Benyon Primary


Key Stage 1 Art and design

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Computing

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • 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

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • 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
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
Year 2
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 1 English

National Curriculum England 2014 - NAHT Assessment Framework

Spoken language

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

Key Stage 1 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

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

Human and physical geography

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

Locational knowledge

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

Place knowledge

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

Key Stage 1 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Geometry - position and direction

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

Geometry - properties of shapes

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

Measurement

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

Number - addition and subtraction

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

Number - fractions

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

Number - multiplication and division

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

Number - number and place value

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

Statistics

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

Key Stage 1 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

Key Stage 1 Reading

National Curriculum England 2014 - NAHT Assessment Framework

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
    • Becoming very familiar with key stories, fairy stories and traditional tales
    • 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
  • Understands 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
    • As they read, 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
  • Develops 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 a wider range of stories, fairy stories and traditional tales
    • Retelling a range of stories, fairy stories and traditional tales
    • Being introduced to non-fiction books that are structured in different ways
    • Recognising simple recurring literary language in stories and poetry
    • Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • Discussing their favourite words and phrases
    • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Understand 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
    • Answering questions
    • Predicting what might happen on the basis of what has been read so far
  • Participates 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
  • Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • Reads accurately by blending sounds in unfamiliar words
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Reads common exception words
  • 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)
  • Reads aloud accurately books 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
  • Reads accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Reads accurately words of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • Reads most words at an instructional level 93-95 per cent quickly and accurately without overt sounding and blending, when they have been frequently encountered
  • Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-reads these books to build up their fluency and confidence in word reading

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 and say which part of the body is associated with each sense
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

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

Living things and their habitats

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 and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • Identify and name a variety of plants and animals in their habitats, including microhabitats
  • 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
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

Seasonal changes

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

Uses of everyday materials

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
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions
Year 2
  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions

Key Stage 1 Writing

National Curriculum England 2014 - NAHT Assessment Framework

Composition

Year 1
  • Write sentences by:
    • Saying out loud what they are going to write about
    • Composing a sentence orally before writing it
    • Sequencing sentences to form short narratives
    • Re-reading what they have written to check that it makes sense
  • 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)
    • Writing about real events
    • Writing poetry
  • Develops 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
    • Writing down ideas and/or key words, including new vocabulary
  • Considers what is going to be written before beginning by encapsulating what they want to say, sentence by sentence
  • Makes simple additions, revisions and corrections to their own writing by:
    • Evaluating their writing with the teacher and other pupils
    • Rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
    • Proofreading to check for errors in spelling, grammar and punctuation
    • Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
    • Learning new ways of spelling phonemes for which one or more spellings are already known; and learn some words with each spelling, including a few common homophones.
  • 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
  • Begins 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
  • Writes capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
  • Use spacing between words that reflects the size of the letters

Transcription - Spelling

Year 1
  • Spell:
    • Common exception words
    • The days of the week
  • Spells words containing each of the 40+ phonemes already taught
  • Name the letters of the alphabet:
    • Using letter names to distinguish between alternative spellings of the same sound
  • Names the letters of the alphabet in order
  • 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
    • Using the prefix un–
    • Using –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 simple spelling rules and guidance, as listed in English appendix 1
  • Writes 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
    • 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
    • Learning to spell common exception words
    • Learning to spell more words with contracted forms
    • Learning the possessive apostrophe (singular) [for example, the girl’s book]
    • Distinguishing between homophones and near-homophones
  • Add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
  • Apply spelling rules and guidance, as listed in English appendix 1
  • 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
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Leaving spaces between words
    • Joining words and joining clauses using ‘and’
  • Introduces capital letters, full stops, question marks and exclamation marks to demarcate sentences
    • Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘i’
    • Learning the grammar for year 1 in English appendix 2
  • Use the grammatical terminology in English appendix 2 in discussing their writing
Year 2
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences
  • Use commas to separate items in a list
  • Learn how to use:
    • Sentences with different forms: statement, question, exclamation, command
    • Expanded noun phrases to describe and specify [for example, the blue butterfly]
    • The present and past tenses correctly and consistently, including the progressive form
    • The grammar for year 2 in English appendix 2
    • Some features of written standard english
  • Uses the correct choice and consistent use of present tense and past tense throughout a written piece
  • Constructs subordination (using when, if, that, because) and co-ordination (using or, and, but)
  • Uses the suffixes –er, –est in adjectives and –ly to turn adjectives into adverbs
  • Use and understand the grammatical terminology in English appendix 2 in discussing their writing

Key Stage 2 Art and design

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Computing

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 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
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 4

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 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
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 5

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 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
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 6

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • 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
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • 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
  • 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 3
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 2 English

National Curriculum England 2014 - NAHT Assessment Framework

Spoken language

Year 3
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication
Year 4
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication
Year 5
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication
Year 6
  • Listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answers, arguments and opinions
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others
  • Select and use appropriate registers for effective communication

Key Stage 2 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

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

Human and physical geography

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

Locational knowledge

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

Place knowledge

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

Key Stage 2 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Languages

National Curriculum England 2014 - NAHT Assessment Framework

Foreign language

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

Key Stage 2 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Algebra

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

Geometry - position and direction

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

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
Year 4
  • Compares and classifies geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
  • Identify acute and obtuse angles and compare and order angles up to 2 right angles by size
  • Identify lines of symmetry in two dimensional shapes presented in different orientations
  • Complete a simple symmetric figure with respect to a specific line of symmetry
Year 5
  • Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
  • Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
  • 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
Year 6
  • Draw 2-D shapes using given dimensions and angles
  • Recognise, describe and build simple 3-D shapes, including making nets
  • Compares and classifies geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
  • Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

Measurement

Year 3
  • Measures, compare, adds and subtracts lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
  • Measure the perimeter of simple 2-D shapes
  • Adds and subtracts amounts of money to give change, using both £ and p in practical contexts
  • Tells and writes the time from an analogue clock, including using roman numerals from I to XII, and 12-hour and 24-hour clocks
  • Tells and writes the time from an analogue clock and 12-hour and 24-hour clocks
  • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight
  • Know the number of seconds in a minute and the number of days in each month, year and leap year
  • Compare durations of events [for example, to calculate the time taken by particular events or tasks]
  • Identifies right angles, recognises that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identifies whether angles are greater than or less than a right angle
Year 4
  • Converts between different units of measure e.g. kilometre to metre; hour to minute
  • Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
  • Find the area of rectilinear shapes by counting squares
  • Estimate, compare and calculate different measures, including money in pounds and pence
  • Read, write and convert time between analogue and digital 12- and 24-hour clocks
  • Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days
Year 5
  • Converts between different units of metric measure eg kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre
  • Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres
  • Calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes
  • Calculates and compares the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²)
  • 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
  • Uses, reads, writes and converts 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 three decimal places
  • Convert between miles and kilometres
  • Recognise that shapes with the same areas can have different perimeters and vice versa
  • Recognise when it is possible to use formulae for area and volume of shapes
  • Calculate the area of parallelograms and triangles
  • Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³]

Number - addition and subtraction

Year 3
  • Add and subtract numbers mentally including:
    • A three-digit number and ones
    • A three-digit number and tens
    • A three-digit number and hundreds
  • Add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction
  • Estimate the answer to a calculation and use inverse operations to check answers
  • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
Year 4
  • Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
  • Estimate and use inverse operations to check answers to a calculation
  • Solves addition and subtraction two-step problems in context, deciding which operations and methods to use and why
Year 5
  • Adds and subtracts whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
  • Adds and subtracts numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162)
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Number - addition, subtraction, multiplication and division

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

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
  • Recognises, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  • Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
  • Recognises and shows, using diagrams, equivalent fractions with small denominators
  • Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7]
  • Compare and order unit fractions, and fractions with the same denominators
  • Solve problems that involve all of the above
Year 4
  • Recognises and shows, using diagrams, families of common equivalent fractions
  • Counts up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10
  • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
  • Add and subtract fractions with the same denominator
  • Recognise and write decimal equivalents of any number of tenths or hundreds
  • Recognise and write decimal equivalents to ¼, ½ and ¾
  • Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  • 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 and money problems involving fractions and decimals to two decimal places
Year 5
  • Compares and orders fractions whose denominators are all multiples of the same number
  • Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
  • Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, ⅖ + ⅘ = 6/5 = 1⅕ ]
  • Add and subtract fractions with the same denominator, and denominators that are multiples of the same number
  • Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
  • Read and write decimal numbers as fractions e.g. 0.71 = 71/100
  • Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
  • Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place
  • Reads, writes, orders and compares numbers with up to 3 decimal places
  • Solve problems involving number up to 3 decimal places
  • Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction
  • Solves problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘ and those fractions with a denominator of a multiple of 10 or 25
Year 6
  • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination
  • Compare and order fractions, including fractions >1
  • Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = ⅛]
  • Divide proper fractions by whole numbers [for example, ⅓ ÷ 2 = ⅙ ]
  • Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, ⅜]
  • 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

Number - multiplication and division

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

Number - number and place value

Year 3
  • Counts from 0 in multiples of four, eight, 50 and 100
  • Can work out if a given number is greater or less than 10 or 100
  • Recognises the place value of each digit in a 3-digit number (hundreds, tens and ones)
  • Compare and order numbers up to 1,000
  • Identify, represent and estimate numbers using different representations
  • Read and write numbers up to 1,000 in numerals and in words
  • Solves number problems and practical problems involving these ideas
Year 4
  • Count in multiples of six, seven, nine, 25 and 1,000
  • Find 1,000 more or less than a given number
  • 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)
  • Orders and compares numbers beyond 1,000
  • Identify, represent and estimate numbers using different representations
  • Rounds any number to the nearest 10, 100 or 1,000
  • Solve number and practical problems that involve all of the above and with increasingly large positive numbers
  • Read roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value
Year 5
  • Reads, writes, orders and compares numbers to at least 1,000,000 and determine the value of each digit
  • Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
  • Interprets 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
  • Solve number problems and practical problems that involve all of the above
  • Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
Year 6
  • Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
  • Rounds any whole number to a required degree of accuracy
  • Uses negative numbers in context, and calculate intervals across zero
  • Solve number and practical problems that involve all of the above

Ratio and proportion

Year 6
  • Solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts
  • Solve problems involving the calculation of percentages 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 and continuous data using appropriate graphical methods, including bar charts and time graphs
  • Solves comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Year 5
  • Solve comparison, sum and difference problems using information presented in a line graph
  • Completes, reads and interprets information in tables, including timetables
Year 6
  • Interpret and construct pie charts and line graphs 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

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Reading

National Curriculum England 2014 - NAHT Assessment Framework

Comprehension

Year 3
  • Develops positive attitudes to reading, and an understanding of what they read, by:
    • Listening to and discussing a 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
    • Using dictionaries to check the meaning of words that they have read
    • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • Identifying themes and conventions in a wide range of books
    • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • Discussing words and phrases that capture the reader’s interest and imagination
    • Recognising some different forms of poetry [for example, free verse, narrative poetry]
  • Understands what they have read independently by:
    • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
    • Asking questions to improve their understanding of a text
    • 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
    • Identifying main ideas drawn from more than one paragraph and summarising these
    • Identifying how language, structure, and presentation contribute to meaning
  • Retrieves and records information from non-fiction
  • 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
    • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • Discussing words and phrases that capture the reader’s interest and imagination
    • Recognising some different forms of poetry [for example, free verse, narrative poetry]
  • Understand what they read, in books they can read independently, by:
    • Asking questions to improve their understanding of a text
    • Identifying how language, structure, and presentation contribute to meaning
  • Listens to and discusses a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • Uses dictionaries to check the meaning of words that have been read
  • Identifies themes and conventions in a wide range of books
  • Checks that the text makes sense to the individual, discussing his understanding and explaining the meaning of words in context
  • Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions and justifies inferences with evidence
  • Predicts what might happen from details stated and implied
  • Identifies main ideas drawn from more than one paragraph and summarises these
  • Retrieves and record information from non-fiction
  • 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
  • Increases 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:
    • 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
    • Identifying how language, structure and presentation contribute to meaning
  • Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context
  • Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • Distinguish between statements of fact and opinion
  • Retrieves, records and presents 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
  • Participates in discussions about books that are read to the child and those that can be read independently
  • 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
  • Provides reasoned justifications for their views about a book
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
    • 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
  • Increases 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:
    • 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
    • Identifying how language, structure and presentation contribute to meaning
  • Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context
  • Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • Distinguish between statements of fact and opinion
  • Retrieves, records and presents 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
  • Participates in discussions about books that are read to the individual and those that can be read independently
  • 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
  • Provides reasoned justifications for their views about a book

Word reading

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

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, and that they cannot make their own food; they get nutrition from what they eat
  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement
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
Year 5
  • Describe the changes as humans develop to old age
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

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

Electricity

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 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 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

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

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 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 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
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

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

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

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

Sound

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 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
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.
Year 4
  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.
Year 5
  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • 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
  • Identifying scientific evidence that has been used to support or refute ideas or arguments
Year 6
  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • 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
  • Identifying scientific evidence that has been used to support or refute ideas or arguments

Key Stage 2 Writing

National Curriculum England 2014 - NAHT Assessment Framework

Composition

Year 3
  • 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
    • 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
    • In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • Organises paragraphs around a theme
  • In narratives, creates settings, characters and plot
  • Uses headings and sub-headings to aid presentation
  • Evaluate and edit by:
    • Assessing the effectiveness of their own and others’ writing and suggesting improvements
    • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • Proof-reads for spelling and punctuation errors
  • Read their 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
    • 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
    • In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • Organises paragraphs around a theme
  • In narratives, creates settings, characters and plot
  • Evaluate and edit by:
    • Assessing the effectiveness of their own and others’ writing and suggesting improvements
    • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • Proof-reads for spelling and punctuation errors
  • Read their 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 their writing by:
    • Noting and developing initial ideas, drawing on reading and research where necessary
    • In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Identifies the audience for, and purpose of, the writing
  • Selects the appropriate form and uses other similar writing as models for their own
  • draft and write by:
    • Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • In 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
  • Describes settings, characters and atmosphere
  • Uses further organisational and presentational devices to structure text and to guide the reader (eg headings, bullet points, underlining)
  • evaluate and edit by:
    • Assessing the effectiveness of their own and others’ writing
    • Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Ensures the consistent and correct use of tense throughout a piece of writing
  • Proof-reads for spelling and punctuation errors
  • Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Year 6
  • Plan their writing by:
    • Noting and developing initial ideas, drawing on reading and research where necessary
    • In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Identifies the audience for, and purpose of, the writing
  • Selects the appropriate form and uses other similar writing as models for their own
  • draft and write by:
    • Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • In 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
  • Uses further organisational and presentational devices to structure text and to guide the reader (eg headings, bullet points, underlining)
  • Can describe settings, characters and atmosphere
  • evaluate and edit by:
    • Assessing the effectiveness of their own and others’ writing
    • Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Ensures the consistent and correct use of tense throughout a piece of writing
  • Proof-reads for spelling and punctuation errors
  • Perform their 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
    • 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
    • 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
  • Writes 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 dictionaries to check the spelling and meaning of words
  • 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
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
    • Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
    • Using conjunctions, adverbs and prepositions to express time and cause
    • Using fronted adverbials
    • Learning the grammar for years 3 and 4 in English appendix 2
  • Uses the present perfect form of verbs instead of the simple past eg ‘He has gone out to play’ in contrast to ‘He went out to play’
  • Expresses time, place and cause using conjunctions
  • Indicate grammatical and other features by:
    • Using commas after fronted adverbials
    • Indicating possession by using the possessive apostrophe with plural nouns
    • Using and punctuating direct speech
  • Introduces inverted commas to punctuate direct speech
  • Uses the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel eg a rock, an open box
  • Use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading
Year 4
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
    • Using the present perfect form of verbs in contrast to the past tense
    • Using conjunctions, adverbs and prepositions to express time and cause
    • Learning the grammar for years 3 and 4 in English appendix 2
  • Uses fronted adverbials
  • Can choose an appropriate pronoun or noun within and across sentences to aid cohesion and avoid repetition
  • Uses standard English forms for verb inflections instead of local spoken forms
  • Indicate grammatical and other features by:
    • Using commas after fronted adverbials
    • Indicating possession by using the possessive apostrophe with plural nouns
    • Using and punctuating direct speech
  • Uses inverted commas and other punctuation to indicate direct speech
  • Use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading
Year 5
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
    • Using passive verbs to affect the presentation of information in a sentence
    • Using the perfect form of verbs to mark relationships of time and cause
    • Using expanded noun phrases to convey complicated information concisely
    • Using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
    • Learning the grammar for years 5 and 6 in English appendix 2
  • Indicates degrees of possibility using adverbs (eg perhaps, surely) or modal verbs (eg might, should, will, must)
  • Indicate grammatical and other features by:
    • Using hyphens to avoid ambiguity
    • Using brackets, dashes or commas to indicate parenthesis
    • Using semicolons, colons or dashes to mark boundaries between independent clauses
    • Using a colon to introduce a list
    • Punctuating bullet points consistently
  • Uses commas to clarify meaning or avoid ambiguity
  • Converts nouns or adjectives into verbs using suffixes (eg -ate; -ise; -ify)
  • Uses devices to build cohesion within a paragraph (eg then, after that, this, firstly)
  • Use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading
Year 6
  • Uses dictionaries to check the spelling and meaning of words
  • Develop their understanding of the concepts set out in English appendix 2 by:
    • Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
    • Using the perfect form of verbs to mark relationships of time and cause
    • Using expanded noun phrases to convey complicated information concisely
    • Using modal verbs or adverbs to indicate degrees of possibility
    • Using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
    • Learning the grammar for years 5 and 6 in English appendix 2
  • Can understand and apply the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (eg find out - discover; ask for - request; go in - enter)
  • Uses the passive voice to affect the presentation of information in a sentence (eg ‘I broke the window in the greenhouse’ versus ‘The window in the greenhouse was broken (by me)’
  • Indicate grammatical and other features by:
    • Using commas to clarify meaning or avoid ambiguity in writing
    • Using hyphens to avoid ambiguity
    • Using brackets, dashes or commas to indicate parenthesis
    • Using semicolons, colons or dashes to mark boundaries between independent clauses
  • Uses the colon to introduce a list
  • Punctuates bullet points to list information
  • Can use layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text
  • Use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading