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Pennine Way Primary Key Stage 1
Curriculum Documentation
Year 1 English Curriculum Outline
Reading – Word Reading
apply phonic knowledge and skills as the route to decode words
respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending sounds in unfamiliar words containing GPCs (grapheme-phoneme correspondences) that have been taught
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
read 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
re-read these books to build up their fluency and confidence in word reading.
Writing – Composition 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 aloud their writing clearly enough to be heard by their peers and the teacher.
Writing – Transcription Spelling (see English Appendix 1) Spell: -words containing each of the 40+ phonemes already taught -common exception words -the days of the week Name the letters of the alphabet: -naming the letters of the alphabet in order -using letter names to distinguish between alternative spellings of the same sound Add prefixes and suffixes: -using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs -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 -write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught.
Reading – Comprehension 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 read to their own experiences
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
recognising and joining in with predictable phrases
learning to appreciate rhymes and poems, and to recite some by heart.
discussing word meanings, linking new meanings to those already known Understand both the books they can already read accurately and fluently and those they listen to by:
drawing on what they already know or on background information and vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting inaccurate reading
discussing the significance of the title and events
making inferences on the basis of what is being said and done
predicting what might happen on the basis of what has been read so far participate in discussion about what is read to them, taking turns and listening to what others say
explain clearly their understanding of what is read to them.
Writing – Vocabulary, Grammar, Punctuation
Develop their understanding of the concepts set out in English Appendix 2 by:
leaving spaces between words
joining words and joining clauses using ‘and’
beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
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.
Writing – Handwriting
sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
Year 2 English Curriculum Outline
Reading – Word Reading
continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read accurately words of two or more syllables that contain the same graphemes as above
read words containing common suffixes
read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
re-read these books to build up their fluency and confidence in word reading.
Writing – Composition 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
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
encapsulating what they want to say, sentence by sentence.
Make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
read aloud what they have written with appropriate intonation to make the meaning clear.
Writing – Transcription Spelling (see English Appendix 1 Spell by:
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
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, include words using the GPCs, common exception words and punctuation taught.
Reading - Comprehension
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
discussing the sequence of events in books and how items of information are related
becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
being introduced to non-fiction books that are structured in different ways
recognising simple recurring literary language in stories and poetry
discussing and clarifying the meanings of words, linking new meanings to known vocabulary
discussing their favourite words and phrases
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
Understand both the books that they can already read accurately and fluently and those that they listen to by:
drawing on what they already know or on background information and vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting inaccurate reading
making inferences on the basis of what is being said and done
answering and asking questions
predicting what might happen on the basis of what has been read so far. Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say. Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Writing – Vocabulary, Grammar, Punctuation 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) .
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
subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
the grammar for year 2 in English Appendix 2
some features of written Standard English
use and understand the grammatical terminology in English Appendix 2 in discussing their writing.
Writing – Handwriting
form lower-case letters of the correct size relative to one another
start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
use spacing between words that reflects the size of the letters.
Year 1 Mathematics Curriculum Outline
Number – Numbers and Place Value
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, identify one more and one 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.
Number – Addition and Subtraction
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 zero
solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.
Number – Multiplication and Division
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.
Fractions
recognise, find and name a half as one of two equal parts of an object, shape or quantity
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Measurement Compare, describe and solve practical problems for:
lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
mass/weight [for example, heavy/light, heavier than, lighter than]
capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
time [for example, 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
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Geometry – Properties of Shapes
Recognise and name common 2-D and 3-D shapes,
including:
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Geometry – Position and Direction
describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Statistics Not at Year 1
Year 2 Mathematics Curriculum Outline
Number – Numbers and Place Value
count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
recognise the place value of each digit in a two-digit number (tens, ones)
identify, represent and estimate numbers using different representations, including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems.
Number – Addition and Subtraction Solve problems with addition and subtraction:
using concrete objects and pictorial representations, including those involving numbers, quantities and measures
applying their increasing knowledge of mental and written methods
recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
- a two-digit number and ones - a two-digit number and tens - two two-digit numbers - adding three one-digit numbers - show that addition of two numbers can
be done in any order (commutative) and subtraction of one 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 – Multiplication and Division
recall and use multiplication and division facts for the 2, 5 and 10 x tables, including recognising odd and even numbers
calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Fractions
recognise, find, name and write
fractions 1/3, ¼, 2/4 ¾ of a length, shape, set of objects or quantity
write simple fractions for example,
½ of 6 = 3 and recognise the equivalence of
2/4 and ½.
Measurement
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
solve 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.
Geometry – Properties of Shapes
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]
compare and sort common 2-D and 3-D shapes and everyday objects.
Geometry – Position and Direction
order and arrange combinations of mathematical objects in patterns and sequences
use 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).
Statistics
interpret and construct simple pictograms, tally charts, block diagrams and simple tables
ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
ask and answer questions about totalling and comparing categorical data.
Year 1 Science and Foundation Subjects Curriculum Outline
Science Working Scientifically -ask simple questions and recognise that they can be answered in different ways -observe closely, use simple equipment -perform simple tests -identify and classify -use their observations and ideas to suggest answers to questions -gather and record data to help in answering questions. Plants - identify basic plants, including deciduous and evergreen trees - identify basic plant parts in flowering plants and trees (roots, leaves, flowers, etc.) - identify & compare common animals, including fish, amphibians, reptiles, birds and mammals - identify and name 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 basic body parts, associate parts with senses. Everyday Materials -distinguish between objects & materials -identify & name common materials -describe simple properties of some materials -compare & classify materials based on physical properties. Seasonal Changes -observe changes across the four seasons -observe and describe weather associated with the seasons and how day length varies.
History
-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.
Computing (Key Stage 1) -Understand use of algorithms. -Create and debug simple programs. -Use logical reasoning to make predictions -Organise, store, retrieve & manipulate data. -Communicate online safely and respectfully. -Recognise uses of IT outside of school.
Modern Languages Italian conversation
Music -Sing songs , chants and rhymes -Play tuned & untuned instruments musically. -Listen & understand live and recorded music . -Make and combine sounds musically .
Geography (Key Stage 1)
Locational knowledge
-name and locate the world’s seven continents and five oceans
-name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.
Place knowledge -understand geographical similarities and differences through studying the human & physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Human and physical geography
-identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the N and S 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. Also key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.
Geographical skills and fieldwork
-use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage
-use directions (North, South, East and West) locational and directional language 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 geography of their school, its grounds and the key human and physical features of surrounding environment.
Art and Design (Key Stage 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
-develop range of art and design techniques in using colour, pattern, texture, line, shape, form and space
-learn 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.
Design and Technology (Key Stage 1) -design purposeful, functional & appealing products -generate, model & communicate ideas -use range of tools & materials to complete practical tasks -evaluate existing products & own ideas -build and improve structure & mechanism -understand where food comes from -use the basic principles of a healthy and varied diet to prepare dishes.
PE (Key Stage 1) - Master basic movement, e.g. running, jumping, throwing, catching, balance, agility and co-ordination. -Participate in team games developing tactics for attack and defence. -Perform dances using simple movement patterns. -Swimming proficiency at 25m (KS1 or KS2)
RE Continue to follow locally- agreed syllabus for RE .
Year 2 Science and Foundation Subjects Curriculum Outline
Science Working Scientifically -ask simple questions and recognise that they can be answered in different ways -observe closely, use simple equipment -perform simple tests -identify and classify -use their observations and ideas to suggest answers to questions -gather and record data to help in answering questions. Living Things and their Habitats -Differentiate living, dead and non-living. -Living things and their habitats, adapting and interdependence. -Identify and name a variety of plants and animals in their habitats, including micro-habitats -Simple food chains & habitats. Plants -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. Animals Including Humans -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. Materials -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.
History
-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.
Computing (Key Stage 1) -Understand use of algorithms. -Create and debug simple programs. -Use logical reasoning to make predictions -Organise, store, retrieve & manipulate data. -Communicate online safely and respectfully. -Recognise uses of IT outside of school.
Modern Languages Italian conversation
Music -Sing songs , chants and rhymes -Play tuned & untuned instruments musically. -Listen & understand live and recorded music . -Make and combine sounds musically .
Geography (Key Stage 1)
Locational knowledge
-name and locate the world’s seven continents and five oceans
-name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.
Place knowledge -understand geographical similarities and differences through studying the human & physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Human and physical geography
-identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the N and S 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. Also key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.
Geographical skills and fieldwork
-use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage
-use directions (North, South, East and West) locational and directional language 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 geography of their school, its grounds and the key human and physical features of surrounding environment.
Art and Design (Key Stage 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.
-Develop range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
-Learn 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.
Design and Technology (Key Stage 1) -Design purposeful, functional & appealing products. -Generate, model & communicate ideas. -Use range of tools & materials to complete practical tasks. -Evaluate existing products & own ideas. -Build and improve structure & mechanisms. -Understand where food comes from.
PE (Key Stage 1) - Master basic movement, e.g. running, jumping, throwing, catching, balance, agility and co-ordination. -Participate in team games developing tactics for attack and defence. -Perform dances using simple movement patterns. -Swimming proficiency at 25m (KS1 or KS2).
RE Continue to follow locally- agreed syllabus for RE.
Progressions in KS1 Science and Foundation Subjects
Science Knowledge and Understanding Work Scientifically
Year Explaining Science Classification Designing Experiments Data, Tables and Graphs Analysis and Evaluation
1 Uses relevant words when speaking. Short answers. Uses pictures or actions to help me
describe.
Sorts using simple instructions. Groups familiar things by broad
features. Uses senses.
Predicts with help. Aware that things change in an investigation.
Follows short instructions.
Uses positive whole numbers (0-20). Uses number track. Talks
about & draw observations. Uses pictograms.
Talks about number patterns. Says what has changed. Explores ways
to do things.
2 Recalls simple science facts. Recalls science words with help.
Talk & write short answers. Describes observed events.
Uses simple spider key. Groups using observable features. Says how properties are the same or
not.
Predicts simply. Lists common dangers. Identifies variables. Follows instructions in order.
Uses positive whole numbers (0-100). Uses number line. Records
in a simple table. Constructs pictograms & block charts.
Describes simple patterns in data. Describes what happened.
Suggests different ways to do things.
Extension for the
most able
Links science fact to the work. Recalls science words used
before. Draws simple models & diagrams to describe.
Uses spider key. Groups using differences, similarities or
changes. Links properties to an application.
Causal prediction. Selects equipment. Sees obvious risk.
Selects variables. Cause & effect.
Follows written instructions.
Uses +/- whole numbers. Uses unlabelled divisions on axis. Uses a
frame for simple tables. Plots charts & graphs.
Describes simple patterns in data, charts & graphs. Links cause & effect. Suggest improvements.
History Chronological understanding
Knowledge and understanding of events, people and changes in the past
Historical interpretations
Historical enquiry & Language
Year
1 Use a range of vocabulary to talk about the passing of time.
Sequence events and objects in chronological order.
To ask and answer questions about the past.
To place an event on a time line showing periods in the history of England- identifying as ‘a very long time ago.’
Sequence artefacts closer together in time.
To use drama to understand why people did things in the past.
To use a range of primary and secondary sources to begin to understand.
To sequence events related to the life of a famous person.
To be able to describe similarities and differences between old and new artefacts.
To identify some of the different ways in which the past is represented.
To explain what they have learnt about the past using a variety of means- labelled diagrams, stories, diaries.
To find out about the past by looking at pictures.
Describe and sort things that are from the past, i.e. artefacts/everyday objects from home, and say how they are used, and how they compare to today’s equivalent.
To communicate and tell stories about what they have learned in a variety of ways- drawings, ICT, role play, writing.
To gather information from written and visual accounts, and e-learning, and discuss their effectiveness.
Observe or handle sources of information to answer questions about the past on the basis of simple observations- who, what, why, how, where?
To develop use of time related vocabulary.
2 Identify at least one reason why a famous person from the past is remembered.
To show knowledge and understanding of aspects of the past beyond living memory.
To begin to recognise that there are reasons why people in the past acted as they did.
Recall correctly some of the events from a topic studied.
Identify differences between ways of life at different times, e.g. London/Haltwhistle now and during Great Fire of London/Haltwhistle.
Extension for most
able
To recognise their own lives are different from lives of people in the past.
Convey an awareness and understanding of the past in a variety of ways.
Geog. Geographical Enquiry Communicating in Different Ways
Fieldwork Map Skills
Year
1 Teacher led enquiries, to ask and respond to simple closed questions. Use information books/pictures as sources of information. Investigate their surroundings Make observations about where things are e.g. within school or local area.
Writing - poetry, lists, expressing own views, letter. Expressing own views through speaking. Give simple reasons for likes and dislikes. Use simple geographical vocabulary.
Questionnaires: Listen to an adult asking another child or adult about familiar environments or activities, eg, About their home or holidays.
Direction/Location: Follow directions (Up, down, left/right, forwards/backwards)
Field Sketching: Draw simple features they observe in their familiar environment.
Drawing Maps: Draw picture maps of imaginary places and from stories.
Photography: Add colour and textures to prepared sketches. Representation: Use own symbols on imaginary map.
Video-Audio Recording:
Recognise a photo taken by a teacher as a record of what they have seen. Recognise a video/recording taken by a teacher as a record of what they have seen/heard.
Using Maps: Use a simple picture map to move around the school; Recognise that it is about a place.
Scale/Distance: Use relative vocabulary (e.g. bigger/smaller, like/dislike)
Measurement:
Use everyday language to describe features eg bigger, smaller than.
Perspective: Draw around objects to make a plan.
Map Knowledge: Learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France.
Style of Map: Picture maps and globes
2 Children encouraged to ask simple geographical questions; Where is it? What's it like? Use NF books, stories, maps, pictures/photos and internet as sources of information. Investigate their surroundings Make appropriate observations about why things happen. Make simple comparisons between features of different places.
Writing - poetry, lists, expressing own views, letter. Expressing own views through speaking. Give detailed reasons for likes and dislikes. L2 - express views on the environment of a locality and recognise how people affect the environment. L2 - Begin to use appropriate geographical vocabulary.
Questionnaires: Ask a familiar person prepared questions, eg "What do you like best about our playground?". Use a pro-forma and put ticks in boxes.
Direction/Location: Follow directions (as yr 1 and inc’. NSEW)
Field Sketching: Draw an outline of simple features they observe. Add colour, texture and detail to prepared field sketches. Join labels to correct features.
Drawing Maps: Draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph)
Photography: Use a camera in the field with help to record what they have seen. Label the photo with help.
Representation: Begin to understand the need for a key. Use class agreed symbols to make a simple key.
Video-Audio Recording:
Recognise the features/activities/sounds on a recording taken by the teacher. Operate, with help, recording equipment.
Using Maps: Follow a route on a map. Use a plan view. Use an infant atlas to locate places.
Scale/Distance: Begin to spatially match places (e.g. recognise UK on a small scale and larger scale map)
Measurement:
Use everyday non-standard units eg hands for length. Counts the number of eg children who come to school by car.
Perspective: Look down on objects to make a plan view map.
Map Knowledge: Locate and name on UK map major features e.g. London, River Thames, home location, seas.
Ext for the
most able
Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations. Explore geographical issues through discussion or through drama using role play eg views on building new quarry
Style of Map:
Find land/sea on globe. Use teacher drawn base maps. Use large scale OS maps. Use an infant atlas
D & T Design Make Technical Knowledge Evaluate Food
Year
1 Talk about ideas.
Describe what they would like to make using pictures and words.
Begin to use design criteria.
Draw finished articles.
Handle materials and components to get ideas.
Shape paper and card by cutting with scissors.
Roll, fold, cut and tear paper.
Join materials with adhesives and tape.
Saw wood/ glue wood
Use tools & equipment e.g. scissors, hole punch, junior hacksaw, vice, pens and paints.
Use construction kits to make a product.
Experiment with a variety of materials; papers, card, fabric, wood, recyclable materials.
Use large needles and simple binca type materials.
Colour fabrics with paints and printing.
Use wheels and axles (pushed through).
Identify how toys can be made to move (push/pull ).
Make box models , structures, puppets, cards & masks etc.
Use construction kits to solve simple problems, name parts.
Handle and discuss familiar products, e.g. toys
Begin to evaluate their product and ideas, say what they like, dislike.
Mix and prepare simple cooked and uncooked foods involving limited choices.
Understand the basic principles of a healthy and varied diet.
Use simple equipment, e.g. spoons, cutters and bowls.
Work safely and hygienically.
2 Make realistic suggestions, drawing on previous experience.
Communicate ideas through labelled sketches showing details.
Shape, assemble and rearrange a range of materials and components to model ideas.
Recognise specific requirements and design criteria.
Use ICT in their designs as appropriate.
Measure, mark out, saw and/or cut simple forms
Use hole punch
Widening choice of materials + techniques from limited range.
Make an object with simple moving parts, simple pop ups.
Select appropriate tools for task e.g. sandpaper.
Work with a widening, but limited, choice of textile materials and techniques e.g. running stitch.
Decorate fabrics with buttons, beads, sequins.
Use wheel, axles
Make moving joints using paper fasteners or wood etc.
Make levers, sliders.
Strengthen box models -
Card/wooden constructions
Make joints that allow movement.
Create hinges.
Stabilise structures to withstand greater loads.
Use a given template.
Investigate and disassemble products.
Look at needs, purpose, materials.
Talk about their design as it develops.
Evaluate how well their product meets the design.
Use simple recipes with widening choices.
Use the basic principles of a healthy and varied diet.
Understand where food comes from.
Use simple tools, e.g. hand whisk, rolling pins etc.
Extension for the
most able
See KS3 Year 3
See KS3 Year 3
See KS3 Year 3
See KS3 Year 3
See KS3 Year 3
Computing Computer Science Information Technology Digital Literacy
Year
1 Understand what algorithms are
Create simple programs
Use technology purposefully to:
create digital content
store digital content
retrieve digital content
Use technology safely
Keep personal information private
Recognise common uses of information technology beyond school
2 Understand that algorithms are implemented as programs on digital devices
Understand that programs execute by following precise and unambiguous instructions
Debug simple programs
Use logical reasoning to predict the behaviour of simple programs
Use technology purposefully to:
organise digital content
manipulate digital content
Use technology respectfully
Identify where to go for help and support when they have concerns about content or contact on the internet or other on-line technologies
Extension for most
able
Design and create programs or content that accomplish specific goals.
Music Performing Composing Listening and Appraising
1 When performing in a group they are aware that their performance must fit in with that of other children;
They begin to play patterns from memory;
They begin to play/copy with some awareness of the beat;
They experiment with their voice (chant, rap, represent known sounds);
They know how to make a sound on several un-tuned instruments (drum, triangle, shaker);
They sing with a developing sense of pitch (high/low), dynamics (loud/quiet), duration (long/short notes) when singing songs with an appropriate range;
They explore sounds on instruments and found objects;
They make changes to sounds (eg. playing a drum with different beaters);
They experiment with their voice (chant, rap, represent known sounds);
They make and repeat short patterns of sound;
They create short patterns of sound in response to a starting point (eg. a story, a picture…);
They invent their own graphic symbols to represent sounds;
They experiment with pitch (high/low), dynamics (loud/quiet), duration (long/short) and timbre (different types of sound) which different instruments make;
They can make a response to different moods in music (eg. move in a particular way when listening to a specific piece of music);
When changes in musical elements within a piece are very clear, they will recognise and react to the change (eg. a sudden, loud section);
They begin to follow simple musical instructions (eg. teacher’s hand sign for “get louder”);
They begin to recognise repetition when listening to music of others;
2 They begin to use various notations to support the rhythm (eg. graphic or grid notations);
They recognise the use of hand signals to show pitch (high/low) in the tune;
They know how to make a sound on several un-tuned instruments (drum, triangle, shaker, tambourine) and tuned instruments (recorder, xylophone, glockenspiel and keyboard);
When pupils are performing together, they are aware they all need to play to the same beat and the same speed;
They recognise errors and begin to correct when performing;
Sing largely in tune as a whole class;
Links together notes based on a feel for the beat;
When singing can be aware of more than one element at a time (eg. loud and long, loud and short, quiet and long, quiet and short);
When composing they can create patterns of sound which have been specially selected;
They can use a simple structure which has a beginning, a middle and an end;
They can develop musical ideas from given stimuli (eg. a photograph, a poem, a story);
Some compositions will be supported by graphic or grid symbols on paper or computer screen;
When listening they can identify the impact of elements in carefully selected music;
They can make suggestions to improve their work;
When listening to carefully selected music, they have a wider range of knowledge and experience of music from various times and places;
Physical Education
Games Movement Dance Swimming
Art & Des. Drawing Painting Sculpture/3D Collage Printing
1
Enjoys making marks, signs and symbols on a variety of types of paper
Explores making marks on a variety of papers
Handles, feels and manipulates rigid and malleable materials
Handles different materials from the class "bit box"
Random experimental printing with hands, feet, found materials
Is spontaneously expressive, using marks, lines and curves
Uses a variety of tools to spread paint - straws, matchsticks as well as brushes
Pulls apart and reconstructs basic shapes
Selects and sorts, cuts, tears, stitches and discusses
Uses one colour of paint or ink on a block
Uses line to represent objects seen, remembered or imagined
Explores mark-making using thick brushes, foam and sponge brushes
Becomes aware of form, feel, texture, pattern and weight
Sorts according to specific qualities, e.g. warm, cold, shiny, smooth
Repeating patterns, random or organised, with range of blocks
2
Explores tone using different grades of pencil, pastel and chalk
Experiments with and enjoys colour Experiments with basic tools on rigid and plastic materials
Engages in more complex activities, e.g. cutting and sewing a variety of
materials
Extends repeating patterns - overlapping, using two contrasting
colours etc
Uses line and tone to represent things seen, remembered or observed
Creates pattern using different tools and colours
Compares and recreates form and shape to natural and made
environments
Has experience of adhesives and decides on the most effective for a
given task
Explores and recreates patterns and textures with an extended range of
materials - e.g. sponges, leaves, fruit,
Explores shading, using different media Uses colour and marks to express mood
Creates texture using rigid and plastic materials and a variety of tools
Develops skills of overlapping and overlaying
Explores images through monoprinting on a variety of papers
Extension for most able
Draws familiar things from different viewpoints
Represents things observed, remembered or imagined, using
colour/tools
Uses stimuli to create simple 2D and 3D images using a variety of tools and
materials
Develops awareness of contrasts in texture and colour
Explores images and recreates texture using wallpaper, string, polystyrene etc
Year Gymnastic Movement Athletic Movement
1 Experience using a range of games equipment.
Develop awareness of pace and the safety factors based on the use of space.
Introduce running and chasing games.
Introduce and explore the skills of sending, receiving and travelling with a ball.
Learn basic gymnastic actions in different ways, both on the floor and using apparatus.
The acquisition of an extensive movement vocabulary and competence in performing basic actions.
To achieve the above by learning different ways of performing the basic actions of travelling on hands and feet, turning, rolling, jumping, balancing, swinging and climbing, both on the floor and using apparatus.
Develop and refine basic techniques in running e.g. over short distances, over longer distances, in relays.
Simple throwing emphasising accuracy / distance using a variety of equipment.
Begin to develop control, coordination, balance, poise and elevation in the basic actions of travelling, jumping, turning, gesture and stillness. Linked to gymnastic movement work.
Safe entry into the pool.
Simple ways of moving.
Buoyancy, floating, gliding, regaining standing and rotating.
Breathing and submerging.
Early propulsive skills – sculling, dog paddle.
Play with purpose. All leading to starting to develop an effective swimming stroke.
2 Give opportunities for pupils to work cooperatively and competitively in a range of games contexts (rather than as individuals).
Increase the demand for accuracy in sending skills through aiming games and challenges.
Improve receiving skills through good footwork, body positioning and anticipation.
Develop a basic understanding of defending and attacking.
Learning to link actions, thereby increasing movement vocabulary beyond the basic actions.
Creating series of actions and repeating them.
To achieve the above requires linking of actions described in Year 3 both on the floor and using apparatus and knowing how to repeat them.
Revise Year 1 and add jumping for height / distance.
Perform simple movements or patterns, including some from existing dance traditions.
Explore moods and feeling and begin to develop their response to music through dance, by using rhythmic responses and contrasts of speed, shape, direction and level.
Assessment: Estimating whether children are below, at or above expectation in Science and the Foundation Subjects
Year Achieves the Standard 1 Descriptors Achieves the Standard 2 Descriptors Achieves the Standard 3 Descriptor
Year 1 At expectations Above expectation Gifted, talented or most able
Year 2 Below expectations At expectations Above expectation
Subject Standard 1 Descriptors Standard 2 Descriptors Standard 3 Descriptors
Science How science works:
Respond to prompts to suggest practical ways to find answers to questions.
Make observations about features of objects, living things and events.
Communicate their findings by talking about their work in everyday terms, or through drawings and pictograms.
Organisms, their behaviour and environment:
Recognise, identify and describe a range of common plants, animals and natural events.
Name and describe external parts or features of plants and humans.
Use that knowledge to identify plants or animals and make links between science and everyday objects and experiences.
Materials and their Properties:
Recognise and describe some common materials, and their sensory properties, such as the texture and appearance of soils. Communicate descriptions and observations in terms ofese properties.
Recognise evidence that has been used to answer a question such as identifying similar materials and make links between science and everyday objects and experiences such as waterproof materials being used to keep things dry.
Energy, Forces and Space:
Describe some changes in light, sound or movement that result from actions, such as those caused by pushing and pulling objects or switching on an electrical circuit.
Recognise that light and sound come from a variety of sources, such as the Sun or a musical instrument.
Recognise evidence that has been used to answer a question, such as how a musical instrument makes a noise.
Make links between science and everyday objects and experiences such as the Sun being a light source.
How science works:
Respond to suggestions / make their own suggestions with help, on how to collect data and answer questions.
Find information by using texts, with help.
Follow direct instructions in order to stay safe.
Make observations and measurements to compare living things, objects and events, using equipment provided for them.
Record findings using prepared tables and communicate observations using scientific vocabulary.
Say if what happened was what was expected and, when prompted, suggest different ways they could have done things.
Organisms, their behaviour and environment:
Describe plants and animals, the places they are found and the basic conditions they need in order to survive.
Recognise and describe similarities and differences between the plants, humans and other animals they observe, using these to sort them into groups.
Identify science in everyday contexts and say whether it is helpful e.g. in helping to grow vegetables for food.
Materials and their Properties:
Identify a range of common materials and some of their properties.
Recognise, and describe similarities and differences between the materials they observe, using these to sort them into groups.
Recognise and describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching.
Suggest answers to questions, such as the best material to reflect light, based on their own ideas and evidence.
Identify science in everyday contexts and say whether it is helpful, for example heat making ice melt.
Energy, Forces and Space:
Recognise, describe and compare a range of properties and effects of light, sound, forces, and electricity, such as the ways in which devices work in different electrical circuits, the brightness or colour of lights, the loudness of sounds or the speed or direction of different objects.
Suggest answers to questions such as which sound is loudest.
Identify science in everyday contexts and say whether it is helpful, for example electricity in domestic appliances.
Why science works:
Respond to suggestions and put forward their own ideas about how to investigate an idea or find answers to questions.
Recognise why it is important to collect data to investigate ideas and answer questions, and use texts to find information.
Begin to recognise risks with help.
Make relevant observations and measure quantities, such as length or mass, selecting and using a range of simple equipment.
Carry out fair tests with some help, recognising and explaining what makes them fair.
Record findings in a variety of ways, including tables or charts.
Give explanations for observations and for patterns in measurements they have made and recorded.
Communicate in a scientific way what they have found out and suggest improvements in their work.
Organisms, their behaviour and environment:
Describe similarities, differences and changes in the plants, animals, and non-living things they observe.
Use simple scientific ideas with evidence they have collected to give
explanations of their observations, linking cause and effect, for example lack of light or water affecting plant growth and the ways in which animals or plants are suited to their environments.
Recognise and explain the purpose of a variety of scientific and technological developments in their everyday lives, for example medicines helping people get better when they are ill.
Materials and their Properties:
Sort materials into groups in a variety of ways, according to their properties.
Explain the ways in which some materials are suited to specific purposes such as glass for windows or copper for electrical cables.
Classify changes in materials as reversible, such as water freezing, and non-reversible, such as baking of cakes.
Use simple scientific ideas with evidence they have collected to give explanations of their observations, linking cause and effect, for example the evaporation of water.
Recognise and explain the purpose of a variety of scientific and technological developments in their everyday lives, for example sustainable packaging.
Energy, Forces and Space:
Able to link cause and effect in observations of the properties and effects of light, sound, forces, and electricity, such as a bulb failing to light because of a break in an electrical circuit, or a push or pull changing the speed or direction of a moving object.
Begin to make generalisations such as sounds getting fainter the further the listener is from the source.
Use simple scientific ideas with evidence they have collected to give explanations of observations, linking cause and effect, for example using a switch to turn off a light bulb in an electrical circuit.
Recognise and explain the purpose of a variety of scientific and technological developments in their everyday lives, for example streamlining and air resistance.
History Show their emerging knowledge and understanding of the past by recognising the
Show their developing knowledge and understanding of the past by using common words and phrases about the passing of
Show an increasing understanding of the past by using dates and terms, describing some of the main events, people and periods they have studied and by placing them
distinction between present and past, by placing a few events and objects in order, by using common words and phrases about the passing of time and by recounting episodes from stories about the past.
They use sources to answer simple questions about the past.
time, by placing events and objects in order, by recognising that their own lives are different from the lives of people in the past and by describing some of the topics, events and people they have studied.
Begin to recognise that there are reasons why people in the past acted as they did.
Begin to identify some of the different ways in which the past has been represented.
Observe or handle sources to find answers to questions about the past.
into different periods of time.
Recognise some of the similarities and differences between these periods and begin to suggest causes and consequences of the main events.
Identify some different ways in which the past has been represented. Use sources to find answers to questions about the past.
Geography Recognise and make observations about physical and human features at a local level.
Express their views on features of the environment of a locality. Use resources given to them, and their own observations, to ask and respond to questions about places and environments.
Describe physical and human features of local places, and recognise and make observations about those features that give places their character.
Show an awareness of places beyond their own locality.
Express views on the environment of a locality and recognise how people affect the environment.
Carry out simple tasks and select information using resources that are given to them. Use this information and their own observations to help them ask and respond to questions about places and environments.
Begin to use appropriate geographical vocabulary.
Show a developing knowledge & understanding of places by describing the physical and human features of different localities and offering explanations for the location of some features.
Recognise that different places may have both similar and different characteristics that influence the lives of people living there.
Recognise that people seek to improve and sustain environments.
Offer simple reasons for their observations and views about these places and environments.
Use skills and sources of evidence to respond to a range of geographical questions, and use appropriate vocabulary to communicate their findings.
Design & Technology
Generate ideas for purposeful designs and recognise characteristics of familiar products.
Create products for a use and purpose, using practical ideas. Use models, pictures and words to describe what they want to do.
Explain what they are making and which tools they are using. Use tools and manipulate materials with help.
Talk about their own and other people’s work in simple terms and describe how a product works.
Generate ideas based on their investigations of products.
Use models, pictures and words to describe their designs. Plan what to do next based on their experience of working with materials and components.
Select appropriate tools, techniques and materials, explaining their choices.
Assemble, join and combine materials and components in a variety of ways to make functional products.
Recognise what they have done well and suggest things they could do better in the future.
Generate ideas and recognise that their designs have to meet a range of different needs and users.
Clarify ideas when asked and use words, labelled sketches and models to c ommunicate the details of their designs.
Think about the order of their work & make realistic plans to achieve their aims.
Choose appropriate tools, equipment, components and techniques to make their functional products.
Apply their knowledge and understanding of the nature of materials to cut, shape and join them with some accuracy.
After reflecting on the design and make process and their products, identify some improvements.
Computing Navigate on-screen resources to explore & locate information.
Investigate imaginary and virtual worlds.
Capture information and share their work with others.
Work with text, images and sound to explore and share ideas. Explore how devices respond to commands.
Use ICT safely by following instructions.
Understand work can be saved and retrieved for later use.
Find and use information to answer questions.
Sort & organise information & present it in different forms.
Use simple editing and formatting techniques.
Use ICT to communicate with others following instructions on safe use.
Plan and give instructions to make things happen or to control devices and describe the effects.
Make informed choices when using ICT to explore what happens in real and imaginary situations.
Search for and use information from a range of sources and make judgements about its usefulness when following straightforward lines of enquiry.
Collect, record and organise data to answer questions and present findings.
Use editing and formatting techniques to develop and refine their work to improve its quality and presentation.
Use sequences of instructions to control devices and achieve specific outcomes. Answer questions when using ICT models and simulations.
Use communication tools to share and exchange their ideas with others, and follow strategies for staying safe.
Art & Design Respond to ideas.
Explore a variety of materials and processes to create their own work.
Describe what they think and feel about the work of others and what they have done in their own work.
Explore ideas and make some choices about what they will do.
Investigate the nature and qualities of different materials and processes. Describe some of the characteristics of different kinds of art, craft and design. Suggest ways to improve their work.
Explore ideas in different ways, collecting information and practical resources in order to make informed choices about their work.
I nvestigate and use the qualities of materials and processes to develop their own practical skills and communicate their ideas and meanings. Describe the work of others commenting on the ideas and purposes that they encounter.
Use this to adapt and improve aspects of their own work when making images and artefacts for different purposes.
Physical
Education
Music Recognise and explore how sounds can be made and changed.
Use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others.
Repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points.
Respond to different moods in music and recognise well-defined changes in sounds, identify repeated patterns and take account of musical instructions.
Recognise and explore how sounds can be organised.
Sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse.
Choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points.
Represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects and communicate ideas.
Recognise and explore the ways sounds can be combined and used expressively. Sing in tune with expression and perform simple melodic and rhythmic parts.
Improvise repeated patterns and combine several layers of sound with an awareness of the combined effect.
R ecognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect.
Citizenship Ask questions about issues that are suggested to them and share their ideas about these issues with others.
Begin to recognise that all people have needs and wants.
Identify some of the groups they belong to and recognise some similarities and differences between people.
Take part in some of the decisions that affect them and their communities.
Ask questions to find out about the different groups and communities they belong to.
S elect information from given sources to find answers to these and other questions.
Discuss what is fair and unfair in different situations and identify the difference between people’s needs and wants.
Identify similarities and differences between themselves and between the communities to which they belong.
Give opinions about issues that affect them and suggest how things might be improved in their community through the actions that they or others take.
Begin to explore issues that affect people in their neighbourhood and wider communities in different ways.
Find answers to questions using different sources.
Discuss issues and communicate their ideas to others and begin to acknowledge different viewpoints.
Recognise that in a democracy people have a say in what happens locally and nationally.
Describe some of the rights and responsibilities people have towards each other and the environment.
Describe some of the different features of their communities and how they are changing.
Identify what could be done to change things in communities, plan some action and take part in decision-making activities with others, in familiar contexts.
Religious Education
Use some religious words and phrases to recognise and name features of religious life and practice.
Recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.
Talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to other
Use religious words and phrases to identify some features of religion and its importance for some people.
Begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols.
Identify how religion is expressed in different ways.
Ask, and respond sensitively to, questions about their own and others’ experiences and feelings.
Recognise that some questions cause people to wonder and are difficult to answer
In relation to matters of right and wrong, they recognise their own values and those of others.
Use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences.
Make links between beliefs and sources, including religious stories and sacred texts.
Begin to identify the impact religion has on believers’ lives.
Describe some forms of religious expression.
Identify what influences them, making links between aspects of their own and others’ experiences.
Ask important questions about religion and beliefs, making links between their own and others’ responses.
Make links between values and commitments, and their own attitudes and behaviour.