Northburn Primary School

Key Stage 1 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Computing

National Curriculum England 2014

Year 1

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

Year 2

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

Key Stage 1 Design and Technology

National Curriculum England 2014 - NAHT Assessment Framework

Cooking and Nutrition

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

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 1 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

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

Human and physical geography

Year 1
  • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world.
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Begin to use vocabulary for key physical features including: beach cliff coast forest hill mountain sea ocean river soil season and weather
  • Begin to use vocabulary for human features including: city town village factory farm house office port harbour and shop.
Year 2
  • Identify seasonal and daily weather patterns around the world
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Use and explain key physical vocabulary including: beach cliff coast forest hill mountain sea ocean river soil valley vegetation season and weather
  • Use and explain vocabulary for human features including: city town village factory farm house office port harbour and shop.

Locational knowledge

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

Place knowledge

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

Key Stage 1 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Geometry - position and direction

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

Geometry - properties of shapes

Year 1
  • Recognise and name common 2-D and 3-D shapes, including:
    • 2-D shapes e.g. rectangles (including squares), circles and triangles.(WRM: Recognise and name 2-D shapes).
    • 3-D shapes e.g. cuboids (including cubes), pyramids and spheres.(WRM: Recognise and name 3-D shapes).
    • WRM: Sort 3-D shapes.
    • WRM: Sort 2-D shapes.
    • WRM: Patterns with 2-D and 3-D shapes.
  • 1G-1: Recognise common 2D and 3D shapes presented in different orientations, and know that rectangles, triangles, cuboids and pyramids are not always similar to one another. (RtP)
  • 1G-2: Compose 2D and 3D shapes from smaller shapes to match an example, including manipulating shapes to place them in particular orientations. (RtP)
Year 2
  • Identify and describe the properties of 2-D shapes, including the number of sides.
    • WRM: Count sides on 2-D shapes.
    • WRM: Count vertices on 2-D shapes.
  • Identify and describe the properties of 2-D shapes using line symmetry in a vertical line.
    • WRM: Lines of symmetry on shapes.
    • WRM: Use lines of symmetry to complete shapes.
  • Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
    • WRM: Count faces on 3-D shapes.
    • WRM: Count edges on 3-D shapes.
    • WRM: Count vertices on 3-D shapes.
  • Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].
  • Compare and sort common 2-D shapes.
    • WRM: Sort 2-D shapes.
  • Compare and sort common 3-D shapes.
    • WRM: Sort 3-D shapes.
  • Compare and sort everyday objects.
  • 2G-1: Use precise language to describe the properties of 2D and 3D shapes, and compare shapes by reasoning about similarities and differences in properties. (RtP)
  • WRM: Recognise 2-D and 3-D shapes.
  • WRM: Draw 2-D shapes.
  • WRM: Make patterns with 2-D and 3-D shapes.

Measurement

Year 1
  • Compare, describe and solve practical problems for:
    • Lengths and heights e.g. long/short, longer/shorter, tall/short, double/half.
      • 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: Two-step problems.
  • Compare and sequence intervals of time
  • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • Know the number of minutes in an hour and the number of hours in a day
  • 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 1-digit and 2-digit 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: Subtraction-counting back.
    • WRM: Subtraction-finding the difference.
    • WRM: Related facts.
  • Solve one-step 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.
  • 1NF-1: Develop fluency in addition and subtraction facts within 10. (RtP)
  • 1NF-2: Count forwards and backwards in multiples of 2, 5 and 10, up to 10 multiples, beginning with any multiple, and count forwards and backwards through the odd numbers. (RtP)
  • 1AS-1: Compose numbers to 10 from 2 parts, and partition numbers to 10 into parts, including recognising odd and even numbers. (RtP)
  • 1AS-2: Read, write and interpret equations containing addition (+), subtraction (-) and equals (=) symbols, and relate additive expressions and equations to real-life contexts. (RtP)
  • WRM: Introduce parts and wholes.
    • WRM: Part-whole model.
    • WRM: Find a part.
Year 2
  • Solve addition problems by applying their increasing knowledge of mental and written methods.
  • Solves subtraction problems by recalling and using addition and subtraction facts to 20 and 100.
  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
    • A two-digit number and 1s.
    • A two-digit number and 10s.
    • 2 two-digit numbers.
    • Adding 3 one-digit numbers.
    • WRM: Bonds to 10.
    • WRM: Fact families - addition and subtraction bonds within 20.
    • WRM: Related facts.
    • WRM: Bonds to 100 (tens).
    • WRM: Add and subtract 1s.
    • WRM: Add by making 10.
    • WRM: Add three 1-digit numbers.
    • WRM: Add to the next 10.
    • WRM: Add across a 10.
    • WRM: Subtract across 10.
    • WRM: Subtract from a 10.
    • WRM: Subtract a 1-digit number from a 2-digit number (across a 10).
    • WRM: 10 more, 10 less.
    • WRM: Add and subtract 10s.
    • WRM: Add two 2-digit numbers (not across a 10).
    • WRM: Add two 2-digit numbers (across a 10).
    • WRM: Subtract two 2-digit numbers (not across a 10).
    • WRM: Subtract two 2-digit numbers (across a 10).
  • Show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot.
  • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
    • WRM: Mixed addition and subtraction.
    • WRM: Compare number sentences.
    • WRM: Missing number problems.
  • 2NF-1: Secure fluency in addition and subtraction facts within 10, through continued practice. (RtP)
  • 2AS-1: Add and subtract across 10, for example: 8 + 5 = 13 13 - 5 = 8 (RtP)
  • 2AS-2: Recognise the subtraction structure of 'difference' and answer questions of the form, "How many more...?" (RtP)
  • 2AS-3: Add and subtract within 100 by applying related one-digit addition and subtraction facts: add and subtract only ones or only tens to/from a two-digit number. (RtP)
  • 2AS-4: Add and subtract within 100 by applying related one-digit addition and subtraction facts: add and subtract any 2 two-digit numbers. (RtP)

Number - fractions

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

Number - multiplication and division

Year 1
  • Solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
  • Solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Year 2
  • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
    • WRM: The 2 times-table.
    • WRM: Divide by 2.
    • WRM: Doubling and halving.
    • WRM: Odd and even numbers.
    • WRM: The 10 times-table.
    • WRM: Divide by 10.
    • WRM: The 5 times-table.
    • WRM: Divide by 5.
    • WRM: The 5 and 10 times-tables.
  • 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 groups-grouping.
    • WRM: Make equal groups-sharing.
  • Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
  • Solves problems involving multiplication using appropriate methods including, (using materials, arrays, repeated addition, mental methods, and multiplication facts), including problems in contexts
  • Solves problems involving division using appropriate methods including, (using materials, arrays, repeated addition, mental methods, and division facts), including problems in contexts
  • 2MD-1: Recognise repeated addition contexts, representing them with multiplication equations and calculating the product, within the 2, 5 and 10 multiplication tables. (RtP)
  • 2MD-2: Relate grouping problems where the number of groups is unknown to multiplication equations with a missing factor, and to division equations (quotitive division). (RtP)

Number - number and place value

Year 1
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
    • WRM: Count on from any number.
    • WRM: Count backwards within 10.
    • WRM: Count within 20.
    • WRM: Understand 11, 12 and 13.
    • WRM: Understand 14, 15 and 16.
    • 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 1-20 in numerals.
    • Read numbers 1-20 in words.
    • WRM: Recognise numbers as words.
    • Write numbers 1-20 in numerals.
    • Write numbers 1-20 in words.
    • WRM: Understand 10.
    • WRM: Understand 20.
    • 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.
  • 1NPV-1: Count within 100, forwards and backwards, starting with any number. (RtP)
  • 1NPV-2: Reason about the location of numbers to 20 within the linear number system, including comparing using < > and =. (RtP)
Year 2
  • Count in steps of two, three, and five from 0, and in 10s from any number, forward and backward.
    • WRM: Count in 2s, 5s and 10s.
    • WRM: Count in 3s.
  • Recognise the place value of each digit in a two-digit number (10s, 1s).
    • WRM: Recognise tens and ones.
  • Identify, represent and estimate numbers using different representations, including the number line.
    • WRM: Use a place value chart.
    • WRM: Partition numbers to 100.
    • WRM: Flexibly partition numbers to 100.
    • WRM: 10s on the number line to 100.
    • WRM: 10s and 1s on the number line to 100.
    • WRM: Estimate numbers on a number line.
  • Compare and order numbers from 0 up to 100.
    • WRM: Compare objects.
    • WRM: Compare numbers.
    • WRM: Order objects and numbers.
  • Use < > and = signs correctly.
  • Read and write numbers to at least 100 in numerals and in words.
    • WRM: Write numbers to 100 in words.
    • WRM: Write numbers to 100 in expanded form.
  • Use place value and number facts to solve problems.
  • WRM: Numbers to 20.
  • WRM: Count objects to 100 by making 10s.
  • 2NPV-1: Recognise the place value of each digit in two-digit numbers, and compose and decompose two-digit numbers using standard and non-standard partitioning. (RtP)
  • 2NPV-2: Reason about the location of any two-digit number in the linear number system, including identifying the previous and next multiple of 10. (RtP)

Statistics

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

Key Stage 1 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Reading

National Curriculum England 2014

Comprehension

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

Word reading

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

Key Stage 1 Religious Education

KS1 RE

Year 1

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

Year 2

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

Key Stage 1 RSE

RSE

Year 1

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

Year 2

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

Key Stage 1 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

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

Everyday materials

Year 1
  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe the simple physical properties of a variety of everyday materials.
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Year 2
  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe the simple physical properties of a variety of everyday materials.
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Living things and their habitats

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

Plants

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

Seasonal changes

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

Uses of everyday materials

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

Working scientifically

Year 1
  • Asking simple questions and recognising that they can be answered in different ways.
    • While exploring the world, the children develop their ability to ask questions
      • The children answer questions developed with the teacher often through a scenario
      • The children are involved in planning how to use resources provided to answer the questions using different types of enquiry
  • Observing closely, using simple equipment.
    • They make careful observations to support identification, comparison and noticing change
      • They use appropriate senses, aided by equipment such as magnifying glasses or digital microscopes, to make their observations
      • They begin to take measurements, initially by comparisons, then using non-standard units.
  • Performing simple tests.
    • The children use practical resources provided to gather evidence to answer questions generated by themselves or the teacher
    • They carry out tests to classify
    • They carry out comparative tests;
      • They carry out pattern seeking enquiries
      • They carry out and make observations over time
  • Identifying and classifying animals.
    • Children use their observations and testing to compare objects, materials and living things.
      • They sort and group these things, identifying their own criteria for sorting
      • They use simple secondary sources (such as identification sheets) to name living things
      • They describe the characteristics they used to identify a living thing.
  • Using their observations and ideas to suggest answers to questions verbally.
    • The children record their observations e.g. using photographs, videos, drawings, labelled diagrams or in writing.
    • They record their measurements e.g. using prepared tables, pictograms, tally charts and block graphs.
      • They classify using simple prepared tables and sorting rings.
  • Gathering and recording data to help in answering questions
    • • Children use their experiences of the world around them to suggest appropriate answers to questions
      • They are supported to relate these to their evidence e.g. observations they have made, measurements they have taken or information they have gained from secondary sources
      • The children recognise ‘biggest and smallest’, ‘best and worst’ etc. from their data.
Year 2
  • Asking simple questions and suggesting ways in which they can be answered.
    • While exploring the world, the children develop their ability to ask questions
      • The children answer questions developed with the teacher often through a scenario
      • The children are involved in planning how to use resources provided to answer the questions using different types of enquiry
  • Observing closely, using simple equipment and talking about what they have observed.
    • They make careful observations to support identification, comparison and noticing change
      • They use appropriate senses, aided by equipment such as magnifying glasses or digital microscopes, to make their observations
      • They begin to take measurements, initially by comparisons, then using non-standard units.
  • Performing simple tests, predicting what will happen.
    • The children use practical resources provided to gather evidence to answer questions generated by themselves or the teacher
    • They carry out tests to classify
      • They carry out comparative tests;
      • They carry out pattern seeking enquiries
      • They carry out and make observations over time
  • Identifying and classifying animals and plants using simple features.
    • Children use their observations and testing to compare objects, materials and living things.
      • They sort and group these things, identifying their own criteria for sorting
      • They use simple secondary sources (such as identification sheets) to name living things
      • They describe the characteristics they used to identify a living thing.
  • Using their observations and ideas to suggest answers to questions, both verbally and written.
    • The children record their observations e.g. using photographs, videos, drawings, labelled diagrams or in writing.
      • They record their measurements e.g. using prepared tables, pictograms, tally charts and block graphs.
      • They classify using simple prepared tables and sorting rings.
  • Gathering and recording data accurately to help in answering questions.

Key Stage 1 Writing

National Curriculum England 2014

Composition

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

Handwriting

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

Transcription - Spelling

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

Vocabulary, grammar and punctuation

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

Key Stage 2 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Computing

National Curriculum England 2014

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Design and Technology

National Curriculum England 2014 - NAHT Assessment Framework

Cooking and Nutrition

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

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 2 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

Year 3
  • Use maps, atlases and globes to locate countries in Europe and the UK.
  • Use the four points of the compass to build their knowledge of the wider world.
  • Use four-figure grid references to locate places on a simplified map.
  • Use symbols and keys to understand simple maps and know why a key is needed.
  • Use the term physical geography, identifying them in pictures and on maps.
  • Use the term human features, identifying them in pictures and on maps.
Year 4
  • Use maps, atlases and globes to locate countries and describe features studied.
  • Use eight points of a compass to locate places in the United Kingdom.
  • Use six-figure grid references to locate places on a large scale OS map.
  • Use symbols and keys to identify features on an OS map, recognising and explaining why a key is important.
  • Use fieldwork to draw simple sketch maps of human and physical features in a local area.
Year 5
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the eight points of a compass to build their knowledge of the UK and the wider world.
  • Use four and six-figure grid references, symbols and a key to locate features on a OS map.
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Year 6
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use compasses and grid references to follow a short route on an OS map.
  • Use aerial photographs to identify and describe the features shown on an OS map.
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Human and physical geography

Year 3
  • Identify key aspects of physical geography, including: rivers, and mountains.
  • Identify key aspects of human geography, including: cities and the distribution of natural resources including water.
Year 4
  • Physical geography: simply describe physical features including mountains, volcanoes, rivers and earthquakes.
  • Human geography: simply describe human geography features including main cities and land use.
Year 5
  • Human geography: Describe aspects of land use including settlements.
  • Physical geography: Describe climate zones.
  • Physical geography: Describe biomes and vegetation belts.
  • Physical geography: Describe rivers and mountains.
  • Physical geography: Describe and explain volcano types and reasons for earthquakes.
  • Physical geography: Describe and explain the water cycle.
Year 6
  • Physical geography: confidently identify significant environments.
  • Physical geography: compare and contrast different mountain and river regions.
  • Physical geography: compare different climate and biomes zones
  • Physical geography: recognise and describe the impact of volcanoes and earthquakes.
  • Human geography: confidently identify significant places around the world.
  • Human geography: compare and contrast settlements and land use of countries.
  • Human geography: compare and contrast the distribution of natural resources of countries.

Locational knowledge

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

Place knowledge

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

Key Stage 2 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Languages

National Curriculum England 2014 - NAHT Assessment Framework

Foreign language

Year 3
  • Listen attentively to spoken language and show understanding by beginning to join in and respond
  • Explore the patterns and sounds of language through songs and rhymes.
  • Begin to engage in conversations
  • Begin to speak in simple sentences, using familiar vocabulary, phrases and basic language structures
  • Read carefully and begin to show understanding of words, phrases and simple writing
  • Begin to appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced.
  • Begin to write short phrases from memory to express ideas.
  • Describe people, places, things and actions orally*
Year 4
  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the sound and meaning of words
  • Engage in conversations; ask and answer questions and respond to those of others.
  • Begin to speak in simple sentences, using familiar vocabulary, phrases and basic language structures
  • Begin to develop more accurate pronunciation
  • Present ideas orally to a range of audiences*
  • Read carefully and show understanding of words, phrases and simple writing
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write simple phrases from memory, and adapt these to create new sentences, to express ideas
  • Describe people, places, things and actions orally*
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine
Year 5
  • I can engage in conversations; ask and respond to a simple question and express an opinion.
    • I can name some parts of the body.
      • I can describe myself and others eg : eyes, hair
      • I can place an adjective correctly in a simple sentence.
      • I can discuss my emotions. eg I am happy
      • I know all basic colour names.
      • I know many food names.
      • I know the names of family members eg ma mere, mon pere
      • I can describe pets and other animals using the correct vocabulary.
      • I can name classroom objects eg Mon stylo
      • I know the months of the year and say my birthday.
      • I can count to 1000.
  • Develop more accurate pronunciation, so that others understand when they are reading aloud or using familiar words and phrases*
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write words from memory, and adapt these to create new sentences, to express ideas clearly
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs.
Year 6
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
    • I can give a negative opinion.
    • I can give preferences with detail.
    • I can talk about my animals/pets.
    • I know numbers to 1000 (not in sequence)
      • I know some country names.
      • I know some shop names.
      • I can name some items of clothing.
      • I can name some fruit
      • I can name some vegetables
      • I know the days of the week
      • I know the months of the year.
      • I know numbers in the context of time.
  • Develop accurate pronunciation so that others understand when they are reading aloud or using familiar words and phrases*
  • Read carefully and show understanding of words, phrases and simple writing
  • Write words from memory, and adapt these to create new sentences, to express ideas clearly
  • Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language.
  • Understand the key cultural differences between schools in England and France.

Key Stage 2 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Algebra

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

Geometry - position and direction

Year 4
  • Describe positions on a 2-D grid as coordinates in the first quadrant
  • Describe movements between positions as translations of a given unit to the left/right and up/down
  • Plots specified points and draw sides to complete a given polygon
  • 4G-1: Draw polygons, specified by coordinates in the first quadrant, and translate within the first quadrant. (RtP)
Year 5
  • Identify, describe and represent the position of a shape following a reflection, using the appropriate language, and know that the shape has not changed
  • Identify, describe and represent the position of a shape following a translation, using the appropriate language, and know that the shape has not changed
Year 6
  • Describe positions on the full coordinate grid (all 4 quadrants).
    • 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 2-D shapes and make 3-D shapes using modelling materials
  • Recognise 3-d shapes in different orientations and describe them
  • Recognise angles as a property of shape or a description of a turn
  • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
  • 3G-1: Recognise right angles as a property of a shape or a description of a turn, and identify right angles in 2D shapes presented in different orientations. (RtP)
  • 3G-2: Draw polygons by joining marked points, and identify parallel and perpendicular sides. (RtP)
Year 4
  • Compares and classifies geometric shapes
  • Compares and classifies quadrilaterals based on their properties and sizes
  • compares and classifies  triangles, based on their properties and sizes
  • Identify acute and obtuse angles
  • compare and order angles up to 2 right angles by size
  • Identify lines of symmetry in two dimensional shapes presented in different orientations
  • Complete a simple symmetric figure with respect to a specific line of symmetry
  • 4G-2: Identify regular polygons, including equilateral triangles and squares, as those in which the side-lengths are equal and the angles are equal. Find the perimeter of regular and irregular polygons. (RtP)
  • 4G-3: Identify line symmetry in 2D shapes presented in different orientations. Reflect shapes in a line of symmetry and complete a symmetric figure or pattern with respect to a specified line of symmetry. (RtP)
Year 5
  • Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
  • Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
  • Draws given angles, and measure them in degrees (°)
  • Identify:
    • Angles at a point and 1 whole turn (total 360°)
    • Angles at a point on a straight line and half a turn (total 180°)
    • Other multiples of 90°
    • Use the properties of rectangles to deduce related facts and find missing lengths and angles
  • Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles
  • 5G-1: Compare angles, estimate and measure angles in degrees and draw angles of a given size. (RtP)
  • 5G-2: Compare areas and calculate the area of rectangles (including squares) using standard units. (RtP)
Year 6
  • Draw 2-D shapes using given dimensions and angles.
    • WRM: Draw shapes accurately.
  • Recognise, describe and build simple 3-D shapes, including making nets.
    • WRM: Nets of 3-D 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 triangle-special cases.
    • WRM: Angles in a triangle-missing 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.
  • 6G-1: 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 2-D shapes
  • Adds and subtracts amounts of money to give change, using both £ and p in practical contexts
  • Tells and writes the time from an analogue clock, including using roman numerals from I to XII, and 12-hour and 24-hour clocks
  • Tells and writes the time from an analogue clock and 12-hour and 24-hour clocks
  • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight
  • Know the number of seconds in a minute and the number of days in each month, year and leap year
  • Compare durations of events [for example, to calculate the time taken by particular events or tasks]
  • Identifies right angles, recognises that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identifies whether angles are greater than or less than a right angle
Year 4
  • 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 24-hour clocks
  • Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days
Year 5
  • Converts between different units of metric measure;
    • kilometre and meter
    • centimetre and meter
      • centimetre and millimeter
      • gram and kilogram
      • litre and millilitre
  • Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • 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 three-digit number and ones.
    • A three-digit number and tens.
    • A three-digit number and hundreds.
    • WRM: Apply number bonds within 10.
    • WRM: Add and subtract 1s.
    • WRM: Add and subtract 10s.
    • WRM: Add and subtract 100s.
  • Add numbers with up to 3 digits, using formal written methods of columnar addition.
    • WRM: Add 2-digit and 3-digit numbers.
  • Subtract numbers with up to 3 digits, using:
    • a chosen strategy.
    • formal written methods of columnar subtraction.
    • WRM: Subtract a 2-digit number from a 3-digit number.
  • Estimate the answer to a calculation and use inverse operations to check answers.
    • WRM: Estimate answers.
    • WRM: Inverse operations.
  • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
    • WRM: Make decisions.
  • 3NF-1: Secure fluency in addition and subtraction facts that bridge 10, through continued practice. (RtP)
  • 3AS-1: Calculate complements to 100, for example: 46 + ? = 100 (RtP)
  • 3AS-2: Add and subtract up to three-digit numbers using columnar methods. (RtP)
  • 3AS-3: Manipulate the additive relationship: understand the inverse relationship between addition and subtraction, and how both relate to the part-part-whole structure. Understand and use the commutative property of addition, and understand the related property for subtraction. (RtP)
  • WRM: Spot the pattern.
    • WRM: Make connections.
  • Bridging and exchanging:
    • WRM: Add 1s across a 10.
    • WRM: Add 10s across a 100.
    • WRM: Subtract 1s across a 10.
    • WRM: Subtract 10s across a 100.
    • WRM: Add two numbers (no exchange).
    • WRM: Subtract two numbers (no exchange).
    • WRM: Add two numbers (across a 10).
    • WRM: Add two numbers (across a 100).
    • WRM: Subtract two numbers (across a 10).
    • WRM: Subtract two numbers (across a 100).
  • WRM: Complements to 100.
Year 4
  • Add numbers up to 4 digits using the formal written methods of columnar addition where appropriate.
    • WRM: Add up to two 4-digit numbers - no exchange.
    • WRM: Add two 4-digit numbers - one exchange.
    • WRM: Add two 4-digit numbers - more than one exchange.
  • Subtract numbers with up to 4 digits using the formal written methods of columnar subtraction where appropriate.
    • WRM: Subtract two 4-digit numbers - no exchange.
    • WRM: Subtract two 4-digit numbers - one exchange.
    • WRM: Subtract two 4-digit numbers - more than one exchange.
    • WRM: Efficient subtraction.
  • Estimate and use inverse operations to check answers to a calculation.
    • WRM: Estimate answers,
  • Solve addition and subtraction two-step problems in context, deciding which operations and methods to use and why.
    • WRM: Checking strategies.
  • WRM: Add and subtract 1s, 100s and 1,000s.
Year 5
  • Add whole numbers with more than 4 digits, including using formal written methods (columnar addition).
    • WRM: Add whole numbers with more than four digits.
  • Subtract whole numbers with more than 4 digits, including using formal written methods (columnar subtraction).
    • WRM: Subtract whole numbers with more than four digits.
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
    • WRM: Round to check answers.
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
    • WRM: Multi-step addition and subtraction problems.
  • WRM: Mental strategies.
    • Subtract numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162).
    • Add numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162).
  • WRM: Inverse operations (addition and subtraction).
  • WRM: Compare calculations.
  • WRM: Find missing numbers.

Number - addition, subtraction, multiplication and division

Year 6
  • Multiply multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.
    • WRM: Multiply up to a 4-digit number by a 2-digit number.
  • Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.
    • WRM: Introduction to long division.
    • WRM: Long division with remainders.
  • Divide numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.
    • WRM: Short division.
    • WRM: Division using factors.
  • Perform mental calculations, including with mixed operations and large numbers.
    • WRM: Mental calculations and estimation.
  • Identify common factors, common multiples and prime numbers.
    • WRM: Common factors.
    • WRM: Common multiples.
    • WRM: Primes to 100.
  • Use knowledge of the order of operations to carry out calculations involving the 4 operations.
    • WRM: Order of operations.
  • Solve problems involving:
    • addition
      • subtraction
      • multiplication(WRM: Solve problems with multiplication).
      • division(WRM: Solve problems with division).
  • Use estimation to check answers to calculations and determines, in the context of a problem, an appropriate degree of accuracy.
  • 6AS/MD-1: Understand that 2 numbers can be related additively or multiplicatively, and quantify additive and multiplicative relationships (multiplicative relationships restricted to multiplication by a whole number). (RtP)
  • 6AS/MD-2: Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse operations, and place-value understanding. (RtP)
  • 6AS/MD-3: Solve problems involving ratio relationships. (RtP)
  • 6AS/MD-4: Solve problems with 2 unknowns. (RtP)
  • WRM: Rules of divisibility.
  • WRM: Square and cube numbers.
  • WRM: Solve multi-step problems.
    • Solve addition and subtraction multi-step 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 one-digit numbers or quantities by 10
  • Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
    • WRM: Understand the denominators of unit fractions.
    • WRM: Understand the numerators of non-unit fractions.
    • WRM: Understand the whole.
  • Recognise and use fractions as numbers: unit fractions and non-unit 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 non-unit fractions.
  • Solve problems that involve all of the above
  • 3F-1: Interpret and write proper fractions to represent 1 or several parts of a whole that is divided into equal parts. (RtP)
  • 3F-2: Find unit fractions of quantities using known division facts (multiplication tables fluency). (RtP)
  • 3F-3: Reason about the location of any fraction within 1 in the linear number system. (RtP)
  • 3F-4: 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 non-unit 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 two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
    • WRM: Divide a 1-digit number by 10.
    • WRM: Divide a 2-digit number by 10.
    • WRM: Divide a 1- or 2-digit 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
  • 4F-1: Reason about the location of mixed numbers in the linear number system. (RtP)
  • 4F-2: Convert mixed numbers to improper fractions and vice versa. (RtP)
  • 4F-3: 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 non-unit 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, â…– + â…˜ =6/5= 1â…• ]
  • 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 non-unit 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, â…•, â…–, â…˜
  • 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
  • 5F-1: Find non-unit fractions of quantities. (RtP)
  • 5F-2: Find equivalent fractions and understand that they have the same value and the same position in the linear number system. (RtP)
  • 5F-3: 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: Multi-step problems.
  • Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = â…›].
    • WRM: Multiply fractions by integers.
    • WRM: Multiply fractions by fractions.
  • Divide proper fractions by whole numbers [for example, â…“ ÷ 2 = â…™ ].
    • 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, â…œ].
    • 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 one-digit 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.
  • 6F-1: Recognise when fractions can be simplified, and use common factors to simplify fractions. (RtP)
  • 6F-2: Express fractions in a common denominator and use this to compare fractions that are similar in value. (RtP)
  • 6F-3: 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 times-table.
    • WRM: Multiply by 4.
    • WRM: Divide by 4.
    • WRM: The 4 times-table.
    • WRM: Multiply by 8.
    • WRM: Divide by 8.
    • WRM: The 8 times-table.
    • WRM: The 2, 4 and 8 times-tables.
  • Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
    • WRM: Multiplication-equal groups.
    • WRM: Use arrays.
    • WRM: Sharing and grouping.
    • WRM: Related calculations.
    • WRM: Reasoning about multiplication.
    • WRM: Multiply a 2-digit number by a 1-digit number (no exchange).
    • WRM: Multiply a 2-digit number by a 1-digit number (with exchange).
    • WRM: Divide a 2-digit number by a 1-digit number (no exchange).
    • WRM: Divide a 2-digit number by a 1-digit number (flexible partitioning).
    • WRM: Divide a 2-digit number by a 1-digit 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?
  • 3NF-2: 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)
  • 3NF-3: Apply place-value 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)
  • 3MD-1: 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 times-table and division facts.
    • WRM: Multiply and divide by 9.
    • WRM: 9 times-table and division facts.
    • WRM: The 3, 6 and 9 times-tables.
    • WRM: Multiply and divide by 7.
    • WRM: 7 times-table and division facts.
    • WRM: 11 times-table and division facts.
    • WRM: 12 times-table 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 2-digit number by a 1-digit number (1)
    • WRM: Divide a 2-digit number by a 1-digit number (2)
    • WRM: Divide a 3-digit number by a 1-digit 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 2-digit and 3-digit numbers by a 1-digit number using formal written layout.
    • Multiply a two-digit by a one-digit number using formal written layout.
    • Multiply three-digit numbers by a one-digit number using formal written layout.
    • WRM: Multiply a 2-digit number by a 1-digit number.
    • WRM: Multiply a 3-digit number by a 1-digit number.
  • Multiply three-digit numbers by a one-digit number using formal written layout
  • Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
    • WRM: Related facts-multiplication and division.
    • WRM: Informal written methods for multiplication.
    • WRM: Correspondence problems.
    • WRM: Efficient multiplication.
  • 4NF-1: Recall multiplication and division facts up to 12 x 12, and recognise products in multiplication tables as multiples of the corresponding number. (RtP)
  • 4NF-2: Solve division problems, with two-digit dividends and one-digit divisors, that involve remainders, for example: 74 divided by 9 = 8 r 2 and interpret remainders appropriately according to the context. (RtP)
  • 4NF-3: Apply place-value 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)
  • 4MD-1: 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)
  • 4MD-2: Manipulate multiplication and division equations, and understand and apply the commutative property of multiplication. (RtP)
  • 4MD-3: 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 (non-prime) numbers.
    • WRM: Prime numbers.
  • Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
    • WRM: Multiply up to a 4-digit number by a 1-digit number.
    • WRM: Multiply a 2-digit number by a 2-digit number (area model).
    • WRM: Multiply a 2-digit number by a 2-digit number.
    • WRM: Multiply a 3-digit number by a 2-digit number.
    • WRM: Multiply a 4-digit number by a 2-digit 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 one-digit number using the formal written method of short division and interpret remainders appropriately for the context
    • WRM: Short division.
    • WRM: Divide a 4-digit number by a 1-digit 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
  • 5MD-1: 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)
  • 5MD-2: 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)
  • 5MD-3: Multiply any whole number with up to 4 digits by any one-digit number using a formal written method. (RtP)
  • 5MD-4: Divide a number with up to 4 digits by a one-digit number using a formal written method, and interpret remainders appropriately for the context. (RtP)
  • 5NF-1: Secure fluency in multiplication table facts, and corresponding division facts, through continued practice. (RtP)
  • 5NF-2: Apply place-value 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)

Number - number and place value

Year 3
  • Counts from 0 in multiples of four, eight, 50 and 100.
    • WRM: Count in 50s.
  • Find 10 or 100, more or less, than a given number.
    • WRM: Find 1, 10 or 100 more or less.
  • Recognises the place value of each digit in a 3-digit number (hundreds, tens and ones).
    • WRM: Partition numbers to 100.
    • WRM: Hundreds.
    • WRM: Hundreds, tens and ones.
  • Compare and order numbers up to 1,000.
    • WRM: Compare numbers to 1,000.
    • WRM: Order numbers to 1,000.
  • Identify, represent and estimate numbers using different representations.
    • WRM: Represent numbers to 100.
    • WRM: Number line to 100.
    • WRM: Represent numbers to 1,000.
    • WRM: Number line to 1,000.
    • WRM: Estimate on a number line to 1,000.
  • Read and write numbers up to 1,000 in numerals and in words.
    • WRM: Partition numbers to 1,000.
    • WRM: Flexible partitioning of numbers to 1,000.
  • Solve number problems and practical problems involving these ideas.
  • 3NPV-1: Know that 10 tens are equivalent to 1 hundred, and that 100 is 10 times the size of 10; apply this to identify and work out how many 10s there are in other three-digit multiples of 10. (RtP)
  • 3NPV-2: Recognise the place value of each digit in three-digit numbers, and compose and decompose three-digit numbers using standard and non-standard partitioning. (RtP)
  • 3NPV-3: Reason about the location of any three-digit number in the linear number system, including identifying the previous and next multiple of 100 and 10. (RtP)
  • 3NPV-4: Divide 100 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 100 with 2, 4, 5 and 10 equal parts. (RtP)
Year 4
  • Count in multiples of six, seven, nine, 25 and 1,000.
  • Find 1,000 more or less than a given number.
    • WRM: Find 1, 10, 100, 1,000 more or less.
  • Counts backwards through 0 to include negative numbers.
  • Recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s).
    • WRM: Partition numbers to 1,000.
    • WRM: Thousands.
    • WRM: Partition numbers to 10,000.
    • WRM: Flexible partitioning of numbers to 10,000.
  • Orders and compares numbers beyond 1,000.
    • WRM: Compare numbers to 10,000.
    • WRM: Order numbers to 10,000.
  • Identify, represent and estimate numbers using different representations.
    • WRM: Represent numbers to 1,000.
    • WRM: Number line to 1,000.
    • WRM: Represent numbers to 10,000.
    • WRM: Number line to 10,000.
    • WRM: Estimate on a number line to 10,000.
  • WRM: Round to the nearest 10, 100 or 1,000.
    • WRM: Round to the nearest 10.
    • WRM: Round to the nearest 100.
    • WRM: Round to the nearest 1,000.
  • Solve number and practical problems that involve all of the above and with increasingly large positive numbers.
  • Read roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value.
    • WRM: Roman numerals.
  • 4NPV-1: Know that 10 hundreds are equivalent to 1 thousand, and that 1,000 is 10 times the size of 100; apply this to identify and work out how many 100s there are in other four-digit multiples of 100. (RtP)
  • 4NPV-2: Recognise the place value of each digit in four-digit numbers, and compose and decompose four-digit numbers using standard and non-standard partitioning. (RtP)
  • 4NPV-3: Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each. (RtP)
  • 4NPV-4: Divide 1,000 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2, 4, 5 and 10 equal parts. (RtP)
Year 5
  • Read and write numbers to at least 1,000,000 and determine the value of each digit.
    • WRM: Numbers to 10,000.
    • WRM: Numbers to 100,000.
    • WRM: Numbers to 1,000,000.
    • WRM: Read and write numbers to 1,000,000.
    • WRM: Partition numbers to 1,000,000.
    • WRM: Number line to 1,000,000.
  • Compare and order numbers to at least 1,000,000 and determine the value of each digit.
    • WRM: Compare and order numbers to 100,000.
    • WRM: Compare and order numbers to 1,000,000.
  • Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.
    • WRM: Powers of 10.
    • WRM: 10/100/1,000/10,000/100,000 more or less.
  • Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
  • Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000.
    • WRM: Round to the nearest 10, 100 or 1,000.
    • WRM: Round within 100,000.
    • WRM: Round within 1,000,000.
  • Solve number problems and practical problems that involve all of the above.
  • Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.
    • WRM: Roman numerals to 1,000.
  • 5NPV-1: Know that 10 tenths are equivalent to 1 one, and that 1 is 10 times the size of 0.1. Know that 100 hundredths are equivalent to 1 one, and that 1 is 100 times the size of 0.01. Know that 10 hundredths are equivalent to 1 tenth, and that 0.1 is 10 times the size of 0.01. (RtP)
  • 5NPV-2: Recognise the place value of each digit in numbers with up to 2 decimal places, and compose and decompose numbers with up to 2 decimal places using standard and non-standard partitioning. (RtP)
  • 5NPV-3: Reason about the location of any number with up to 2 decimal places in the linear number system, including identifying the previous and next multiple of 1 and 0.1 and rounding to the nearest of each. (RtP)
  • 5NPV-4: Divide 1 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2, 4, 5 and 10 equal parts. (RtP)
  • 5NPV-5: Convert between units of measure, including using common decimals and fractions. (RtP)
Year 6
  • Read and write numbers up to 10,000,000 and determine the value of each digit.
    • WRM: Numbers to 1,000,000.
    • WRM: Numbers to 10,000,000.
    • WRM: Read and write numbers to 10,000,000.
  • Compare and order numbers up to 10,000,000 and determine the value of each digit.
    • WRM: Number line to 10,000,000.
    • WRM: Compare and order any integers.
    • WRM: Powers of 10.
  • Round any whole number to a required degree of accuracy.
    • WRM: Round any integer.
  • Use negative numbers in context, and calculate intervals across zero.
    • WRM: Negative numbers.
  • Solve number and practical problems that involve all of the above.
  • 6NPV-1: Understand the relationship between powers of 10 from 1 hundredth to 10 million, and use this to make a given number 10, 100, 1,000, 1 tenth, 1 hundredth or 1 thousandth times the size (multiply and divide by 10, 100 and 1,000). (RtP)
  • 6NPV-2: Recognise the place value of each digit in numbers up to 10 million, including decimal fractions, and compose and decompose numbers up to 10 million using standard and non-standard partitioning. (RtP)
  • 6NPV-3: Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts. (RtP)
  • 6NPV-4: Divide powers of 10, from 1 hundredth to 10 million, into 2, 4, 5 and 10 equal parts, and read scales/number lines with labelled intervals divided into 2, 4, 5 and 10 equal parts. (RtP)

Ratio and proportion

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

Statistics

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

Key Stage 2 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • Singing: Sing a widening range of unison songs of varying styles and structures with a pitch range of do-so, tunefully and with expression. Perform forte and piano (loud and soft).
    • Singing: Perform actions confidently and in time to a range of action songs.
    • Singing: Walk, move or clap to a steady beat with others, changing the speed of the beat as the tempo of the music changes.
    • Singing: Perform as a choir in school assemblies.
  • Listening: Listen to music from a wide range of cultures and traditions.
    • Listening: Begin to place difference styles of music within their historical context.
    • Listening: Discuss and appraise music using technical vocabulary as set out for year 3 in the MMC p.20.
  • Composing: Improvise - Become more skilled in improvising (using voices, tuned and untuned percussion and instrument taught). Invent short on the spot responses using a limited note range.
    • Composing: Improvise - Structure musical ideas (e.g. using echo or question and answer phrases) to create music that has a beginning, middle and end.
    • Composing: Compose - Compose in response to different stimuli e.g. stories verse, images and musical sources.
    • Composing: Compose - Combine known rhythmic notation with letter names to create rising and falling phrases using just three notes (do, re mi).
  • Performing: Develop facility in playing tuned percussion or melodic instruments. Play and perform melodies following staff notation using a small range (e.g. middle C-E) as a whole class or in small groups.
    • Performing: Use listening skills to correctly order phrases using dot notation, showing different arrangements of notes (C-D-E).
    • Performing: Individually (solo) copy stepwise melodic phrases with accuracy at different speeds; allegro and adagio (fast and slow). Extend to question and answer phrases.
  • Notation: Recognise the stave, lines spaces and clef. Use dot notation to show higher or lower pitch.
    • Notation: Understand the differences between crotchets and paired quavers
    • Notation: Apply word chants to rhythms, understanding how to link each syllable to one musical note.

Year 4

  • Singing: Continue to sing a broad range of unison songs with the range of an octave (do-do) pitching the voice accurately and following directions for getting louder (crescendo) and quieter (decrescendo).
    • Singing: Sing rounds and partner songs in different time signatures (2,3,and 4 time) and begin to sing repertoire with small and large leaps as well as simple second part to introduce vocal harmony.
    • Singing: Perform a range of songs in school assemblies
  • Listening: Listen to music from a wide range of cultures and traditions.
    • Listening: With increasing accuracy, place difference styles of music within their historical context.
    • Listening: Discuss and appraise music using technical vocabulary as set out for year 4 in the MMC p.20.
  • Composing: Improvise - Improvise on a limited range of pitches on the instrument they are now learning, making use of musical features including smooth (legato) and detached (staccato).
    • Composing: Improvise - Begin to make compositional decisions about the overall structure of improvisations.
    • Composing: Compose - Combine known rhythmic notation with the letter names to create short pentatonic phrases using a limited range of 5 pitches suitable for the instruments being learnt. Sing and play these phrases as self-standing compositions.
    • Composing: Compose - Arrange individual notation cards of known note values to create sequences of 2-, 3-, or 4-beat phrases, arranged into bars.
    • Composing: Compose - Explore developing knowledge of musical components by composing music to create a specific mood (e.g. creating music to accompany a short film clip).
    • Composing: Compose - Introduce major and minor chords
    • Composing: Compose - Include instruments played to expand the scope and range of the sound palette available for composition work.
    • Composing: Compose - Capture and record ideas using; graphic symbols,rhythm notation and time signatures,staff notation,technology
  • Performing: Develop facility in the basic skills of a selected musical instrument over a sustained learning period.
    • Performing: Play and perform melodies following staff notation using a small range (Middle C-G) as a whole class or in small groups.
    • Performing: Perform in two or more parts from simple notation using instruments played in whole class teaching.
    • Performing: Identify static and moving parts.
  • Notation: Understand the differences between minims, crotchets, paired quavers and rests.
    • Notation: Read and perform pitch notation within a defined range (C-G).
    • Notation: Follow and perform simply rhythmic scores to a steady beat: maintain individual parts accurately within the rhythmic texture, achieving a sense of ensemble.

Year 5

  • Singing: Sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. Observe phrasing, accurate pitch and appropriate style.
    • Singing: Sing three part rounds and partner songs, and songs with a verse and chorus.
    • Singing: Perform a range of songs in school assemblies and in school performance opportunities.
  • Listening: Listen with concentration to a variety of music from different styles traditions and times identifying different style indicators and instruments.
    • Listening: Place different styles of music within their historical context justifying choices with evidence.
    • Listening: Discuss and appraise music using technical vocabulary as set out for year 5 in the MMC p.20.
  • Composing: Improvise freely over a drone, developing sense of shape and character, using tuned percussion and melodic instruments.
    • Composing: Improvise over a simple groove, responding to the beat, creating a satisfying melodic shape;experiment with using a wider range of dynamics, including very loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte), and moderately quiet (mezzo piano). Continue this process in composition tasks below.
    • Composing: Compose melodies made from pairs of phrases in either C major or A minor or a key suitable for the instrument chosen. These melodies can be enhanced with rhythmic or chordal accompaniment.
    • Compose: Working in pairs, compose a short ternary piece.
    • Compose: Compose music to evoke a specific atmosphere, mood or environment./Create music to accompany a silent film or to set a scene in a play or book.
    • Compose: Capture and record creative ideas using any of: graphic symbols, rhythm notation and time signatures, staff notation, technology.
  • Performing: Play melodies on tuned percussion, melodic instruments or keyboards, following staff notation written on one stave and using notes within the Middle C-C range. Initially as a whole class progressing to smaller group performance.
    • Performing: Understand how triads are formed, and play them on tuned percussion, melodic instruments or keyboards. Perform simple chordal accompaniments to familiar songs.
    • Performing: Perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles.
    • Performing: Develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.
  • Notation: Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.
    • Notation: Understand the differences between 2/4, ¾ and 4/4 time signatures.
    • Notation: Read and perform pitch notation within an octave
    • Notation: Read and play short rhythmic phrases at sight from prepared cards using conventional symbols for known rhythms and durations.

Year 6

  • Singing: Sing a broad range of songs, including those that involve syncopated rhythms, as part of a choir, with a sense of ensemble and performance. Observe rhythm, phrasing, accurate pitching and appropriate style.
    • Singing: Continue to sing three and four part rounds or partner songs and experiment with positioning singers randomly within the group in order to develop greater listening skills, balance between parts and vocal independence.
    • Singing: Perform a range of songs as a choir in school assemblies, school performance opportunities and to a wider audience.
  • Listening: Listen with concentration to a variety of music from different styles traditions and times confidently identifying different style indicators and instruments.
    • Listening: Confidently place different styles of music within their historical context justifying choices with evidence.
    • Listening: Discuss and appraise music using technical vocabulary as set out for year 6 in the MMC p.20.
  • Composing: Improvise - Create music with multiple sections that include repetition and contrast.
    • Composing: Extend improvised melodies beyond 8 beats over a fixed groove, creating a satisfying melodic shape.
    • Composing: Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. C, D, E, G, A) and incorporate rhythmic variety and interest. Play this melody on available tuned percussion and/or orchestral instruments. Notate this melody.
    • Composing: Compose melodies made from pairs of phrases in either G major or E minor or a key suitable for the instrument chosen. These can be enhanced with rhythmic or chordal accompaniment.
    • Composing: Compose a ternary piece; use available music software/apps to create and record it, discussing how musical contrasts are achieved.
    • Composing:
  • Performing: Play a melody following staff notation written on one stave and using notes within an octave range.
    • Performing: Make decisions about dynamic range, including very loud (ff), very quiet (pp), moderately loud (mf) and moderately quiet (mp)
    • Performing: Accompany melodies using block chords or a base line (keyboard, tuned percussion or tablets)
    • Performing: Engage with others through ensemble playing, taking on melody or accompaniment roles e.g. chords or a single-note base line.
  • Notation: Further understand the differences between semibreves, minims, crotchets, quavers and semiquavers, and their equivalent rests.
    • Notation: Further develop the skills to read and perform pitch from notation within an octave.
    • Notation: Read and play confidently from rhythm notation cards and rhythmic scores in up to 4 parts that contain known rhythms and note durations.
    • Notation: Read and play from notation a four-bar phrase, confidently identifying note names and durations.

Key Stage 2 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • Multi-Skills: Use throwing and catching in isolation and in combination
    • Multi-skills: Use running and jumping in isolation and in combination
  • Games: Play competitive games, modified where appropriate [for example, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking.
    • Games: Play competitive games, modified where appropriate [for example, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for defending.
      • Games: Use rolling, hitting and kicking skills in games.
      • Games: Decide on the best tactical position to be in for the game.
  • Gymnastics: Develop flexibility, strength, technique, control and balance through gymnastics.
    • Gymnastics: Plan and perform sequences with up to four controlled movements.
      • Gymnastics: Show contrasts such as small/tall, straight curved and wide/narrow.
      • Gymnastics: Can balance on different points of their body.
      • Gymnastics: Develop symmetrical and asymmetrical balances with a partner in a sequence.
  • Dance: Perform dances with control and co-ordination.
    • Dance: Link two or more actions together to form a sequence.
      • Dance: Remember and repeat dance movements.
    • Dance: Choose movements to communicate a mood or feeling.
  • Dance: Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
    • Dance: Can describe how my body feels during exercise, using parts of the body to describe the effects.
  • Fitness: Knows how to exercise safely and understand the importance of warming up and cooling down.
  • Fitness: Use hand and eye co-ordination to keep control of an object.
  • Fitness:Use hand and eye co-ordination to balance, carry and travel with an object.
  • Fitness: Use agility to stop and turn.
  • Fitness: Observe and match speed of others.
  • Fitness: Perform simple patterns of movement in a circuit.
  • Fitness: Develop critique skills identifying strengths and areas of improvement.
  • Fitness: Perform a circuit with accuracy.
  • Fitness: Develop agility and co-ordination.
  • Pilates: Learn Pilates techniques.
    • Pilates: Perform and link core strength activities in appropriate ways.

Year 4

  • Games: Use throwing and catching in isolation and in combination.
    • Games: Use running and jumping in isolation and in combination.
      • Games: Sprint short distances and run longer distances, conserving energy.
      • Games: Accurately throw a tennis ball both underarm and overarm.
  • Games: Play competitive games, modified where appropriate [for example, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
    • Games: Throw and catch a ball with control and accuracy.
      • Games: Strike a ball and field with purpose.
      • Games: Decide on the best tactical position for the game.
      • Games: Follow the rules of a game
  • Gymnastics: Develop flexibility, strength, technique, control and balance through gymnastics.
    • Gymnastics: The shapes made with the body are balanced and controlled.
      • Gymnastics: Sequences can be planned, performed and repeated.
      • Gymnastics: Develop symmetrical and asymmetrical balances with a partner in a sequence.
      • Gymnastics: Strength and suppleness are improved by practising stretches and shapes.
  • Dance: Perform dances using a range of clear and fluent movement patterns.
    • Dance: Dance movements communicate mood and feeling.
      • Dance: Dance movements are refined into sequences.
  • OAA: Take part in outdoor and adventurous activity challenges both individually and within a team
    • OAA: Uses maps and diagrams to orientate themselves.
    • OAA: Works collaboratively to problem solve.
  • Fitness: Compare their performances with previous ones and demonstrate improvement to achieve their personal best
    • Fitness: Understands why warming up before physical activity is important.
      • Fitness: Understands why physical activity is good for our health.
  • Multi-skills: Use hand and eye co-ordination to keep control of an object.
  • Multi-skills: Use hand and eye co-ordination to balance, carry and travel with an object.
  • Multi-skills: Use agility to stop and turn.
  • Multi-skills: Observe and match speed of others.
  • Multi-skills: Develop critique skills identifying strengths and areas of improvement.
  • Multi-skills: Perform and link core strength activities in appropriate ways.
  • Multi-skills: Perform simple patterns of movement in a circuit.
    • Pilates: Learn Pilates techniques.
      • Pilates: Perform and link core strength activities in appropriate ways.
      • Swimming: Swim competently, confidently and proficiently over a distance of at least 25 metres

Year 5

  • Use throwing and catching in isolation and in combination.
    • Use running and jumping in isolation and in combination.
      • Can sprint over a short distance maintaining good running form.
      • Can run over a longer distance (up to 400m), conserving energy.
      • I can throw effectively using both overarm and underarm.
      • I can jump effectively for height and distance.
  • Play intra school competitive games [for example, rugby, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
    • Throw and catch a ball with control and accuracy.
      • Strike a ball with control.
      • Field a ball with control
      • Choose appropriate tactics to cause a problem for the opposition.
      • Keep possession and control of a ball with feet.
      • Keep possession and control of a ball with hands (rugby, netball etc.)
      • Keep possession and control of a ball with a tool (hockey stick, tennis racket etc.)
  • Develop flexibility, strength, technique, control and balance through gymnastics.
    • Sequences include changes in speed and level.
      • Can combine actions, shapes and balances in a gymnastic sequence.
      • Movements are clear and controlled.
  • Perform dances using a range of clear and fluent movement patterns.
    • Can improvise with ideas and movements.
      • Dance movements communicate an idea, emotion or feeling.
  • Take part in outdoor and adventurous activity challenges both individually and within a team
    • Uses maps and diagrams to orientate themself.
      • Work with others to plan responses to challenges and problems.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best
    • Can describe the positive effects physical exercise has on our bodies.
      • Understands the importance to humans of a healthy, balanced diet.
  • 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 (if not achieved in year 4.)

Year 6

  • Use running and jumping in isolation and in combination.
    • Use throwing and catching in isolation and in combination.
      • Shows accurate control, speed, strength and stamina in athletics.
      • Accurate and uses the correct technique for throwing depending on the activity (howler, tennis ball, putt etc.)
      • Can jump effectively and with control for height and distance.
  • Play intra school competitive games [for example, rugby, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
    • Uses more than one technique to pass with feet, stick or hands.
      • Uses singular and team tactics to gain possession of the ball.
      • Uses forehand and backhand in racket games.
      • Choose the most appropriate tactics according to the game.
  • Develop flexibility, strength, technique, control and balance through gymnastics.
    • Can prepare and perform for an audience.
    • Can make complex sequences that include changes in speed, direction and level.
      • Movements are clear, accurate and consistent.
  • Perform dances using a range of creative and imaginative movement patterns.
    • Movements are controlled and express emotion and feeling.
      • My dance matches the mood of the accompanying music.
  • Take part in outdoor and adventurous activity challenges both individually and within a team
    • Uses maps and diagrams to orientate themselves.
      • Works with others to respond to challenges and problems.
      • Is careful but confident in unfamiliar environments.
      • Uses senses to assess risks and adapt plans.
      • Prepares well to engage in outdoor activity e.g. correct clothing, footwear, safety equipment etc.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
    • Warm up and cool down in a way that suits the exercise.
  • 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 (if not achieved in year 4)

Key Stage 2 Reading

National Curriculum England 2014

Comprehension

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

Word reading

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

Key Stage 2 Religious Education

Northburn

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

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

Earth and space

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

Electricity

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

Evolution and inheritance

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

Forces

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

Forces and magnets

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

Light

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

Living things and their habitats

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

Plants

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

Properties and changes of materials

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

Rocks

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

Sound

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

States of matter

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

Working scientifically

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

Key Stage 2 Writing

National Curriculum England 2014

Composition

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

Handwriting

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

Transcription - Spelling

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

Vocabulary, grammar and punctuation

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