St James Church of England Primary School


Key Stage 1 Art and design

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • A1 To use a range of materials creatively to design and make products
  • A2 To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • A3 To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • A4 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

  • A1 To use a range of materials creatively to design and make products
  • A2 To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • A3 To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • A4 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

  • C1 Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • C2 Create and debug simple programs
  • C3 Use logical reasoning to predict the behaviour of simple programs
  • C4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • C5 Recognise common uses of information technology beyond school
  • C6 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

  • C1 Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • C2 Create and debug simple programs
  • C3 Use logical reasoning to predict the behaviour of simple programs
  • C4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • C5 Recognise common uses of information technology beyond school
  • C6 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
  • DT9 Use the basic principles of a healthy and varied diet to prepare dishes
  • DT10 Understand where food comes from
Year 2
  • DT9 Use the basic principles of a healthy and varied diet to prepare dishes
  • DT10 Understand where food comes from

Design

Year 1
  • DT1 Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • DT2 Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Year 2
  • DT1 Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • DT2 Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Evaluate

Year 1
  • DT6 Evaluate their ideas and products against design criteria
Year 2
  • DT5 Explore and evaluate a range of existing products
  • DT6 Evaluate their ideas and products against design criteria

Make

Year 1
  • DT3 Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • DT4 Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Year 2
  • DT3 Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • DT4 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
  • DT7 Build structures, exploring how they can be made stronger, stiffer and more stable
  • DT8 Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Year 2
  • DT7 Build structures, exploring how they can be made stronger, stiffer and more stable
  • DT8 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
  • G7 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
  • G10 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
  • G7 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
  • G8 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
  • G9 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
  • G10 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
  • G4 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:
    • G5 Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • G6 Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Year 2
  • G4 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:
    • G5 Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • G6 Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Locational knowledge

Year 1
  • G2 Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Year 2
  • G1 Name and locate the world’s 7 continents and 5 oceans
  • G2 Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

Year 1
  • G3 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
  • G3 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

  • H1 Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
  • H2 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]
  • H3 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]
  • H4 Significant historical events, people and places in their own locality

Year 2

  • H1 Changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
  • H2 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]
  • H3 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]
  • H4 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 2
  • 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:
Year 2
  • 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
  • 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
  • Solves simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Number - addition and subtraction

Year 1
  • Represent and use number bonds and related subtraction facts within 20
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.

Number - fractions

Year 1
  • Recognises, finds and names a half as one of two equal parts of an object, shape or quantity
Year 2
  • Recognises, find, name and write fractions ⅓, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity

Number - multiplication and division

Year 2
  • Recalls and use multiplication and division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers
  • 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
Year 2
  • Count in steps of two, three, and five from 0, and in 10s from any number, forward and backward
  • Compares and orders numbers from 0 up to 100
  • Uses < > and = signs correctly
  • Uses place value and number facts to solve problems

Statistics

Year 2
  • Asks and answers questions about totalling and comparing categorical data

Key Stage 1 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Mu1 Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Mu2 Play tuned and untuned instruments musically
  • Mu3 Listen with concentration and understanding to a range of high-quality live and recorded music
  • Mu4 Experiment with, create, select and combine sounds using the interrelated dimensions of music

Year 2

  • Mu1 Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Mu2 Play tuned and untuned instruments musically
  • Mu3 Listen with concentration and understanding to a range of high-quality live and recorded music
  • Mu4 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

  • PE1 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
  • PE2 Participate in team games, developing simple tactics for attacking and defending
  • PE3 Perform dances using simple movement patterns

Year 2

  • PE1 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
  • PE2 Participate in team games, developing simple tactics for attacking and defending
  • PE3 Perform dances using simple movement patterns

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
    • Becoming very familiar with key stories, fairy stories and traditional tales
  • Understands 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
    • As they read, correcting inaccurate reading
    • Discussing the significance of the title and events
    • Predicting what might happen on the basis of what has been read so far
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
  • Understand both the books that they can already read accurately and fluently and those that they listen to by:
    • 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

Word reading

Year 1
  • Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Reads accurately by blending sounds in unfamiliar words
  • Reads common exception words
  • 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
Year 2
  • 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
  • Reads most words at an instructional level 93-95 per cent quickly and accurately without overt sounding and blending, when they have been frequently encountered
  • Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-reads these books to build up their fluency and confidence in word reading

Key Stage 1 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

Year 1
  • Sc3 Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • Sc4 Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Sc5 Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • Sc5 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
  • Sc7 Notice that animals, including humans, have offspring which grow into adults
  • Sc8 Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • Sc9 Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Everyday materials

Year 1
  • Sc7 Distinguish between an object and the material from which it is made
  • Sc8 Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • Sc9 Describe the simple physical properties of a variety of everyday materials
  • Sc10 Compare and group together a variety of everyday materials on the basis of their simple physical properties

Living things and their habitats

Year 2
  • Sc1 Explore and compare the differences between things that are living, dead, and things that have never been alive
  • Sc2 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
  • Sc3 Identify and name a variety of plants and animals in their habitats, including microhabitats
  • Sc4 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
  • Sc1 Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • Sc2 Identify and describe the basic structure of a variety of common flowering plants, including trees
Year 2
  • Sc5 Observe and describe how seeds and bulbs grow into mature plants
  • Sc6 Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Seasonal changes

Year 1
  • Sc11 Observe changes across the 4 seasons
  • Sc12 Observe and describe weather associated with the seasons and how day length varies

Uses of everyday materials

Year 2
  • Sc10 Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • Sc11 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
  • ScWS1 Asking simple questions and recognising that they can be answered in different ways
  • ScWS2 Observing closely, using simple equipment
  • ScWS3 Performing simple tests
  • ScWS4 Identifying and classifying
  • ScWS5 Using their observations and ideas to suggest answers to questions
  • ScWS6 Gathering and recording data to help in answering questions
Year 2
  • ScWS1 Asking simple questions and recognising that they can be answered in different ways
  • ScWS2 Observing closely, using simple equipment
  • ScWS3 Performing simple tests
  • ScWS4 Identifying and classifying
  • ScWS5 Using their observations and ideas to suggest answers to questions
  • ScWS6 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:
    • Sequencing sentences to form short narratives
    • Re-reading what they have written to check that it makes sense
Year 2
  • Develops positive attitudes towards, and stamina for, writing, by writing for different purposes
  • 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:
    • 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.

Handwriting

Year 1
  • Begins to form lower-case letters in the correct direction, starting and finishing in the right place
Year 2
  • Writes capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

Transcription - Spelling

Year 1
  • Spells words containing each of the 40+ phonemes already taught
  • Names the letters of the alphabet in order
  • Writes from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

Vocabulary, grammar and punctuation

Year 1
  • Introduces capital letters, full stops, question marks and exclamation marks to demarcate sentences
Year 2
  • Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences
  • Use commas to separate items in a list
  • 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

Key Stage 2 Art and design

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • A1 To create sketch books to record their observations and use them to review and revisit ideas
  • A2 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]
  • A3 About great artists, architects and designers in history

Year 4

  • A1 To create sketch books to record their observations and use them to review and revisit ideas
  • A2 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]
  • A3 About great artists, architects and designers in history

Year 5

  • A1 To create sketch books to record their observations and use them to review and revisit ideas
  • A2 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]
  • A3 About great artists, architects and designers in history

Year 6

  • A1 To create sketch books to record their observations and use them to review and revisit ideas
  • A2 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]
  • A3 About great artists, architects and designers in history

Key Stage 2 Computing

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • C1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • C2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • C3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • C4 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
  • C5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • C6 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
  • C7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 4

  • C1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • C2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • C3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • C4 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
  • C5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • C6 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
  • C7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 5

  • C1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • C2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • C3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • C4 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
  • C5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • C6 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
  • C7 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 6

  • C1 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • C2 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • C3 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • C4 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
  • C5 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • C6 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
  • C7 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
  • DT12 Understand and apply the principles of a healthy and varied diet
  • DT13 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • DT14 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
  • DT12 Understand and apply the principles of a healthy and varied diet
  • DT13 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • DT14 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5
  • DT12 Understand and apply the principles of a healthy and varied diet
  • DT13 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • DT14 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6
  • DT12 Understand and apply the principles of a healthy and varied diet
  • DT13 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • DT14 Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Design

Year 3
  • DT1 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
  • DT2 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
  • DT1 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
  • DT2 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
  • DT1 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
  • DT2 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
  • DT1 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
  • DT2 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 4
  • DT5 Investigate and analyse a range of existing products
  • DT6 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • DT7 Understand how key events and individuals in design and technology have helped shape the world
Year 5
  • DT5 Investigate and analyse a range of existing products
  • DT6 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Year 6
  • DT5 Investigate and analyse a range of existing products
  • DT6 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Make

Year 3
  • DT3 Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • DT4 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
  • DT3 Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • DT4 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
  • DT3 Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • DT4 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
  • DT3 Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • DT4 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
  • DT10 Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
Year 4
  • DT8 Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Year 5
  • DT8 Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • DT9 Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • DT11 Apply their understanding of computing to program, monitor and control their products
Year 6
  • DT10 Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • DT11 Apply their understanding of computing to program, monitor and control their products

Key Stage 2 English

National Curriculum England 2014 - NAHT Assessment Framework

Spoken language

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

Key Stage 2 Geography

National Curriculum England 2014 - NAHT Assessment Framework

Geographical skills and fieldwork

Year 3
  • G7 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • G8 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
  • G9 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
  • G7 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • G8 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
  • G9 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
  • G7 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • G9 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
  • G7 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • G8 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
  • G9 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:
    • G5 Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
Year 4
  • Describe and understand key aspects of:
    • G5 Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • G6 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:
    • G5 Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • G6 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:
    • G5 Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    • G6 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
  • G1 Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • G3 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
  • G1 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
  • G2 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
  • G3 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
  • G1 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
  • G3 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
  • G1 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
  • G2 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
  • G3 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
  • G4 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
  • G4 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
  • G4 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

  • H1 Changes in Britain from the Stone Age to the Iron Age
  • H2 The Roman Empire and its impact on Britain

Year 4

  • H5 A local history study
  • H7 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

Year 5

  • H3 Britain’s settlement by Anglo-Saxons and Scots
  • H4 The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • H6 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Year 6

  • H5 A local history study
  • H6 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • H8 Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • H9 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
  • L1 Listen attentively to spoken language and show understanding by joining in and responding
  • L2 Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • L3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • L4 Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • L5 Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • L6 Present ideas and information orally to a range of audiences*
  • L7 Read carefully and show understanding of words, phrases and simple writing
  • L8 Appreciate stories, songs, poems and rhymes in the language
  • L9 Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • L10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • L11 Describe people, places, things and actions orally* and in writing
  • L12 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
  • L1 Listen attentively to spoken language and show understanding by joining in and responding
  • L2 Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • L3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • L4 Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • L5 Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • L6 Present ideas and information orally to a range of audiences*
  • L7 Read carefully and show understanding of words, phrases and simple writing
  • L8 Appreciate stories, songs, poems and rhymes in the language
  • L9 Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • L10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • L11 Describe people, places, things and actions orally* and in writing
  • L12 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
  • L1 Listen attentively to spoken language and show understanding by joining in and responding
  • L2 Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • L3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • L4 Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • L5 Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • L6 Present ideas and information orally to a range of audiences*
  • L7 Read carefully and show understanding of words, phrases and simple writing
  • L8 Appreciate stories, songs, poems and rhymes in the language
  • L9 Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • L10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • L11 Describe people, places, things and actions orally* and in writing
  • L12 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
  • L1 Listen attentively to spoken language and show understanding by joining in and responding
  • L2 Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • L3 Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • L4 Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • L5 Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • L6 Present ideas and information orally to a range of audiences*
  • L7 Read carefully and show understanding of words, phrases and simple writing
  • L8 Appreciate stories, songs, poems and rhymes in the language
  • L9 Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • L10 Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • L11 Describe people, places, things and actions orally* and in writing
  • L12 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

Geometry - position and direction

Year 4
  • Plots specified points and draw sides to complete a given polygon
Year 6
  • Draws and translate simple shapes on the coordinate plane and reflect them in the axes
  • Interprets pie charts and line graphs and uses these to solve problems

Geometry - properties of shapes

Year 4
  • Compares and classifies geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
  • Identify lines of symmetry in two dimensional shapes presented in different orientations
Year 5
  • Draws given angles, and measure them in degrees (°)
  • Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles
Year 6
  • Compares and classifies geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

Measurement

Year 3
  • Measures, compare, adds and subtracts lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
  • Adds and subtracts amounts of money to give change, using both £ and p in practical contexts
  • Tells and writes the time from an analogue clock and 12-hour and 24-hour clocks
  • Identifies right angles, recognises that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identifies whether angles are greater than or less than a right angle
Year 4
  • Converts between different units of measure e.g. kilometre to metre; hour to minute
Year 5
  • Converts between different units of metric measure eg kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre
  • Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres
  • Calculates and compares the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²)
Year 6
  • Uses, reads, writes and converts between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

Number - addition and subtraction

Year 3
  • Add and subtract numbers mentally including:
    • A three-digit number and ones
    • A three-digit number and tens
    • A three-digit number and hundreds
Year 4
  • Solves addition and subtraction two-step problems in context, deciding which operations and methods to use and why
Year 5
  • Adds and subtracts whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
  • Adds and subtracts numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162)

Number - addition, subtraction, multiplication and division

Year 6
  • Multiplies multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication
  • Divides numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
  • Solves addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • Uses estimation to check answers to calculations and determines, in the context of a problem, an appropriate degree of accuracy

Number - fractions

Year 3
  • Counts up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
  • Recognises, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  • Recognises and shows, using diagrams, equivalent fractions with small denominators
Year 4
  • Recognises and shows, using diagrams, families of common equivalent fractions
  • Counts up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10
  • Rounds decimals with one decimal place to the nearest whole number
  • Solves simple measure and money problems involving fractions and decimals to two decimal places
Year 5
  • Compares and orders fractions whose denominators are all multiples of the same number
  • Read and write decimal numbers as fractions e.g. 0.71 = 71/100
  • Reads, writes, orders and compares numbers with up to 3 decimal places
  • Solves problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘ and those fractions with a denominator of a multiple of 10 or 25
Year 6
  • Uses written division methods in cases where the answer has up to two decimal places
  • Solves problems which require answers to be rounded to specified degrees of accuracy
  • Recalls and uses equivalences between simple fractions, decimals and percentages, including in different contexts

Number - multiplication and division

Year 3
  • Recalls and uses multiplication and division facts for the multiplication tables:
    • Three;
    • Four; and
    • Eight.
  • Writes and calculates mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
Year 4
  • Recalls multiplication and division facts for multiplication tables up to 12 x 12
Year 5
  • Identifies multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
  • Solves problems involving multiplication and division, including using a knowledge of factors and multiples, squares and cubes
  • Solves problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Number - number and place value

Year 3
  • Counts from 0 in multiples of four, eight, 50 and 100
  • Can work out if a given number is greater or less than 10 or 100
  • Recognises the place value of each digit in a 3-digit number (hundreds, tens and ones)
  • Solves number problems and practical problems involving these ideas
Year 4
  • Count in multiples of six, seven, nine, 25 and 1,000
  • Counts backwards through 0 to include negative numbers
  • Orders and compares numbers beyond 1,000
  • Rounds any number to the nearest 10, 100 or 1,000
Year 5
  • Reads, writes, orders and compares numbers to at least 1,000,000 and determine the value of each digit
  • Interprets negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
Year 6
  • Rounds any whole number to a required degree of accuracy
  • Uses negative numbers in context, and calculate intervals across zero

Ratio and proportion

Year 6
  • Solve problems involving the calculation of percentages eg of measures and such as 15% of 360, and the use of percentages for comparison
  • Solves problems involving unequal sharing and grouping using knowledge of fractions and multiples

Statistics

Year 3
  • Interprets and presents data using bar charts, pictograms and tables
Year 4
  • Solves comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Year 5
  • Completes, reads and interprets information in tables, including timetables
Year 6
  • Calculates and interprets the mean as an average

Key Stage 2 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • Mu5 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Mu6 Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Mu7 Listen with attention to detail and recall sounds with increasing aural memory
  • Mu8 Use and understand staff and other musical notations
  • Mu9 Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Mu10 Develop an understanding of the history of music

Year 4

  • Mu5 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Mu6 Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Mu7 Listen with attention to detail and recall sounds with increasing aural memory
  • Mu8 Use and understand staff and other musical notations
  • Mu9 Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Mu10 Develop an understanding of the history of music

Year 5

  • Mu5 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Mu6 Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Mu7 Listen with attention to detail and recall sounds with increasing aural memory
  • Mu8 and understand staff and other musical notations
  • Mu9 Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Mu10 Develop an understanding of the history of music

Year 6

  • Mu5 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Mu6 Improvise and compose music for a range of purposes using the interrelated dimensions of music
  • Mu7 Listen with attention to detail and recall sounds with increasing aural memory
  • Mu8 Use and understand staff and other musical notations
  • Mu9 Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Mu10 Develop an understanding of the history of music

Key Stage 2 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • PE1 Use running, jumping, throwing and catching in isolation and in combination
  • PE2 Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • PE3 Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • PE4 Perform dances using a range of movement patterns
  • PE5 Take part in outdoor and adventurous activity challenges both individually and within a team
  • PE6 Compare their performances with previous ones and demonstrate improvement to achieve their personal best
  • Swimming and Water Safety:

Year 4

  • PE1 Use running, jumping, throwing and catching in isolation and in combination
  • PE2 Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • PE3 Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • PE4 Perform dances using a range of movement patterns
  • PE5 Take part in outdoor and adventurous activity challenges both individually and within a team
  • PE6 Compare their performances with previous ones and demonstrate improvement to achieve their personal best
  • Swimming and Water Safety:

Year 5

  • PE1 Use running, jumping, throwing and catching in isolation and in combination
  • PE2 Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • PE3 Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • PE4 Perform dances using a range of movement patterns
  • PE5 Take part in outdoor and adventurous activity challenges both individually and within a team
  • PE6 Compare their performances with previous ones and demonstrate improvement to achieve their personal best

Year 6

  • PE1 Use running, jumping, throwing and catching in isolation and in combination
  • PE2 Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • PE3 Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • PE4 Perform dances using a range of movement patterns
  • PE5 Take part in outdoor and adventurous activity challenges both individually and within a team
  • PE6 Compare their performances with previous ones and demonstrate improvement to achieve their personal best

Key Stage 2 Reading

National Curriculum England 2014 - NAHT Assessment Framework

Comprehension

Year 3
  • Develops positive attitudes to reading, and an understanding of what they read, by:
    • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • Using dictionaries to check the meaning of words that they have read
    • Identifying themes and conventions in a wide range of books
  • Understands what they have read independently by:
    • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • Predicting what might happen from details stated and implied
  • Retrieves and records information from non-fiction
Year 4
  • Listens to and discusses a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • Uses dictionaries to check the meaning of words that have been read
  • Identifies themes and conventions in a wide range of books
  • Checks that the text makes sense to the individual, discussing his understanding and explaining the meaning of words in context
  • Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions and justifies inferences with evidence
  • Predicts what might happen from details stated and implied
  • Identifies main ideas drawn from more than one paragraph and summarises these
  • Retrieves and record information from non-fiction
Year 5
  • Increases familiarity with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context
  • Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • Retrieves, records and presents information from non-fiction
  • Participates in discussions about books that are read to the child and those that can be read independently
  • Provides reasoned justifications for their views about a book
Year 6
  • Increases familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context
  • Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • Retrieves, records and presents information from non-fiction
  • Participates in discussions about books that are read to the individual and those that can be read independently
  • Provides reasoned justifications for their views about a book

Word reading

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

Key Stage 2 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

Year 3
  • Sc5 Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • Sc6 Identify that humans and some other animals have skeletons and muscles for support, protection and movement
Year 4
  • Sc4 Describe the simple functions of the basic parts of the digestive system in humans
  • Sc5 Identify the different types of teeth in humans and their simple functions
  • Sc6 Construct and interpret a variety of food chains, identifying producers, predators and prey
Year 5
  • Sc3 Describe the changes as humans develop to old age
Year 6
  • Sc3 Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • Sc4 Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • Sc5 Describe the ways in which nutrients and water are transported within animals, including humans

Earth and space

Year 5
  • Sc10 Describe the movement of the earth and other planets relative to the sun in the solar system
  • Sc11 Describe the movement of the moon relative to the earth
  • Sc12 Describe the sun, earth and moon as approximately spherical bodies
  • Sc13 Use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Electricity

Year 4
  • Sc15 Identify common appliances that run on electricity
  • Sc16 Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • Sc17 Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • Sc18 Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • Sc19 Recognise some common conductors and insulators, and associate metals with being good conductors
Year 6
  • Sc13 Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • Sc14 Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • Sc15 Use recognised symbols when representing a simple circuit in a diagram

Evolution and inheritance

Year 6
  • Sc6 Recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago
  • Sc7 Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • Sc8 Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Forces

Year 5
  • Sc14 Explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object
  • Sc15 Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
  • Sc16 Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Forces and magnets

Year 3
  • Sc15 Compare how things move on different surfaces
  • Sc16 Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
  • Sc17 Observe how magnets attract or repel each other and attract some materials and not others
  • Sc18 Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • Sc19 Describe magnets as having 2 poles
  • Sc20 Predict whether 2 magnets will attract or repel each other, depending on which poles are facing

Light

Year 3
  • Sc10 Recognise that they need light in order to see things and that dark is the absence of light
  • Sc11 Notice that light is reflected from surfaces
  • Sc12 Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • Sc13 Recognise that shadows are formed when the light from a light source is blocked by a solid object
  • Sc14 Find patterns in the way that the size of shadows change
Year 6
  • Sc9 Recognise that light appears to travel in straight lines
  • Sc10 Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • Sc11 Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • Sc12 Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Living things and their habitats

Year 4
  • Sc1 Recognise that living things can be grouped in a variety of ways
  • Sc2 Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Sc3 Recognise that environments can change and that this can sometimes pose dangers to living things
Year 5
  • Sc1 Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • Sc2 Describe the life process of reproduction in some plants and animals
Year 6
  • Sc1 Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • Sc2 Give reasons for classifying plants and animals based on specific characteristics

Plants

Year 3
  • Sc1 Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • Sc2 Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • Sc3 Investigate the way in which water is transported within plants
  • Sc4 Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Properties and changes of materials

Year 5
  • Sc4 Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • Sc5 Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • Sc6 Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • Sc7 Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • Sc8 Demonstrate that dissolving, mixing and changes of state are reversible changes
  • Sc9 Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Rocks

Year 3
  • Sc7 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • Sc8 Describe in simple terms how fossils are formed when things that have lived are trapped within rock
  • Sc9 Recognise that soils are made from rocks and organic matter

Sound

Year 4
  • Sc10 Identify how sounds are made, associating some of them with something vibrating
  • Sc11 Recognise that vibrations from sounds travel through a medium to the ear
  • Sc12 Find patterns between the pitch of a sound and features of the object that produced it
  • Sc13 Find patterns between the volume of a sound and the strength of the vibrations that produced it
  • Sc14 Recognise that sounds get fainter as the distance from the sound source increases

States of matter

Year 4
  • Sc7 Compare and group materials together, according to whether they are solids, liquids or gases
  • Sc8 Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees celsius (°C)
  • Sc9 Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Working scientifically

Year 3
  • ScWS1 Asking relevant questions and using different types of scientific enquiries to answer them
  • ScWS2 Setting up simple practical enquiries, comparative and fair tests
  • ScWS3 Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • ScWs4 Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • ScWS5 Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • ScWS6 Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • ScWS7 Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • ScWS8 Identifying differences, similarities or changes related to simple scientific ideas and processes
  • ScWS9 Using straightforward scientific evidence to answer questions or to support their findings.
Year 4
  • ScWS1 Asking relevant questions and using different types of scientific enquiries to answer them
  • ScWS2 Setting up simple practical enquiries, comparative and fair tests
  • ScWS3 Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • ScWS4 Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • ScWS5 Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • ScWS6 Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • ScWS7 Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • ScWS8 Identifying differences, similarities or changes related to simple scientific ideas and processes
  • ScWS9 Using straightforward scientific evidence to answer questions or to support their findings.
Year 5
  • ScWS1 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • ScWS2 Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • ScWS3 Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • ScWS4 Using test results to make predictions to set up further comparative and fair tests
  • ScWS5 Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • ScWS6 Identifying scientific evidence that has been used to support or refute ideas or arguments
Year 6
  • ScWS1 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • ScWS2 Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • ScWS3 Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • ScWS4 Using test results to make predictions to set up further comparative and fair tests
  • ScWS5 Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • IScWS6 dentifying scientific evidence that has been used to support or refute ideas or arguments

Key Stage 2 Writing

National Curriculum England 2014 - NAHT Assessment Framework

Composition

Year 3
  • Organises paragraphs around a theme
  • In narratives, creates settings, characters and plot
  • Uses headings and sub-headings to aid presentation
  • Proof-reads for spelling and punctuation errors
Year 4
  • Organises paragraphs around a theme
  • In narratives, creates settings, characters and plot
  • Proof-reads for spelling and punctuation errors
Year 5
  • Identifies the audience for, and purpose of, the writing
  • Selects the appropriate form and uses other similar writing as models for their own
  • Describes settings, characters and atmosphere
  • Uses further organisational and presentational devices to structure text and to guide the reader (eg headings, bullet points, underlining)
  • Ensures the consistent and correct use of tense throughout a piece of writing
  • Proof-reads for spelling and punctuation errors
Year 6
  • Identifies the audience for, and purpose of, the writing
  • Selects the appropriate form and uses other similar writing as models for their own
  • Uses further organisational and presentational devices to structure text and to guide the reader (eg headings, bullet points, underlining)
  • Can describe settings, characters and atmosphere
  • Ensures the consistent and correct use of tense throughout a piece of writing
  • Proof-reads for spelling and punctuation errors

Transcription - Spelling

Year 4
  • Writes from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Vocabulary, grammar and punctuation

Year 3
  • Uses the present perfect form of verbs instead of the simple past eg ‘He has gone out to play’ in contrast to ‘He went out to play’
  • Expresses time, place and cause using conjunctions
  • Introduces inverted commas to punctuate direct speech
  • Uses the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel eg a rock, an open box
Year 4
  • Uses fronted adverbials
  • Can choose an appropriate pronoun or noun within and across sentences to aid cohesion and avoid repetition
  • Uses standard English forms for verb inflections instead of local spoken forms
  • Uses inverted commas and other punctuation to indicate direct speech
Year 5
  • Indicates degrees of possibility using adverbs (eg perhaps, surely) or modal verbs (eg might, should, will, must)
  • Uses commas to clarify meaning or avoid ambiguity
  • Converts nouns or adjectives into verbs using suffixes (eg -ate; -ise; -ify)
  • Uses devices to build cohesion within a paragraph (eg then, after that, this, firstly)
Year 6
  • Uses dictionaries to check the spelling and meaning of words
  • Can understand and apply the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (eg find out - discover; ask for - request; go in - enter)
  • Uses the passive voice to affect the presentation of information in a sentence (eg ‘I broke the window in the greenhouse’ versus ‘The window in the greenhouse was broken (by me)’
  • Uses the colon to introduce a list
  • Punctuates bullet points to list information
  • Can use layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text