Thrumpton Primary School


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

Design

Year 1
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • 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
  • 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
  • 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
  • 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
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria
  • Evaluate their ideas and products against design criteria
Year 2
  • Explore and evaluate a range of existing products
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria
  • 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 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
  • 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 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
  • 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
  • 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
  • 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
  • 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
  • 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, ¼,2/4and ¾ of a length, shape, set of objects or quantity
  • Write simple fractions, for example of ½ of 6 = 3 and recognise the equivalence of2/4and ½

Number - multiplication and division

Year 1
  • Solve one-step problems involving multiplication 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

Rising Stars Progression Framework

Comprehension

Year 1
  • Range of Reading
    • 1.2.a.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
    • 1.2.a.2 Develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear read to their own experiences
  • Familiarity with Texts
    • 1.2.b.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
    • 1.2.b.2 Develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising and joining in with predictable phrases
  • Poetry & Performance
    • 1.2.c.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: learning to appreciate rhymes and poems, and to recite some by heart
  • Word Meanings
    • 1.2.d.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing word meanings, linking new meanings to those already known
  • Understanding
    • 1.2.e.1 Understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher
    • 1.2.e.2 Understand both the books they can already read accurately and fluently and those they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading
  • Interference
    • 1.2.f.1 Understand both the books they can already read accurately and fluently and those they listen to by: discussing the significance of the title and events
    • 1.2.f.2 Understand both the books they can already read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done
  • Prediction
    • 1.2.g.1 Understand both the books they can already read accurately and fluently and those they listen to by: predicting what might happen on the basis of what has been read so far
  • Discussing Reading
    • 1.2.j.1 Participate in discussion about what is read to them, taking turns and listening to what others say
    • 1.2.j.2 Explain clearly their understanding of what is read to them
Year 2
  • Range of Reading
    • 2.2.a.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • Familiarity with Texts
    • 2.2.b.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
    • 2.2.b.2 Develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising simple recurring literary language in stories and poetry
  • Poetry & Performance
    • 2.2.c.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Word Meanings
    • 2.2.d.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • Understanding
    • 2.2.e.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related
    • 2.2.e.2 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
    • 2.2.e.3 Understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading
  • Inference
    • 2.2.f.1 Understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done
    • 2.2.f.2 Understand both the books that they can already read accurately and fluently and those that they listen to by: answering and asking questions
  • Prediction
    • 2.2.g.1 Understand both the books that they can already read accurately and fluently and those that they listen to by: predicting what might happen on the basis of what has been read so far
  • Authorial Intent
    • 2.2.h.1 Develop pleasure in reading, motivation to read; vocabulary and understanding by: discussing their favourite words and phrases
  • Non Fiction
    • 2.2.i.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: being introduced to non-fiction books that are structured in different ways
  • Discussing Reading
    • 2.2.j.1 Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
    • 2.2.j.2 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
  • Word Reading - Decoding
    • 1.1.a.1 Apply phonic knowledge and skills as the route to decode words
    • 1.1.a.2 Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
    • 1.1.a.3 Read accurately by blending sounds in unfamiliar words containing GPCs* that have been taught*Grapheme-Phoneme Correspondences
    • 1.1.a.4 Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
    • 1.1.a.5 Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings
    • 1.1.a.6 Read other words of more than one syllable that contain taught GPCs
    • 1.1.a.7 Read words with contractions: e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
    • 1.1.a.8 Read 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
    • 1.1.a.9 Re-read these books to build up their fluency and confidence in word reading
Year 2
  • Word Reading - Decoding
    • 2.1.a.1 Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
    • 2.1.a.2 Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
    • 2.1.a.3 Read accurately words of two or more syllables that contain the same graphemes as above
    • 2.1.a.4 Read words containing common suffixes
    • 2.1.a.5 Read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
    • 2.1.a.6 Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
    • 2.1.a.7 Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
    • 2.1.a.8 Re-read these books to build up their fluency and confidence in word reading

STEP UP v6

Reading Comprehension

Year 1
  • 5. 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 that is beyond that at which they can read independently, becoming familiar with key stories, fairy stories and traditional tales (Comprehension)
    • 5.1  When SHARING BOOKS – I can listen to and discuss a wide range of poetry  (contemporary and classical)
    • 5.2  I can appreciate rhymes and poems and recite some by heart e.g. “There’s no such thing as a Gruffalo…”  and “Twinkle, Twinkle little star, How I wonder what you are…” etc.
    • 5.3  When SHARING BOOKS – I can listen to and discuss a wide range of stories (familiar and new authors)
    • 5.4  When SHARING BOOKS – I can listen to and discuss a wide range of fairy stories (magical, idealized, or extremely happy)
    • 5.5  When SHARING BOOKS – I can listen to and discuss a wide range of traditional Tales (stories that have been passed down orally and are commonly known)
    • 5.6 I can recognise and join in with predictable phrases e.g. “Run, run as fast as you can, you can’t get me I’m the gingerbread man.”  “Can’t go over it, can’t go under it…”
    • 5.7  When SHARING BOOKS – I can listen to and discuss a wide range of non-fiction texts
    • 5.8   When SHARING BOOKS I can discuss word meanings, linking new meanings to those already known i.e. ‘Explore’ means to go and find things or to travel through to learn about
    • 5.9 I can link what I read or hear to my own experience and answer questions to develop this skill i.e. Has anyone else been on a holiday like the characters in the story?  What kind of things did you see when you went to the beach?  What was your favourite thing?  How did you feel?
  • 6. Understand both the books they can already read accurately and fluently and those they listen to by: Checking that the text makes sense to them;  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 (Comprehension)  (See CPTSA BOOK MARKS for comprehension questions)
    • 6.1 At an Instructional level I can read with an accuracy rate of 90%- 94% - At this stage my teacher will still be supporting me to develop reading strategies such as self-correction, phonic decoding, sight vocabulary and use of picture clues.
    • 6.2  If I am stuck I can go back and sound out the text using phonics as my key strategy (unless with common exception words)
    • 6.3 At Instructional level I will be reading books from the PINK, RED, YELLOW, BLUE and GREEN equivalent until I am able to read ORANGE and TURQUOISE BOOK BANDED equivalent books confidently and independently by the end of year 1
    • 6.4 I am able to read independently and with accuracy books from the ORANGE BOOK BANDED range by the end of year 1.  I can read with over 95% accuracy, allowing for 5% of errors and being confident to self-correct. (ORANGE BOOK BAND)
    • 6.5  I can draw on the information I already know or on background information and vocabulary provided by my teacher to enable me to answer questions
    • 6.6  I can participate in discussion about what is read to me, taking turns and listening to what others say
    • 6.7  I can explain clearly my understanding of what is read to me
    • 6.8  Using a range of reading strategies such as phonic decoding, sight vocabulary and use of picture clues I can self-correct my reading when something doesn’t make sense
    • 6.9   I can discuss WHAT I think the book is about from the title
    • 6.10  I can discuss WHY I think that characters have behaved in a certain way
    • 6.11 I can discuss WHAT I think I would do during certain parts of the text.  I can give an opinion
    • 6.12  I can discuss WHY I think a character might be feeling a certain way e.g. happy, sad, frightened or cross
Year 2
  • Develops pleasure in reading, motivation to read, vocabulary and understanding by:
    • 8. 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; (Comprehension) (See STEP UP resources)
      • 8.1  I can listen to, discuss and express views about a wide range of shared class texts at story time  (poetry, non-fiction and fiction) Shared class texts during guide reading  (poetry, non-fiction and fiction) RESOURCE:  Question prompts on reverse of guided reading record
      • 8.2  I can listen to, discuss and express views about a wide range of shared class texts during units of work  (poetry, non-fiction and fiction)
      • 8.3  I can listen to, discuss and express views about a wide range of shared class texts at story time during guide reading  (poetry, non-fiction and fiction)
    • 9. Discussing the sequence of events in books and how items of information are related; (Comprehension) (See STEP UP resources)
      • 9.1  I can discuss the sequence of events in books during story time and how items of information are related (poetry, non-fiction and fiction)
      • 9.2  I can discuss the sequence of events in books during units of work and how items of information are related (poetry, non-fiction and fiction)
      • 9.3 I can discuss the sequence of events in books during guided reading and how items of information are related (poetry, non-fiction and fiction)
    • 10.    Becoming increasingly familiar with a wider range of stories, fairy stories and traditional tales;  (Comprehension)
      • 10.1 I am becoming increasingly familiar with a wider range of stories through guided reading sessions, class story time and units of work covered in English
      • 10.2 I am becoming increasingly familiar with a wider range of fairy stories through guided reading sessions, class story time and units of work covered in English
      • 10.3 I understand that fairy stories are magical, idealized, or extremely happy
      • 10.4 I am becoming increasingly familiar with a wider range of traditional tales through guided reading sessions, class story time and units of work covered in English
      • 10.5 I understand that traditional tales are stories that have been passed down through generations orally and are commonly known
    • 11.    Retelling a range of stories, fairy stories and traditional tales; (Comprehension)
      • 11.1 I can recognise and join in with predictable phrases e.g. “In a dark, dark house. In a dark, dark street.”  “They pulled and they pulled and they pulled but still the enormous turnip would not move.”
      • 11.2  I can retell stories that I am familiar with by sequencing key events
    • 12.    Being introduced to non-fiction books that are structured in different ways.  (Comprehension)
      • 12.1 I know that non-fiction books are structured in different ways to fiction books and can discuss a range of layout features such as text boxes, titles, contents pages, indexes and glossaries.
    • 13.    Checking that the text makes sense to them as they read and correcting inaccurate reading;   (Comprehension)
      • 13.1 I attempt to self-correct by using phonic strategies and by replacing the word if it doesn’t make sense
      • 13.2  I use a range of reading strategies help check that the text makes sense such as self-correction, phonic decoding, sight vocabulary and use of picture clues
    • 14.    Making inferences on the basis of what is being said and done (Comprehension)
      • 14.1  I understand that ‘inference’ is an educated guess; an idea or conclusion that is drawn from evidence and reasoning from reading texts
      • 14.1 I can make inferences about shared class texts at story time, during units of work and in guided reading sessions  (poetry, non-fiction and fiction)
    • 15.    Answering and asking questions (Comprehension)
    • 16.    Predicting what might happen on the basis of what has been read so far. (Comprehension)
      • 16.1  I understand that a prediction is what someone thinks will happen.
      • 16.2 I can make predictions about shared class texts at story time, during units of work and in guided reading sessions  (poetry, non-fiction and fiction)
    • 17.    Participating in discussions about books, poems and other works that are read to them and those they can read for themselves, taking turns and listening to what others say  (Comprehension)

Word reading

Year 1
  • 1. Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes (Word Reading)
    • 1.1 I can apply phonic knowledge and skills as the route to decode words
    • 1.2 I can confidently read Phase 2  letters and sounds within words Phase 2 decodable words:  a  an  as  at  if  in  is  it  of  off  an   can   dad   had   back   and   get   big   him   his   not   got   up   mum   but   put
    • 1.3  I can confidently read Phase 3  letters and sounds within words Phase 3 decodable words: will   that   this   then   them   with   see   for   now   down   look   too
    • 1.4  I can confidently read Phase 4  letters and sounds within words Phase 4 decodable words:  went   it’s   from   children   just   help
    • 1.5  I can confidently read Phase 5  letters and sounds within words Phase 5 decodable words:  don’t   old   I’m   by   time   house   about   your   day   made   came   make   here   saw   very   put
  • 2. Read accurately by blending sounds in unfamiliar words  containing GPCs (Grapheme/Phoneme Correspondence) that have been taught (Word Reading)
    • 2.1. I can confidently read 32 to 40 real and pseudo words in a phonics screening check by Summer term
    • 2.2  I am able to read words containing Phase 2/3 digraphs: qu, ch, sh, th, ng, ff, ll, ss, zz
    • 2.3  I am able to read words containing Phase 3 Letters and sounds (vowel digraphs): ‘ai’ e.g. rain train Spain;...SEE LEARNING LOCKER
    • 2.4  I am able to read words containing Phase 5 Letters and sounds  (a,e,i,o,u – vowel sounds): ‘ay’ e.g tray play say; ‘a-e’ e.g. made cake game;... SEE LEARNING LOCKER
    • 2.5  I am able to read words containing alternative pronunciations of digraphs: ‘ie’ – e.g chief, field, thief; ‘ea’ – e.g head, bread, meant, instead, read (past tense)
    • 2.6 I am able to read words ending in… ‘-y’   e.g.  very   happy   funny   party   family
    • 2.7 I am able to read words with new consonant spellings: /f/ sound e.g.  ‘ph’  as in dolphin   alphabet   phonics   elephant; /w/ sound e.g.  ‘wh’ as in when   where   which   wheel   while
    • 2.8 I am able to read words containing the /k/ sound: K rather than c before e, I and y e.g.  Kent    sketch    kit    skin    frisky
    • 2.9 I am able to read words with the prefix –un added to the beginning of a word without any change to the spelling of the root word e.g.  unhappy    undo    unload    unfair    unlock
    • 2.10 I understand the meaning of compound words as a word containing at least two root words.  Each part of the longer word is spelt as if it were a word on its own e.g.  football    playground    farmyard    bedroom    blackberry
  • 3. Read common exception words (Tricky words), noting unusual correspondences between spelling and sound and where these occur in a word (Word Reading)
    • 3.1  I can confidently read phase 2 Tricky words:   the   to   I   no   go   into -  read in Rec and read and write in Yr 1
    • 3.2  I can confidently read Phase 3 Tricky words:  you   they   all   are   my   her   he   she   we   me   be   was
    • 3.3  I can confidently read Phase 4 Tricky words:  said   have   like   so   do   some   come   were   there   little   one   when   out   what
    • 3.4  I can confidently read Phase 5 Tricky words:  oh   their   people   Mr   Mrs   looked   called   asked   could
  • 4.  Read 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 (Word Reading)
    • 4.1  Using phonics as my main strategy I can read books which are from a range of schemes and are the equivalent of the TURQUOISE and ORANGE BOOK BANDS by the end of year 1
    • 4.2  Using phonics as my main strategy I can re-read the equivalent of books from the pink, red, yellow, blue and green BOOK BANDS until I am confidently able to read books at the ORANGE and TURQUOISE bands by the end of year 1
Year 2
  • 1. Reads accurately by blending the sounds in words that contain the graphemes taught so far especially recognising alternative sounds for graphemes  (Word Reading)
    • 1.1 I can confidently read 32 to 40 real and pseudo words in a phonics screening check
    • 1.2 I can continue to apply my phonic knowledge and skills to decode words until my automatic decoding has become embedded and my reading is fluent (GOLD BOOK BAND and beyond)
    • 1.3 I can blend sounds in words and recognise alternative pronunciations as I read (Phase 5) e.g.  ie – pie or chief; ea – sea or  head; a – hat or acorn or was; e – bed or he; i – tin or find; o  – hot or no; u – but or put or music; ow – down or glow; er – farmer or  fern; ou – out or you or could or mould; y – yes or by or gym or very; ch – chin or school or chef; c – cat or ice; g – got or gym; ey – money or they
  • 2. Reads accurately words of two or more syllables that contain the same graphemes as 1.3 above (Word Reading)
    • 2.1 I can read words of 2 or more syllables containing GPCs already taught in Phase 5 e.g. crayon, value, gentle, chemist, unicorn, pyramid, future, mountain, dolphin, explode, naughty, thirsty, money, badge, world
  • 3. Read words containing common suffixes (Word Reading)
    • 3.1 I can read words containing year 1 common suffixes –s, -es, -ing, -ed, -er and –est endings
    • 3.2 I can read words containing year 2 common suffixes  –ness, -ful, -less, -ly, and -tion
  • 4. Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. (Word Reading)
    • 4.1 I can read phase 5 irregular or ‘tricky words’ from year 1 confidently (Autumn Term recap)
    • 4.2 I can read common exception words from the Year 2 appendices such as; because, everybody, beautiful, would, Mr, Mrs and whole
  • 5. Reads most words at an instructional level 93-95 per cent (NAHT KPI) quickly and accurately without overt sounding and blending, when they have been frequently encountered  (Interim framework suggests over 90 words per minute)
    • 5.1 At Instructional level I can read with an accuracy rate of 90%- 94% - At this stage my teacher will still be supporting me to develop reading strategies such as self-correction, phonic decoding, sight vocabulary and use of picture clues.
    • 5.2 At Instructional level I will be reading books from the ORANGE, TURQUOISE and PURPLE BOOK BAND equivalent until I am able to read confidently and independently.
    • 5.3 I am able to read Independently and with accuracy books from the GOLD BOOK BANDED range by the end of year 2.  I can read with over 95% accuracy, allowing for 5% of errors and being confident to self-correct. (GOLD BOOK BAND)
  • 6. Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation (GOLD BOOK BAND EQUIVELANT)
    • 6.1 I am able to use a range of strategies such as self-correction, phonic decoding, sight vocabulary and use of picture clues to enable me to read books with growing confidence and fluency from the ORANGE book band through to the equivalent of GOLD book bands by the end of year 2.
    • 6.2 By the end of year 2 I can read books equivalent to the GOLD BOOK BAND range.
  • 7. Re-reads these books to build up their fluency and confidence in word reading (Word Reading)
    • 7.1  I can re-reads books from the equivalent of BOOK BAND ORANGE to GOLD to build up my fluency and confidence in word reading (real books and scheme books)

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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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 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
  • 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 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
  • 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 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
  • 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 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
  • 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
  • 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 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]
  • 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
  • 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
  • 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 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]
  • 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
  • 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
  • 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 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]
  • 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
  • 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
  • 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 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]
  • 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
  • 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
    • Participate in discussions and debates
      • Participates in presentations
      • Participates in performances, role play/improvisations
  • 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
    • Listens appropriately to adults and their peers
      • 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
    • Articulate and justify answers
      • Articulate and justify arguments
      • Articulate and justify 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
    • Participate in discussionsand debates
      • Participate in presentations
      • Participate in performances and role play/improvisations
  • 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
    • Draws and translate simple shapes on the coordinate plane
      • 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
    • Interprets pie charts and uses these to solve problems
      • Interprets 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
    • Compares and classifies geometric shapes based on their properties and sizes
    • Find unknown angles in any triangles
      • Find unknown angles in any quadrilaterals
      • Find unknown angles in any 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
    • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite
      • Find missing angles

Measurement