Unit 1.1 God: Give at least two examples of a way in which Christians show their belief in God as loving and forgiving.

Unit 1.1 God: Give an example of how Christians put their beliefs into practice in worship.

Unit 1.1 God: Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.

Unit 1.1 God: Give a reason for the ideas they have and the connections they make.

Unit 1.2 Creation: Retell the story of creation from Genesis 1:12:3 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 selfcontrol, giving a good reason for their ideas.

Unit 1.6 Muslim: Give a good reason for their ideas about whether prayer, respect, celebration and selfcontrol 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 nonreligious 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 nonreligious) 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 nonreligious).

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 1:12:3 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 selfcontrol, giving a good reason for their ideas.

Unit 1.6 Muslim: Give a good reason for their ideas about whether prayer, respect, celebration and selfcontrol 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 nonreligious 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 nonreligious) 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 nonreligious).

Unit 1.10: Give examples of ways in which people express their identity and belonging within faith communities, responding sensitively to differences.

Unit 1.10: Talk about what they think is good about being in a community, for people in faith communities and for themselves, giving a good reason for their ideas.
Key Stage 1 RSE
RSE
Year 1

Understands who is in their family and how other families are different/similar.

Recognises what they like about their friends and what their friends like about them.

Understands how to make someone feel good about themselves and why you shouldn't tease people.

Knows the names of their own body parts and begin to name opposite sex body parts.

Know which parts of their body are private and know when it is ok and not ok to let someone touch me.

Understand how to say no if I dont want to be touched and I know who to tell if someone wants to touch my private parts.

I know who I can ask if I need to know something and I know who I can go to if I am worried about something.


Year 2

Identify and name biological terms for male and female sex parts • can label the male and female sex parts with confidence

Understand that the male and female sex parts are related to reproduction.

Can identify key stages in the human life cycle • understand some ways they have changed since they were babies • understand that all living things including humans start life as babies.

Understand that we all have different needs and require different types of care • identify ways we show care towards each other • understand the links between needs, caring and changes throughout the life cycle

Can describe different types of family • identify what is special and different about their home life • understand families care for each other in a variety of ways
Key Stage 1 Science
National Curriculum England 2014  NAHT Assessment Framework
Animals, including humans
Year 1

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).

Name, locate parts of the human body, including those related to the senses

Say which part of the body is associated with each sense.
Year 2

Describe the main changes as young animals , including humans, grow into adults

Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

Name and locate parts of the human body, including those related to the senses and describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).

Identify, name, draw and label the basic parts of the human body.

Say which part of the body is associated with each sense.
Everyday materials
Year 1

Distinguish between an object and the material from which it is made.

Identify and group everyday materials

Describe the properties everyday materials.
Year 2

Distinguish between an object and the material from which it is made.

Identify and group everyday materials

Describe the properties of everyday materials

Compare the sustainability of materials for different uses
Living things and their habitats
Year 1

Describe and compare the observable features of animals from a range of groups

Group animals according to what they eat
Year 2

Identify whether things are alive, dead or have never lived

Describe how animals get their food from other animals and/or from plants

Use simple food chains to describe relationships between animals and plants


name different plants and how they are suited to their environment

Name different animals and how they are suited to their environment
Plants
Year 1

Describe the basic needs of plants for surivival
Year 2

Observe and describe how seeds and bulbs grow into mature plants.

Describe the basic needs of plants for survival:

Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

The impact of changing water, light and temperature on a plants survival

Seasonal changes
Year 1

Describe seasonal changes
Year 2

Observe changes across the 4 seasons.
Uses of everyday materials
Year 1

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Year 2

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Working scientifically
Year 1

Ask their own questions about what they notice

Use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions:

a) observing changes over time

noticing patterns patterns

grouping and classifying things

carrying out simple comparative tests


Year 2

Ask their own questions about what they notice

use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions

observing changes over time

noticing patterns

grouping and classifying things

carrying out simple comparative tests

finding thingd out using secondary sourcwes of information



communicate their ideas, what they do and what they find out in a variety of ways
Key Stage 1 Writing
National Curriculum England 2014
Composition
Year 1

Write sentences by saying out loud what they are going to write about.

Write sentences by composing sentences orally before writing them.

Write sentences by rereading what they have written to check that it makes sense.

Write sentences by sequencing sentences to form short narratives.

Discuss what they have written with the teacher or other pupils.

Read their writing aloud, clearly enough to be heard by their peers and the teacher.
Year 2

Develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional).

Develop positive attitudes towards and stamina for writing by writing about real events.

Develop positive attitudes towards and stamina for writing by writing poetry.

Develop positive attitudes towards and stamina for writing by writing for different purposes.

Consider what they are going to write before beginning by planning or saying out loud what they are going to write about.

Consider what they are going to write before beginning by writing down ideas and / or key words, including new vocabulary.

Consider what they are going to write before beginning by encapsulating what they want to say, sentence by sentence.

Make simple additions, revisions and corrections to their own writing by rereading to check that their reading makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.

Make simple additions, revisions and corrections to their own writing by proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly).

Make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.

Read aloud what they have written with appropriate intonation to make the meaning clear.
Handwriting
Year 1

Sit correctly at a table, holding a pencil comfortably and correctly.

Begin to form lowercase letters in the correct direction, starting and finishing in the right place.

Form capital letters.

Form digits 09.

Understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these.
Year 2

Form lowercase letters of the correct size relative to one another.

Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write capital letters and digits of the correct size, orientation and relationship to one another and to lowercase letters.

Use spacing between words that reflects the size of the letters.
Transcription  Spelling
Year 1

Spell words containing each of the 40+ phonemes already taught.

Spell common exception words.

Spell the days of the week.

Name the letters of the alphabet in order.

Use letter names to distinguish between alternative spellings of the same sound.

Add prefixes and suffixes using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.

Use the prefix un–

Use suffixes –ing, –ed, –er and –est where no change is needed in the spelling of root words (for example, helping, helped, helper, eating, quicker, quickest).

Apply year 1 spelling rules.

Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Year 2

Spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

Spell by learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones.

Spell by learning to spell common exception words.

Spell by learning to spell more words with contracted forms.

Spell by learning the possessive apostrophe (singular) [for example, the girl’s book].

Spell by distinguishing between homophones and nearhomophones.

Add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly.

Apply year 2 spelling rules.

Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Vocabulary, grammar and punctuation
Year 1

Leave spaces between words.

Join words and join clauses using ‘and’.

Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I'.

Know the grammar for year 1 (prefix and suffix, joining clauses with and, short narratives, punctuation A . ? !, capital letters for names and personal pronoun I).
Year 2

Use sentences with different forms: statement, question, exclamation, command.

Use expanded noun phrases to describe and specify [for example, the blue butterfly].

Use the present and past tenses correctly and consistently, including the progressive form.

Use subordination (when, if, that, or because) and coordination (or, and, or but)

Know the grammar for year 2 (suffixes to make adjectives full, less, ly to turn adjectives into adverbs, subordination and soordination, expanded noun phrases, present and past tense, commas in a list, apostrophes).

Use and understand the year 2 grammatical terminology when discussing their writing.
Key Stage 2 Art and Design
National Curriculum England 2014
Year 3

To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

About great artists, architects and designers in history
Year 4

To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

About great artists, architects and designers in history
Year 5

To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

About great artists, architects and designers in history
Year 6

To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

About great artists, architects and designers in history
Key Stage 2 Computing
National Curriculum England 2014
Year 3

1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.

5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Year 4

1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Year 5

1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Year 6

1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

2. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

4. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

6. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

7. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Key Stage 2 Design and Technology
National Curriculum England 2014
Cooking and Nutrition
Year 3

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Design
Year 3

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design
Year 4

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design
Year 5

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design
Year 6

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design
Evaluate
Year 3

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world
Year 4

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world
Year 5

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world
Year 6

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world
Make
Year 3

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 4

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 5

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Year 6

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Technical Knowledge
Year 3

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Apply their understanding of computing to program, monitor and control their products
Year 4

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Apply their understanding of computing to program, monitor and control their products
Year 5

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Apply their understanding of computing to program, monitor and control their products
Year 6

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Apply their understanding of computing to program, monitor and control their products
Key Stage 2 Geography
National Curriculum England 2014
Geographical skills and fieldwork
Year 3

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use the eight points of a compass, four and sixfigure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 4

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use the eight points of a compass, four and sixfigure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 5

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use the eight points of a compass, four and sixfigure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 6

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use the eight points of a compass, four and sixfigure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Human and physical geography
Year 3

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Year 4

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Year 5

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Year 6

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Locational knowledge
Year 3

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and landuse patterns; and understand how some of these aspects have changed over time

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 4

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and landuse patterns; and understand how some of these aspects have changed over time

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 5

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and landuse patterns; and understand how some of these aspects have changed over time

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Year 6

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major citie

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and landuse patterns; and understand how some of these aspects have changed over time

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
Year 3

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

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

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

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Key Stage 2 History
National Curriculum England 2014
Year 3

Changes in Britain from the Stone Age to the Iron Age

The Roman Empire and its impact on Britain

Britain’s settlement by AngloSaxons and Scots

The Viking and AngloSaxon struggle for the Kingdom of England to the time of Edward the Confessor

A local history study

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

A nonEuropean society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300
Year 4

Changes in Britain from the Stone Age to the Iron Age

The Roman Empire and its impact on Britain

Britain’s settlement by AngloSaxons and Scots

The Viking and AngloSaxon struggle for the Kingdom of England to the time of Edward the Confessor

A local history study

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

A nonEuropean society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300
Year 5

Changes in Britain from the Stone Age to the Iron Age

The Roman Empire and its impact on Britain

Britain’s settlement by AngloSaxons and Scots

The Viking and AngloSaxon struggle for the Kingdom of England to the time of Edward the Confessor

A local history study

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

A nonEuropean society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300
Year 6

Changes in Britain from the Stone Age to the Iron Age

The Roman Empire and its impact on Britain

Britain’s settlement by AngloSaxons and Scots

The Viking and AngloSaxon struggle for the Kingdom of England to the time of Edward the Confessor

A local history study

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

A nonEuropean society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300
Key Stage 2 Languages
National Curriculum England 2014
Foreign language
Year 3

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

Present ideas and information orally to a range of audiences*

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally* and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 4

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

Present ideas and information orally to a range of audiences*

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally* and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 5

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

Present ideas and information orally to a range of audiences*

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally* and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Year 6

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

Present ideas and information orally to a range of audiences*

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally* and in writing

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to english
Key Stage 2 Mathematics
National Curriculum England 2014  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 2D 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

4G1: 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).

WRM: The first quadrant.

WRM: Describe positions on the full coordinate grid (all four quadrants).

WRM: Solve problems with coordinates.


Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

WRM: Translations.

WRM: Reflections.

Geometry  properties of shapes
Year 3

Draw 2D shapes and make 3D shapes using modelling materials

Recognise 3d 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

3G1: 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)

3G2: 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

4G2: Identify regular polygons, including equilateral triangles and squares, as those in which the sidelengths are equal and the angles are equal. Find the perimeter of regular and irregular polygons. (RtP)

4G3: 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 3D shapes, including cubes and other cuboids, from 2D 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

5G1: Compare angles, estimate and measure angles in degrees and draw angles of a given size. (RtP)

5G2: Compare areas and calculate the area of rectangles (including squares) using standard units. (RtP)
Year 6

Draw 2D shapes using given dimensions and angles.

WRM: Draw shapes accurately.


Recognise, describe and build simple 3D shapes, including making nets.

WRM: Nets of 3D shapes.


Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons.

WRM: Angles in a triangle.

WRM: Angles in a trianglespecial cases.

WRM: Angles in a trianglemissing angles.

WRM: Angles in a quadrilateral.

WRM: Angles in polygons.


Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.

WRM: Circles.


Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

WRM: Measure and classify angles.

WRM: Calculate angles.

WRM: Vertically opposite angles.


6G1: Draw, compose and decompose shapes according to given properties, including dimensions, angles and area, and solve related problems. (RtP)
Measurement
Year 3

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).

WRM: Measure in metres and centimetres.

WRM: Measure in millimetres.

WRM: Measure in centimetres and millimetres.

WRM: Metres, centimetres and millimetres.

WRM: Equivalent lengths (metres and centimetres).

WRM: Equivalent lengths (centimetres and millimetres).

WRM: Compare lengths.

WRM: Add lengths.

WRM: Subtract lengths.

WRM: What is perimeter?

WRM: Measure perimeter.

WRM: Calculate perimeter.

WRM: Use scales.

WRM: Measure mass in grams.

WRM: Measure mass in kilograms and grams.

WRM: Equivalent masses (kilograms and grams).

WRM: Compare mass.

WRM: Add and subtract mass.

WRM: Measure capacity and volume in millilitres.

WRM: Measure capacity and volume in litres and millilitres.

WRM: Equivalent capacities and volumes (litres and millilitres).

WRM: Compare capacity and volume.

WRM: Add and subtract capacity and volume.


Measure the perimeter of simple 2D 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 12hour and 24hour clocks

Tells and writes the time from an analogue clock and 12hour and 24hour 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 halfturn, 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

Convert between different units of measure [for example, kilometre to metre; hour to minute].

WRM: Measure in kilometres and metres.

WRM: Equivalent lengths (kilometres and metres).


Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.

WRM: Perimeter on a grid.

WRM: Perimeter of a rectangle.

WRM: Perimeter of rectilinear shapes.

WRM: Find missing lengths in rectilinear shapes.

WRM: Calculate the perimeter of rectilinear shapes.

WRM: Perimeter of regular polygons.

WRM: Perimeter of polygons.


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 24hour 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

Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.

WRM: Perimeter of rectangles.

WRM: Perimeter of rectilinear shapes.

WRM: Perimeter of polygons.


Calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes.

WRM: Area of rectangles.

WRM: Area of compound shapes.

WRM: Estimate area.


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 threedigit number and ones.

A threedigit number and tens.

A threedigit 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 2digit and 3digit numbers.


Subtract numbers with up to 3 digits, using:

a chosen strategy.

formal written methods of columnar subtraction.

WRM: Subtract a 2digit number from a 3digit 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.


3NF1: Secure fluency in addition and subtraction facts that bridge 10, through continued practice. (RtP)

3AS1: Calculate complements to 100, for example: 46 + ? = 100 (RtP)

3AS2: Add and subtract up to threedigit numbers using columnar methods. (RtP)

3AS3: Manipulate the additive relationship: understand the inverse relationship between addition and subtraction, and how both relate to the partpartwhole 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 4digit numbers  no exchange.

WRM: Add two 4digit numbers  one exchange.

WRM: Add two 4digit 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 4digit numbers  no exchange.

WRM: Subtract two 4digit numbers  one exchange.

WRM: Subtract two 4digit 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 twostep 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 multistep problems in contexts, deciding which operations and methods to use and why.

WRM: Multistep 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 multidigit numbers up to four digits by a twodigit whole number using the formal written method of long multiplication.

WRM: Multiply up to a 4digit number by a 2digit number.


Divide numbers up to 4 digits by a twodigit 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 twodigit 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/MD1: 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)

6AS/MD2: Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse operations, and placevalue understanding. (RtP)

6AS/MD3: Solve problems involving ratio relationships. (RtP)

6AS/MD4: Solve problems with 2 unknowns. (RtP)

WRM: Rules of divisibility.

WRM: Square and cube numbers.

WRM: Solve multistep problems.

Solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why

WRM: Add and subtract integers.



WRM: Reason from known facts.
Number  fractions
Year 3

Counts up and down in tenths

Recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10

Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators.

WRM: Understand the denominators of unit fractions.

WRM: Understand the numerators of nonunit fractions.

WRM: Understand the whole.


Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators.

WRM: Fractions and scales.

WRM: Fractions on a number line.

WRM: Count in fractions on a number line.


Recognise and show, using diagrams, equivalent fractions with small denominators.

WRM: Equivalent fractions on a number line.

WRM: Equivalent fractions as bar models.


Add and subtract fractions with the same denominator within one whole [for example,5/7+1/7=6/7]

Compare and order unit fractions, and fractions with the same denominators.

WRM: Compare and order unit fractions.

WRM: Compare and order nonunit fractions.


Solve problems that involve all of the above

3F1: Interpret and write proper fractions to represent 1 or several parts of a whole that is divided into equal parts. (RtP)

3F2: Find unit fractions of quantities using known division facts (multiplication tables fluency). (RtP)

3F3: Reason about the location of any fraction within 1 in the linear number system. (RtP)

3F4: Add and subtract fractions with the same denominator, within 1. (RtP)
Year 4

Recognise and show, using diagrams, families of common equivalent fractions

WRM: Equivalent fractions on a number line.

WRM: Equivalent fraction families.


Counts up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10.

WRM: Hundredths as fractions.


Solve problems involving increasingly harder fractions to calculate quantities

Solve problems involving increasingly harder fractions to divide quantities

Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number

Add and subtract fractions with the same denominator.

WRM: Add two or more fractions.

WRM: Add fractions and mixed numbers.

WRM: Subtract two fractions.

WRM: Subtract from whole amounts.

WRM: Subtract from mixed numbers.


Recognise and write decimal equivalents of any number of tenths or hundreds.

WRM: Tenths as decimals.

WRM: Tenths on a place value chart.

WRM: Tenths on a number line.

WRM: Hundredths as decimals.

WRM: Hundredths on a place value chart.


Recognise and write decimal equivalents to ¼, ½ and ¾

Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

WRM: Divide a 1digit number by 10.

WRM: Divide a 2digit number by 10.

WRM: Divide a 1 or 2digit number by 100.


Rounds decimals with one decimal place to the nearest whole number

Compare numbers with the same number of decimal places up to 2 decimal places

Solves simple measure problems involving fractions and decimals to two decimal places

Solves simple money problems involving fractions and decimals to two decimal places

4F1: Reason about the location of mixed numbers in the linear number system. (RtP)

4F2: Convert mixed numbers to improper fractions and vice versa. (RtP)

4F3: Add and subtract improper and mixed fractions with the same denominator, including bridging whole numbers, for example:7/5 + 4/5 = 11/5 3 7/8  2/8 = 3 5/8 7 2/5 + 4/5 = 8 1/5 8 1/5  4/5 = 7 2/5 (RtP)

WRM: Understand the whole.

WRM: Count beyond 1.

WRM: Partition a mixed number.

WRM: Number lines with mixed numbers.

WRM: Compare and order mixed numbers.

WRM: Understand improper fractions.

WRM: Convert mixed numbers to improper fractions.

WRM: Convert improper fractions to mixed numbers.

WRM: Tenths as fractions.
Year 5

Compare and order fractions whose denominators are all multiples of the same number.

WRM: Compare fractions less than 1.

WRM: Order fractions less than 1.

WRM: Compare and order fractions greater than 1.


Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.

WRM: Find fractions equivalent to a unit fraction.

WRM: Find fractions equivalent to a nonunit fraction.

WRM: Recognise equivalent fractions.


Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number.

WRM: Convert improper fractions to mixed numbers.

WRM: Convert mixed numbers to improper fractions.


Write mathematical statements > 1 as a mixed number [for example, ⅖ + ⅘ =6/5= 1⅕ ]

Add and subtract fractions with the same denominator, and denominators that are multiples of the same number.

WRM: Add and subtract fractions with the same denominator.

WRM: Add fractions within 1.

WRM: Add fractions with total greater than 1.

WRM: Add to a mixed number.

WRM: Add two mixed numbers.

WRM: Subtract fractions.

WRM: Subtract from a mixed number.

WRM: Subtract from a mixed number – breaking the whole.

WRM: Subtract two mixed numbers.


Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

WRM: Multiply a unit fraction by an integer.

WRM: Multiply a nonunit fraction by an integer.

WRM: Multiply a mixed number by an integer.

WRM: Calculate a fraction of a quantity.

WRM: Fraction of an amount.

WRM: Find the whole.

WRM: Use fractions as operators.


Read and write decimal numbers as fractions e.g. 0.71 =71/100.

WRM: Equivalent fractions and decimals (tenths).

WRM: Equivalent fractions and decimals (hundredths).

WRM: Equivalent fractions and decimals.


Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

WRM: Thousandths as fractions.

WRM: Thousandths as decimals.


Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place.

WRM: Round to the nearest whole number.

WRM: Round to 1 decimal place.


Read, write, order and compare numbers with up to 3 decimal places.

WRM: Decimals up to 2 decimal places.

WRM: Thousandths on a place value chart.

WRM: Order and compare decimals (same number of decimal places).

WRM: Order and compare any decimals with up to 3 decimal places.


Solve problems involving number up to 3 decimal places

Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction.

WRM: Understand percentages.

WRM: Percentages as fractions.

WRM: Percentages as decimals.

WRM: Equivalent fractions, decimals and percentages.


Solves problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘

Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25

5F1: Find nonunit fractions of quantities. (RtP)

5F2: Find equivalent fractions and understand that they have the same value and the same position in the linear number system. (RtP)

5F3: Recall decimal fraction equivalents for 1/2, 1/4, 1/5 and 1/10, and for multiples of these proper fractions. (RtP)
Year 6

Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

WRM: Equivalent fractions and simplifying.

WRM: Equivalent fractions on a number line.


Compare and order fractions, including fractions >1.

WRM: Compare and order (denominator).

WRM: Compare and order (numerator).


Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

WRM: Add and subtract simple fractions.

WRM: Add and subtract any two fractions.

WRM: Add mixed numbers.

WRM: Subtract mixed numbers.

WRM: Multistep problems.


Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = ⅛].

WRM: Multiply fractions by integers.

WRM: Multiply fractions by fractions.


Divide proper fractions by whole numbers [for example, ⅓ ÷ 2 = ⅙ ].

WRM: Divide a fraction by an integer.

WRM: Divide any fraction by an integer.


Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, ⅜].

WRM: Fraction of an amount.

WRM: Fraction of an amount – find the whole.


Identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places.

Multiply onedigit numbers with up to 2 decimal places by whole numbers.

Uses written division methods in cases where the answer has up to two decimal places.

Solves problems which require answers to be rounded to specified degrees of accuracy.

Recalls and uses equivalences between simple fractions, decimals and percentages, including in different contexts.

6F1: Recognise when fractions can be simplified, and use common factors to simplify fractions. (RtP)

6F2: Express fractions in a common denominator and use this to compare fractions that are similar in value. (RtP)

6F3: Compare fractions with different denominators, including fractions greater than 1, using reasoning, and choose between reasoning and common denomination as a comparison strategy. (RtP)

WRM: Mixed questions with fractions.
Number  multiplication and division
Year 3

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

WRM: Multiples of 2.

WRM: Multiples of 5 and 10.

WRM: Multiply by 3.

WRM: Divide by 3.

WRM: The 3 timestable.

WRM: Multiply by 4.

WRM: Divide by 4.

WRM: The 4 timestable.

WRM: Multiply by 8.

WRM: Divide by 8.

WRM: The 8 timestable.

WRM: The 2, 4 and 8 timestables.


Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods.

WRM: Multiplicationequal groups.

WRM: Use arrays.

WRM: Sharing and grouping.

WRM: Related calculations.

WRM: Reasoning about multiplication.

WRM: Multiply a 2digit number by a 1digit number (no exchange).

WRM: Multiply a 2digit number by a 1digit number (with exchange).

WRM: Divide a 2digit number by a 1digit number (no exchange).

WRM: Divide a 2digit number by a 1digit number (flexible partitioning).

WRM: Divide a 2digit number by a 1digit number (with remainders).


Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

WRM: Link multiplication and division.

WRM: Scaling.

WRM: How many ways?


3NF2: Recall multiplication facts, and corresponding division facts, in the 10, 5, 2, 4 and 8 multiplication tables, and recognise products in these multiplication tables as multiples of the corresponding number. (RtP)

3NF3: Apply placevalue knowledge to known additive and multiplicative number facts (scaling facts by 10), for example: 80 + 60 = 140 140  60 = 80 30 x 4 = 120 120 divided by 4 = 30. (RtP)

3MD1: Apply known multiplication and division facts to solve contextual problems with different structures, including quotitive and partitive division. (RtP)

WRM: Multiples of 10.
Year 4

Recalls multiplication and division facts for multiplication tables up to 12 x 12

WRM: Multiples of 3.

WRM: Multiply and divide by 6.

WRM: 6 timestable and division facts.

WRM: Multiply and divide by 9.

WRM: 9 timestable and division facts.

WRM: The 3, 6 and 9 timestables.

WRM: Multiply and divide by 7.

WRM: 7 timestable and division facts.

WRM: 11 timestable and division facts.

WRM: 12 timestable and division facts.

WRM: Multiply by 10.

WRM: Multiply by 100.

WRM: Divide by 10.

WRM: Divide by 100.


Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.

WRM: Multiply by 1 and 0.

WRM: Divide a number by 1 and itself.

WRM: Multiply three numbers.

WRM: Divide a 2digit number by a 1digit number (1)

WRM: Divide a 2digit number by a 1digit number (2)

WRM: Divide a 3digit number by a 1digit number.


Recognise and use factor pairs and commutativity in mental calculations

WRM: Recognise and use factor pairs and commutativity in mental calculations.

WRM: Use factor pairs.


Multiply 2digit and 3digit numbers by a 1digit number using formal written layout.

Multiply a twodigit by a onedigit number using formal written layout.

Multiply threedigit numbers by a onedigit number using formal written layout.

WRM: Multiply a 2digit number by a 1digit number.

WRM: Multiply a 3digit number by a 1digit number.


Multiply threedigit numbers by a onedigit number using formal written layout

Solve problems involving multiplying and adding, including using the distributive law to multiply twodigit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

WRM: Related factsmultiplication and division.

WRM: Informal written methods for multiplication.

WRM: Correspondence problems.

WRM: Efficient multiplication.


4NF1: Recall multiplication and division facts up to 12 x 12, and recognise products in multiplication tables as multiples of the corresponding number. (RtP)

4NF2: Solve division problems, with twodigit dividends and onedigit divisors, that involve remainders, for example: 74 divided by 9 = 8 r 2 and interpret remainders appropriately according to the context. (RtP)

4NF3: Apply placevalue knowledge to known additive and multiplicative number facts (scaling facts by 100), for example:8 + 6 = 14 and 14  6 = 8 so 800 + 600 = 1,400 1,400  600 = 800 3 x 4 = 12 and 12 divided by 4 = 3 so 300 x 4 = 1,200 1,200 divided by 4 = 300 (RtP)

4MD1: Multiply and divide whole numbers by 10 and 100 (keeping to whole number quotients); understand this as equivalent to making a number 10 or 100 times the size. (RtP)

4MD2: Manipulate multiplication and division equations, and understand and apply the commutative property of multiplication. (RtP)

4MD3: Understand and apply the distributive property of multiplication. (RtP)
Year 5

Identifies multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

WRM: Multiples.

WRM: Common multiples.

WRM: Factors.

WRM: Common factors.


Establish whether a number up to 100 is prime and recall prime numbers up to 19.

Know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers.

WRM: Prime numbers.


Multiply numbers up to 4 digits by a one or twodigit number using a formal written method, including long multiplication for twodigit numbers

WRM: Multiply up to a 4digit number by a 1digit number.

WRM: Multiply a 2digit number by a 2digit number (area model).

WRM: Multiply a 2digit number by a 2digit number.

WRM: Multiply a 3digit number by a 2digit number.

WRM: Multiply a 4digit number by a 2digit number.

WRM: Solve problems with multiplication.


Multiply and divide numbers mentally, drawing upon known facts.

WRM: Multiples of 10, 100 and 1,000.


Divide numbers up to 4 digits by a onedigit number using the formal written method of short division and interpret remainders appropriately for the context

WRM: Short division.

WRM: Divide a 4digit number by a 1digit number.

WRM: Divide with remainders.

WRM: Efficient division.


Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000.

WRM: Multiply by 10, 100 and 1,000.

WRM: Divide by 10, 100 and 1,000.


Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³).

WRM: Square numbers.

WRM: Cube numbers.


Solve problems involving multiplication and division, including using a knowledge of factors and multiples, squares and cubes.

WRM: Solve problems with multiplication and division.


Solve problems involving;

addition

subtraction

multiplication

division



Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

Solves problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

5MD1: Multiply and divide numbers by 10 and 100; understand this as equivalent to making a number 10 or 100 times the size, or 1 tenth or 1 hundredth times the size. (RtP)

5MD2: Find factors and multiples of positive whole numbers, including common factors and common multiples, and express a given number as a product of 2 or 3 factors. (RtP)

5MD3: Multiply any whole number with up to 4 digits by any onedigit number using a formal written method. (RtP)

5MD4: Divide a number with up to 4 digits by a onedigit number using a formal written method, and interpret remainders appropriately for the context. (RtP)

5NF1: Secure fluency in multiplication table facts, and corresponding division facts, through continued practice. (RtP)

5NF2: Apply placevalue knowledge to know additive and multiplicative number facts (scaling facts by 1 tenth or 1 hundredth), for example: 8 + 6 = 14 0.8 + 0.6 = 1.4 0.08+ 0.06 = 0.14 3 x 4 = 12 0.3 x 4 = 1.2 0.03 x 4 = 0.12 (RtP)