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Barwell National Curriculum 2015

The Barwell National Curriculum 2015, as well as setting out to achieve high standards and to ensure that children are taught the essential knowledge in the key subject disciplines, aims to give greater freedom to teachers to use their professionalism and expertise to help children to reach their potential.

This curriculum sets out the statutory objectives that should be covered in each year group and advice from the National Curriculum. In additional to this, the final column gives advice on how the objectives could be covered and specific advice about progression and coverage within our school.

This curriculum includes objectives for year 3 to year 6 but it is acknowledged that teachers will have to look back to previous years for children who have gaps in their knowledge, particularly in spelling, grammar and punctuation.

The objectives should be taught in a connected way through a Learning Journey approach using the school’s agreed planning format. Every Learning Journey should start with an inspiration day and end with a final outcome that is agreed with the children from the start of the journey. Maths, Physical Education and French are taught as separate

subjects but, where possible, should be integrated within Learning Journeys

English Spoken Language

1Last updated January 2015

Year 3 Programme Of Study

Statutory Objectives

Barwell Advice and non-statutory

examplesBarwell Additional

InformationListen and respond appropriately to adults and their peers.

Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates.

Attention should also be paid to increasing pupils’ vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and to enhancing their knowledge about language as a whole.

Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Link to History and Geography:

Ask relevant questions to extend their understanding and knowledge.Use relevant strategies to build their vocabulary.Articulate and justify answers, arguments and opinions.*

Articulate and justify answers, arguments and opinions: in Y3 articulate answers and justify when prompted

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.*

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings: in Y3 begin to use complete sentences in a logical way. Begin to use simple feeling words.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.*

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments: in Y3 introduce children to the conventions of talking partners e.g. sitting knee to knee, eye contact, turn taking, responding etc. In group discussions, adult to lead the discussion. Use circle time to develop the protocols of group discussion.

Use spoken language to develop understanding through speculating, hypothesising,


imagining and exploring ideas.

What do the children want to find out?

Link to mathematics: Reasoning and problem

solving, can children justify their answers? Can they explain how something was achieved?

PSHE curriculum will be especially relevant in describing feelings and emotions.

Group discussions would be applicable within all subjects and it would be expected that both private and public talk would be encouraged.

Link to Science:asking relevant questions and using different types of scientific enquiries to answer them

Speak audibly and fluently with an increasing command of Standard English *

Speak audibly and fluently with an increasing command of Standard English: in Y3 start to show an awareness of how and when Standard English should be used

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.

Reading: word reading

Statutory Objectives Barwell Advice and non-statutory examples Barwell Additional Information

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.When pupils are taught to read longer words, they should be supported to test out different pronunciations. They will attempt to match what they decode to words they may have already heard but may not have seen in print [for example, in reading ‘technical’, the pronunciation /tɛtʃnɪkəl/ (‘tetchnical’) might not sound familiar, but /tɛknɪkəl/ (‘teknical’) should].

See Spelling and Grammar sections to see expectations for Y3

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.


Reading: comprehensionStatutory Objectives

Barwell Advice and non-statutory examples

Barwell Additional Information

develop positive attitudes to reading and understanding of what they read by:listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks *reading books that are structured in different ways and reading for a range of purposes *using dictionaries to check the meaning of words that they have read *increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orallyidentifying themes and conventions in a wide range of books *preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action *discussing words

The focus should continue to be on pupils’ comprehension as a primary element in reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the programmes of study for comprehension in years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the level of challenge.Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales.They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions).Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words.Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. In this way, they also meet books and

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks: in Y3 listen to and discuss books that an adult has chosen that is relevant to the topicreading books that are structured in different ways and reading for a range of purposes: in Y3 begin to recognise ways in which these books are structured differentlyusing dictionaries to check the meaning of words that they have read: in Y3, teacher to prompt a child to use a dictionary to check the meaning of a word. Have specific lesson to introduce how to use a dictionaryidentifying themes and conventions in a wide range of books: in Y3 identify the common themes in a range of books that are similar e.g. fairy storiespreparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action: in Y3, use the direction of the teacher to understand intonation, tone, volume and actiondiscussing words and phrases that capture the reader’s interest and imagination: in Y3 identify those words that are interestingrecognising some different forms of poetry [for example, free verse, narrative poetry]: in Y3 recognise simple different forms of poetry e.g. concrete poems, haiku, nonsense


and phrases that capture the reader’s interest and imagination *recognising some different forms of poetry [for example, free verse, narrative poetry] *understand what they read, in books they can read independently, by:checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in contextasking questions to improve their understanding of a textdrawing 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 impliedidentifying main ideas drawn from more than one paragraph and summarising these *identifying how language, structure, and presentation contribute to

authors that they might not choose themselves. Pupils should also have opportunities to exercise choice in selecting books and be taught how to do so, with teachers making use of any library services and expertise to support this.Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information.Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on, and evaluate rules for effective discussion. The expectation should be that all pupils take part.Note: Reading objectives to be closely linked with writing objectives. Within each writing unit, children should explore a variety of texts to evaluate their

poems, narrative poetry. Begin to pick out features

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: in Y3 inferring from the actions of charactersfrom details stated and implied identifying main ideas drawn from more than one paragraph and summarising these: in Y3 identifying the main ideas from what they have readretrieve and record information from non-fiction: in Y3 children should be able to retrieve information from relevant texts given to them.


meaning purpose and link this with their writing.retrieve and

record information from non-fiction *participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Writing: transcription




Informationuse further prefixes and suffixes and understand how to add them (English Appendix 1)

SpellingPupils should learn to spell new words correctly and have plenty of practice in spelling them.As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English Appendix 2).Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.


spell further homophonesspell words that are often misspelt (English Appendix 1)place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]use the first two or three letters of a word to check its spelling in a dictionarywrite from


memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Writing: handwriting


use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Pupils should be using joined handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling.

Use Nelson Handwriting progression for handwriting See additional handwriting guidance.

In Y3 focus on: use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Writing: composition


plan their writing by:discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammardiscussing and recording ideas

Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description.Below is examples of text types that link to other areas of the Y3 curriculum:

Stories with familiar settings Myths, Legends, fables and traditional

talesLink to History:changes in Britain from the Stone Age to the Iron Agethe Roman Empire and its impact on Britain

Adventure and mystery stories Authors and letter

Use the ‘writing process’investigate and write different text types:

Investigate other textsparticular texts. Link to Reading objectives.Talk, mind mapping, drama, planning timechildren use drama and planning techniques to plan what to put into their writing. Model different methods of planning to inspire children with different learning stylesSuccess criteriabe successful in the piece of writing? This should be linked to the year group objectives but also children’s individual needs.First draft: children write on every other line a first attempt of their writing. They should be encouraged to be creative and use the success criteria.Editing: children should use the success criteria to

draft and write by:composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)organising paragraphs around a themein narratives, creating


settings, characters and plotin non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Dialogue and plays Reports

Link to Geography:For example: 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

InstructionsLink to Science and Design Technology: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 eatunderstand and apply the principles of a healthy and varied diet

Information TextsLink to Science:identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowersLink to Computing in terms of presenting Writing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [2Publish Extra] Pages.PC Software: Microsoft Word, Purple Mash [2Publish Extra]

improve their writing, making sure it all makes sense and says what they want it to sayFinal draft: children write a final version of their writing. This could use ICT to present or other features e.g. putting a poem into a shape, adding presentational features like headings etc.Assessing writingsuccess criteria and judge how successful they were. This could also be peer assessed if applicable. They should also set themselves next steps for their next piece of writing.

Text types to be covered:Non-fiction: discussion text; explanatory text; Instruction text; persuasion text; non-chronological report; recountNarrative: adventure; contemporary (familiar settings); play scripts; stories that raise dilemmas; fantasy; historical; science fiction; mystery; A traditional tale (fables; legends; myths; fairy tales);Poetry: free verse; visual poems; structured poems(See additional writing composition guidance)

evaluate and edit by:assessing the effectiveness of their own and others’ writing and suggesting improvementsproposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesproof-read for spelling and punctuation errorsread aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Writing: vocabulary, grammar and punctuation




Informationdevelop their understanding of the concepts set out in English Appendix 2 by:extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if,

Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read.At this stage, pupils should start to learn about some of the differences between Standard English and non-



because, althoughusing the present perfect form of verbs in contrast to the past tensechoosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetitionusing conjunctions, adverbs and prepositions to express time and causeusing fronted adverbialslearning the grammar for years 3 and 4 in English Appendix 2

Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters].

indicate grammatical and other features by:using commas after fronted adverbialsindicating possession by using the possessive apostrophe with plural nounsusing and punctuating direct speechuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Spelling: programme for Year 3Statutory Barwell Advice and Barwell Additional


Objectives non-statutory examples Information

Adding suffixes beginning with vowel letters to words of more than one syllable

If the last syllable of a word is stressed and ends with

one consonant letter which has just one vowel letter

before it, the final consonant letter is doubled

before any ending beginning with a vowel

letter is added. The consonant letter is not

doubled if the syllable is unstressed.

forgetting, forgotten, beginning, beginner, prefer,

preferred gardening, gardener, limiting, limited, limitation

The /ɪ/ sound spelt y elsewhere than at the end of words

These words should be learnt as needed.

myth, gym, Egypt, pyramid, mystery

The /ʌ/ sound spelt ou

These words should be learnt as needed.

young, touch, double, trouble, country

The suffix –ly The suffix –ly is added to an adjective to form an

adverb. The rules already learnt still apply.

The suffix –ly starts with a consonant letter, so it is

added straight on to most root words.

Exceptions:(1) If the root word ends in –y with a consonant letter before it, the y is changed

to i, but only if the root word has more than one

syllable.(2) If the root word ends

with –le, the –le is changed to –ly.

(3) If the root word ends with –ic, –ally is added

rather than just –ly, except in the word publicly. (4) The

words truly, duly, wholly.

sadly, completely, usually (usual + ly), finally (final + ly),

comically (comical + ly)

happily, angrily

gently, simply, humbly, nobly

basically, frantically, dramatically

Words with the /k/ sound spelt ch (Greek in origin)

scheme, chorus, chemist, echo, character

Words with the /eɪ/ sound spelt ei, eigh, or ey

vein, weigh, eight, neighbour, they, obey

Possessive apostrophe with plural words

The apostrophe is placed after the plural form of the word; –s is not added if the

In Year 3 introduce the simple possessive to ensure

that children understand


plural already ends in –s, but is added if the plural

does not end in –s (i.e. is an irregular plural – e.g.

children’s).

how to use a possessive apostrophe

e.g. girl’s, boy’sgirls’, boys’, babies’, children’s,

men’s, mice’s(Note: singular proper nouns ending in an s use the ’s suffix

e.g. Cyprus’s population)Homophones and near-homophones

accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare,

grate/great, groan/grown, here/hear, heel/heal/he’ll,

knot/not, mail/male, main/mane, meat/meet,

medal/meddle, missed/mist, peace/piece, plain/plane,

rain/rein/reign, scene/seen, weather/whether, whose/who’s

Statutory Word List:actual(ly), address, answer, arrive, bicycle, build, busy/business, circle, complete, different, early, earth, eight/eighth, experiment, February, forward(s), fruit, grammar, group, guide, heard, heart, height, history, important, interest, island, learn, length, library, material, natural, notice, often, opposite, ordinary, popular, position, possible, probably, promise, quarter, reign, remember, sentence, strange, surprise, therefore, weight, woman/women

Teachers should continue to emphasise to pupils the

relationships between sounds and letters, even

when the relationships are unusual. Once root words

are learnt in this way, longer words can be spelt correctly, if the rules and

guidance for adding prefixes and suffixes are

also known.

These spellings should be learnt discretely in a spelling programme but

they should also be included in Learning

Journeys to ensure that children can use them in

context.

Examples: business: once busy is learnt, with due attention to the unusual

spelling of the /i/ sound as ‘u’, business can then be spelt as busy + ness, with the y of

busy changed to i according to the rule. disappear: the root word appear contains sounds

which can be spelt in more than one way so it needs to be

learnt, but the prefix dis– is then simply added to appear.

Understanding the relationships between words can also help

with spelling. Examples: bicycle is cycle (from the Greek for wheel) with bi– (meaning ‘two’) before it. medicine is related to

medical so the /s/ sound is spelt as c. opposite is related to

oppose, so the schwa sound in opposite is spelt as o.


Vocabulary, Grammar and Punctuation




InformationWord:Formation of nouns using a range of prefixes [for example super–, anti–, auto–]Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

Sentence:Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Text:Introduction to paragraphs as a way to group related materialHeadings and sub-headings to aid


presentationUse of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]Punctuation:Introduction to inverted commas to punctuate direct speechTerminology for pupils:preposition conjunctionword family, prefixclause, subordinate clausedirect speechconsonant, consonant letter vowel, vowel letterinverted commas (or ‘speech marks’)

MathematicsNumber: number and place value


count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.

They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (for example, 146 = 100 + 40 and 6, 146 = 130 + 16).Using a variety of representations, including those related to measure, pupils continue to

recognise the place value of each digit in a three-digit number (hundreds, tens, ones)compare and order numbers up to 1000identify, represent and estimate numbers using


different representations count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.

read and write numbers up to 1000 in numerals and in wordssolve number problems and practical problems involving these ideas.

Number: addition and subtraction


add and subtract numbers mentally, including:

a three-digit number and ones a three-digit number and tens a three-digit number and

hundreds

Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100.Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (see Mathematics Appendix 1).

add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtractionestimate the answer to a calculation and use inverse operations to check answerssolve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

Number: multiplication and division


recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

Pupils continue to practise their mental recall of multiplication tables when they are calculating mathematical statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables.

Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (for example, 30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3).

write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methodssolve problems, including


missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Pupils develop reliable written methods for multiplication and division, starting with calculations of two-digit numbers by one-digit numbers and progressing to the formal written methods of short multiplication and division.

Pupils solve simple problems in contexts, deciding which of the four operations to use and why. These include measuring and scaling contexts, (for example, four times as high, eight times as long etc.) and correspondence problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children).

Number: fractions




Informationcount 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

Pupils connect tenths to place value, decimal measures and to division by 10.They begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, including relating this to measure.

Pupils understand the relation between unit fractions as operators (fractions of), and division by integers.

They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity.Pupils practise adding and

recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominatorsrecognise and use fractions as numbers: unit fractions and non-unit fractions with small denominatorsrecognise and show, using


diagrams, equivalent fractions with small denominators

subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency.add and subtract

fractions with the same denominator within one wholecompare and order unit fractions, and fractions with the same denominatorssolve problems that involve all of the above.

Measurement




Informationmeasure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

Pupils continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1 kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm).

The comparison of measures includes simple scaling by integers (for example, a given quantity or measure is twice as long or five times as high) and this connects to multiplication.

Pupils continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and

Link with Science Light:find patterns in the way that the size of shadows change.Link with Design Technology:generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designLink with Science and Design Technology topic ‘Healthy Eating’ and look at costs of food and budget for this: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 eatunderstand and apply the principles of a healthy and varied dietLink to History ‘Roman

measure the perimeter of simple 2-D shapesadd and subtract amounts of money to give change, using both £ and p in practical contextstell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocksestimate and read time with increasing


accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

giving change using manageable amounts. They record £ and p separately. The decimal recording of money is introduced formally in year 4.

Pupils use both analogue and digital 12-hour clocks and record their times. In this way they become fluent in and prepared for using digital 24-hour clocks in year 4.

Empire’ and Science ‘Light’ topic to see how Romans used Roman Numerals on a sun dial to tell the time. Link this to how we tell the time now:the Roman Empire and its impact on Britainfind patterns in the way that the size of shadows change.

know the number of seconds in a minute and the number of days in each month, year and leap yearcompare durations of events [for example to calculate the time taken by particular events or tasks].

Geometry: properties of shapes




Informationdraw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle.Pupils connect decimals and rounding to drawing and measuring straight

Link with Design Technology and product design:generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designLink to Computing and the use of programming:design, write and debug programs that accomplish specific goals.Using for example:Hardware: Beebot, Probot, Roamer.Ipad Apps: Beebot, A.L.E.X.,

recognise angles as a property of shape or a description of a turnidentify right angles, recognise that two right angles make a


half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

lines in centimetres, in a variety of contexts.

Daisy the Dinosaur.PC software: Purple Mash (2Code) [2Go, Logo], Primary Maths Games, LOGO.

identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Statistics




Informationinterpret and present data using bar charts, pictograms and tables

Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy.They continue to interpret data presented in many contexts.

Present data collected in Science ‘Light’ topic or ‘Plant’ topic: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 plantfind patterns in the way that the size of shadows change.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)

solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.

Science18

Last updated January 2015

Working scientifically




Informationasking relevant questions and using different types of scientific enquiries to answer them

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer

Link to Spoken Language:Articulate and justify answers, arguments and opinions.Link to Computing through digital technology, for example, digital thermometers, data loggers:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography, Data Loggers, Digital Thermometers, Stopwatches.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph.Ipad Apps: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)Link to Computing in terms of presenting software:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash

setting up simple practical enquiries, comparative and fair testsmaking systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggersgathering, recording, classifying and presenting data in a variety of ways to help in answering questionsrecording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tablesreporting on findings from enquiries, including oral and written explanations,


displays or presentations of results and conclusions

questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

[Search: Science] iMovie, Keynote.PC Software: Microsoft Powerpoint, Microsoft Movie Maker, Microsoft Word.using results to

draw simple conclusions, make predictions for new values, suggest improvements and raise further questionsidentifying differences, similarities or changes related to simple scientific ideas and processesusing straightforward scientific evidence to answer questions or to support their findings.

Plants




Informationidentify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Pupils should be introduced to the relationship between structure and function: the idea that every part has a job to do. They should explore questions that focus on the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction.

Note: Pupils can be introduced to the idea that

Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materialsabout great artists, architects and designers in history.

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

plants can make their own food, but at this stage they do not need to understand how this happens.Pupils might work scientifically by: comparing the effect of different factors on plant growth, for example, the amount of light, the amount of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed. They might observe how water is transported in plants, for example, by putting cut, white carnations into coloured water and observing how water travels up the stem to the flowers.

investigate the way in which water is transported within plantsexplore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Animals, including humans




Informationidentify 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

Pupils should continue to learn about the importance of nutrition and should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions.Pupils might work scientifically by: identifying and grouping animals with and without skeletons and observing and comparing their movement; exploring ideas about what would happen if humans did not

Link to Design Technology ‘Healthy Eating’ and cooking:understand and apply the principles of a healthy and varied diet

identify that humans and some other animals have skeletons and muscles for support, protection and


movement. have skeletons. They might compare and contrast the diets of different animals (including their pets) and decide ways of grouping them according to what they eat. They might research different food groups and how they keep us healthy and design meals based on what they find out.

Rocks




Informationcompare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Linked with work in geography, pupils should explore different kinds of rocks and soils, including those in the local environment.

Pupils might work scientifically by: observing rocks, including those used in buildings and gravestones, and exploring how and why they might have changed over time; using a hand lens or microscope to help them to identify and classify rocks according to whether they have grains or crystals, and whether they have fossils in them. Pupils might research and discuss the different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are formed. Pupils could explore different soils and identify similarities and differences between them and investigate what happens when rocks are rubbed together or what changes occur when they are in water. They can raise

Link to History and Art and Design ‘Stone age’ topic and how rocks have been used throughout history:changes in Britain from the Stone Age to the Iron Ageabout great artists, architects and designers in history.describe in simple

terms how fossils are formed when things that have lived are trapped within rockrecognise that soils are made from rocks and organic matter.


and answer questions about the way soils are formed

Light




Informationrecognise that they need light in order to see things and that dark is the absence of light

Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them to answer questions about how light behaves. They should think about why it is important to protect their eyes from bright lights. They should look for, and measure, shadows, and find out how they are formed and what might cause the shadows to change.

Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.Pupils might work scientifically by: looking for patterns in what happens to shadows when the light source moves or the distance between the light source and the object changes.

Link to History and Maths ‘Roman Empire’ topic and telling the time on a sun dial:the Roman Empire and its impact on Britaintell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocksLink to Maths Measurement:measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materialsabout great artists, architects and designers in history.

notice that light is reflected from surfacesrecognise that light from the sun can be dangerous and that there are ways to protect their eyesrecognise that shadows are formed when the light from a light source is blocked by a solid objectfind patterns in the way that the size of shadows change.

Forces and magnets




Information


compare how things move on different surfaces

Pupils should observe that magnetic forces can act without direct contact, unlike most forces, where direct contact is necessary (for example, opening a door, pushing a swing). They should explore the behaviour and everyday uses of different magnets (for example, bar, ring, button and horseshoe).Pupils might work scientifically by: comparing how different things move and grouping them; raising questions and carrying out tests to find out how far things move on different surfaces and gathering and recording data to find answers their questions; exploring the strengths of different magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the way that magnets behave in relation to each other and what might affect this, for example, the strength of the magnet or which pole faces another; identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.

notice that some forces need contact between two objects, but magnetic forces can act at a distanceobserve how magnets attract or repel each other and attract some materials and not otherscompare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materialsdescribe magnets as having two polespredict whether two magnets will attract or repel each other, depending on which poles are facing.


Art and DesignStatutory Objectives



Informationto create sketch books to record their observations and use them to review and revisit ideas

Look at art in Stone Age times and link with Science ‘Rocks’ and look at places such as Stonehenge. Use clay to make clay figures or look at the first attempts at landscape pictures:compare and group together different kinds of rocks on the basis of their appearance and simple physical propertiesLink to ‘Roman Empire’ and look at mosaics and how they are made:the Roman Empire and its impact on BritainLink to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Brushes, Paint, Doodle Buddy, Drawing Desk, Purple Mash [2Paint]PC Software: Colour Magic, Paint, Purple Mash [2Paint]

To create simple sketch book pages using guidance and pre-created reference materials/ techniques to select fromTo explain why they have selected their reference materials from given choicesTo use sketch books when creating final artwork

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]

To use the mediums/techniques: finger painting/mark making, mural, pencil and paper sketching, collage, printing, charcoal, digital, clay, mosaic

about great artists, architects and designers in history.

To look at architecture and architects

Note:Art and Design could also be linked to special events over the year eg European Languages Day


ComputingStatutory Objectives



Informationselect, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [digital art- brushes app]about great artists, architects and designers in history.Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the world

Note:These objectives have the potential to be embedded within all Curriculum areas in a range of different ways however this will largely depend on the hardware and software available within each school.

Link to Literacy and Science for presenting information:A range of different topics could have their data represented using a variety of software

Link to ‘Safer Internet Day’Although consistent throughout the year, E-safety objectives will be additionally addressed within ‘Safer Internet Day’, a day on which the whole school will concentrate on a specific area of e-safety. Objectives are split according to the theme of each year, as directed by UK Internet Safety Centre.

Although the theme changes from year to year, objectives for each year group will include the following and will be differentiated throughout the Key Stage. To encourage pupils to take

more responsibility when they use the internet.

To provide an opportunity for pupils to discuss the opportunities and risks that can be found online.

To help pupils to understand how to report a problem when they are online.

Programming Objectives could be fulfilled using, for example:

use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviouruse sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals.


Hardware: Beebot, Probot, Roamer, Lego Wedo.Ipad Apps: Scratch (HAP), Hopscotch (HAP), Beebots, Daisy the Dinosaur, Beebots, A.L.E.X. Purple Mash [Turtle, Search: Code]PC Software: Logo, Purple Mash [2Code]


Design and TechnologyStatutory Objectives



InformationDesignuse research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groupsgenerate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Link to Science and Design Technology topic of ‘Healthy Eating’ by looking at the packaging of different food products. Design a healthy food and decide how to package it:understand and apply the principles of a healthy and varied dietidentify 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

Link to Computing:use technology purposefully to create, organise, store, manipulate and retrieve digital contentselect, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:[Additional to Internet Research]Ipad Apps: Purple Mash [2Design & Make]PC Software: Purple Mash [2Design & Make]Link to Art and Design:to create sketch books to record their observations and use them to review and revisit ideasabout great artists,

Design Year 3 Expectations:To use research and develop design criteria to inform the design of functional and appealing products that are fit for purpose,To generate, develop, model and communicate their ideas through discussion, annotated sketches and computer-aided design

Makeselect from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accuratelyselect from and use a wider range of materials and components, including construction

Make: Year 3 Expectations:In year 3, children should cover graphic design (creating logos and advertising), resistant materials (creating products for a purpose), textiles (basic skills eg tie dye) and cooking (preparation of simple healthy food eg snacks)


materials, textiles and ingredients, according to their functional properties and aesthetic qualities

architects and designers in history.DT could also be linked to special events over the year eg European Languages Day

Evaluateinvestigate and analyse a range of existing productsevaluate their ideas and products against their own design criteria and consider the views of others to improve their workunderstand how key events and individuals in design and technology have helped shape the world

Evaluate: Year 3 Expectations:begin to investigate and analyse a range of existing productsbegin to evaluate their ideas and products against their own design criterialook at key events and individuals in design and technology and begin to consider how these have helped shape the world

Technical knowledgeapply their understanding of how to strengthen, stiffen and reinforce more complex structures

Note:Technical Knowledge is already divided into year groups

understand and apply the principles of a healthy and varied diet

Link the cooking element to the healthy and varied diet objective and link also to the Science topicAs part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in


later life.


GeographyStatutory Objectives



InformationLocational knowledgelocate 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

Link to Computing through the use of programs such as Google Earth/Google Maps:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography.Ipad Apps: Google Maps/Google Earth, Purple Mash [Search: Geography]PC Software: AA Route Planner, Google Earth, Purple Mash [Search: Geography]Link to Computing:use sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals.Link to Computing through the use of digital photography:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital

Human and physical geographydescribe and understand key aspects of:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cyclehuman geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy,

Physical geographyStudy to focus upon mountains and volcanoes (possible link to Science via rocks)


food, minerals and water

Cameras, iPads.Ipad Apps: Numbers, Purple Mash [2Investigate, 2Count, 2Graph), Keynote, Google Maps, Google Earth.PC Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph, Microsoft Powerpoint, Microsoft Movie Maker, Google Maps, Google Earth.Link to PE (Dance) Focusing on Locational knowledge and characteristics of countries dance in different countriesdevelop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]form dances using a range of movement patternscompare their performances with previous ones and demonstrate improvement to achieve their personal best.Link to Art and Designto improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]


Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Geographical skillsUse maps and atlases, working with four points of a compass, four figure grid references, symbols and key.FieldworkTo focus upon using the methods of sketch maps and plans.


HistoryStatutory Objectives



Informationchanges in Britain from the Stone Age to the Iron Age

This could include: late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture

This could include: Julius Caesar’s attempted invasion in 55-54 BC the Roman Empire by AD 42 and the power of its army successful invasion by Claudius and conquest, including Hadrian’s Wall British resistance, for example, Boudica ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Link to Art and Design, Geography and Science:about great artists, architects and designers in history.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 watercompare and group together different kinds of rocks on the basis of their appearance and simple physical propertiesStudy use of rocks and stone during Stone Age, linked to their propertiesLink to Art and Design, Science, Design Technology and Mathematics:about great artists, architects and designers in history.find patterns in the way that the size of shadows change.tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocksmeasure, compare, add and subtract lengths (km/m), measure the perimeter of simple 2-D shapes (Roman roads and forts)to improve their mastery of art and design techniques with a range of materials. Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Roman tiles & mosaics)Link to Computing:select, use and combine a variety of software (including internet services) on a range of

the Roman Empire and its impact on Britain


digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [Search: Romans]PC Software: Purple Mash [Search : Romans]Link to Geography:Use maps and atlases to locate countries and describe features studieduse the four points of a compass, four 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 focusing on the Roman EmpireField trip opportunity: Lunt Roman Fort in Coventry. A recreated Roman fortress with centre housing Roman artefacts and associated activities. Or Jewry Wall Museum in Leicester for Roman baths and artefacts.


Languages: FrenchStatutory Objectives



Informationlisten attentively to spoken language and show understanding by joining in and responding

Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

The starred (*) content above will not be applicable to ancient languages.

To demonstrate an action/physical response for a given command.

explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

To explore common letter strings in songs and rhymes.Use bank of songs, rhymes, tongue twisters and stories to reinforce phonics introductory lesson (Rachel Hawkes style – see below). Select starter resources to focus on small groups of sounds.

engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

To engage in simple conversations such as greetings/ my names is etc.

speak in sentences, using familiar vocabulary, phrases and basic language structures

To engage in simple conversations such as greetings/ ‘my name is’ using given set phrases.

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

A variety of letter strings and sounds to be introduced very early on in Y3 (adapted Rachel Hawkes ppt) along with actions for example words. Refer back to these example words and actions in future learning when new words are introduced, to help with pronunciation. Pupils to experience listening to the written word as well as reading out loud. Use of games (such as


Link to Computing through the use of Linguascope:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

bingo and snakes and ladders), role-play, short stories, songs, rhymes, tongue-twisters and comic-strips to further reinforce and practise pronunciation and intonation.

present ideas and information orally to a range of audiences*

To introduce yourself to a partner/small group, using memorised phrases. (Capture by recording using Vado)

read carefully and show understanding of words, phrases and simple writing

To explore familiar traditional stories and identify nouns.

appreciate stories, songs, poems and rhymes in the language

To read and label the tableau from the Nativity. To practise and perform the nativity and self/peer evaluate from recording.

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

To begin to identify key words in written sentences.

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

To record key set phrases about greetings, colours, food etc using a set opener.

describe people, places, things and actions orally* and in writing

To complete sentences verbally and in written form about greetings, colours, food etc using a set opener.

understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and

Similarities and differences in English and French grammar (as it crops up)

Word order Masculine and feminine

nouns36


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.

Notice colour agreements (not necessarily apply them at this stage)

‘Je’ and ‘tu’ (for questions) forms of key verbs, inc. avoir, être, s’appeller

Imperatives for classroom instructions

Un/ une / le / la / l’ / les Plurals (mainly noticing) Questions – basic, using

mainly intonationTo develop intercultural understanding, social conventions and customs of France/French speaking countries.

Y3 children will find out about the nativity, epiphany, the location of France and famous landmarks. They will also study the works of Monet, the impressionist artist.


MusicStatutory Objectives



Informationplay and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Link to Computing through musical software:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad App: Garageband.

Link to Computing through the use internet research:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Link to PE (Dance):creating music for a range of purposePossible link to Design and technology:Creating products for a purpose (eg musical instruments)

Take an active part in a Spring school production to a large audience.Enjoy singing, playing, trying out and changing sounds; exploring sounds and music and the effects made.Sing mainly in tune but may have a limited pitch range, mainly in unison but some simple two parts.Begin to show an awareness of the audience when performing.

improvise and compose music for a range of purposes using the inter-related dimensions of music

Recognise and begin to control changes in timbre, tempo, pitch and dynamics when playing instruments and vocally for intended effect.To be able to discuss reasons for choices made.Follow and offer simple musical instructions and actions.Keep a steady pulse with some accuracy e.g. clapping/marching to develop internalising skills.Play vocal games that strengthen the ability to internalise sounds and silence.Explore simple rhythm patterns, play simple rhythm games and consider possible ways of notating these. (See below.)Accompany simple songs in groups and invent sound effects to accompany stories and poems.

listen with attention to detail and recall sounds with increasing aural memory

To begin to listen to a variety of live and recorded music and begin to explore how time and place can influence the way music is created, performed and heard.Listen to the ideas of others, ensuring they are taking turns and playing at a suitable time.


(Passing around instruments, sharing, listening to others play and sing.)Make body movements/produce art work to represent sounds heard and discuss.Share comments about own and others’ work.

use and understand staff and other musical notations

Create music and suggest symbols to represent sound.Begin to think about shape of music to match shape of symbol.Begin to follow symbols created by others and comment on their usefulness.Begin to look at setting out symbols on graphic scores.Simple traditional music notation may be introduced where suitable. (See Y4)

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To begin to listen to a variety of live and recorded music and begin to explore how time and place can influence the way music is created, performed and heard.Comment on and respond to recorded and live music with relation to pitch, tempo and dynamics.Make movements/art work to represent sounds heard.To begin to learn the names of percussion instruments they are using.

develop an understanding of the history of music.

Suggested composers: Vivaldi (The Four Seasons) to link with Growing Plants Science.


Physical educationStatutory Objectives



Information

use running, jumping, throwing and catching in isolation and in combination

Note:Dance could also be linked to special events over the year e.g. European Languages Day

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 defendingdevelop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]form dances using a range of movement patterns

Over the year children should have a minimum of 4 dance lessons including opportunities for children to choreograph their own compositions based on a stimulus linked to learning journeys. Children should also experience different dance styles and use this to inform their own work. This could be dance styles throughout history e.g. tea dance or could link to geography and dances in other cultures e,g, carnival dances.Children should have the opportunity to work independently and in pairs.Children should explore key features of dance in isolation/ still positions referring to:


Levels: The distance from the floor (high, low)Shapes: The design of the body (curved, straight)Children should create simple transitions between still positions to create simple movement phrases referring to:Directions: Forward, backward, sideways, upTempo: Fast or slowChildren should be encouraged to perform simple movement phrases they created and begin to evaluate their own work.

take part in outdoor and adventurous activity challenges both individually and within a teamcompare their performances with previous ones and demonstrate improvement to achieve their personal best.


Religious EducationCreation and Green Issues: How was the world created and why should we care about green issues?




Informationknow what it feels like to be a‘creator’ and experience the positive and negative emotions that go with the role of creator

Link to Music - giving the children chance to experience different emotions when trying to composeimprovise and compose music for a range of purposes using the inter-related dimensions of music

Link to Design and Technology throughchildren choosing appropriate designs and materials when creating things:use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Link to Art and Design: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]

Link to Music:appreciate and understand a wide range of high-quality live and recorded music drawn from

know the Christian and Jewish answer to the question ‘How did the world come to be?’ and understand what Christians and Jews believe is the reason why the world was createdrecount the seven days of creationknow the Islamic answer to the question, ‘how did the world begin’? and reflect on Muslim belief in Allah as the source of all lifeunderstand what Muslims believe is the reason why the world was createdknow a Hindu creation story and recognise that not all creation stories attempt to address the question of how


different traditions and from great composers and musicians

Link to Dance with the telling of a creation story through Indian dance.

Link to Science:asking relevant questions and using different types of scientific enquiries to answer them.using straightforward scientific evidence to answer questions.

Link to Science through Plant objectives.

Link to Geography:

begin to reflect on Hindu belief in Brahma as the creator of life and Vishnu as the destroyerunderstand that Hindus believe why the world was created is more important than howknow a nonreligious answerto the question of how the worldcame to be and to understandthat not all people answer ‘bigquestions’ in terms of a beliefin Godreflect on scientific ideas about the ‘big bang’ and how this differs from religious answersunderstand that we don’t know the answer to all questions and that sometimes the more we learn, the more questions areraisedappreciate the wonder of the natural world and recognise the negative impact that humans can have on the natural worldreflect on how our world is changingunderstand how a belief in a created world affects the behaviour of the


believer 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.

appreciate that we can have destructive feelings sometimes but we don’t have to respond in anegative wayunderstand that many believers show their respect for life by theirtreatment of the smallest creaturesreflect on the idea that how we treat others impacts on how others treat usexpress personal attitudes to plant life in response to the religious beliefs of the Bishnoipeople and to the Jewish festival of Tu B’Shevatreflect on how we should treatplants and treesthat believers consider naturalresources (water) to be God-given and worthy of respectexpress own views about the world around and how to care for it.


What does light mean? What does darkness mean? Making signs and symbols fascinating.




Informationunderstand how the symbols of light and dark are used, with examples from worship, sacred texts, festivals and art work

Encourage thinking about Diwali (Diwali meaning ‘row of lights’) as a time when light wins over darkness, and goodness wins over evil. Then having shared the story of Rama and Sita, children could then go onto highlighting light and dark moments from the story and where light and dark as such symbols feature in their own life or other stories they know.

Link to Science and Light objectives.

Link to English, Art and Design, Design and Technology, Music, Dance to encourage different means of expression.Literacy links are strong in this opening session, and can be formalised. Words and phrases that make metaphors from light are at the heart of the intention to develop symbolic understanding of the concepts of light and dark.

Link to Design and Technology to create Diwali lights: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.select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

express their own ideas about darkness and light in varied waysdevelop their understanding of symbolism in Diwali lightssharpen their skills in linking stories, religious celebrations and meanings, so that they can describe festive practices and give meanings for symbolsconsider the links between their own ideas about light and darkness and those held by Christiansunderstand why and how symbols of light are full of meaning in Christianitythink about and describe the symbolism of light and darkness inIslam


Link to English (Spoken Language/Writing Composition) to act out/retell the story and demonstrate their understanding of God’s concern for Jewish people and to reflect on their own experience of light

Via Art and Design and Technology, Hanukkah shapes can be constructed and children annotate these with who are the lights in their life.

Link to Dance through children making movement patterns based on theme of light, making flame shapes

Link to Music, creating sounds to represent light and dark

explore and link up the symbols of moon and star to theguidance and illumination Muslims find in the life of the Prophet (pbuh) and the holy Qur’andescribe and understand the festival of Hanukkah and make links from the festival to the symbolism of lightexpress ideas of their own about the symbolism of hope, freedomand lightexpress their own ideas about light and darkness and associatedconcepts (e.g. truth, fear, ignorance, warmth)reflect on their own experience oflight and darkness and express their ideas creatively.

Values: what matters most?




Informationexplore the concepts of being naughty and being good in terms of actions, words and thoughts

Sensitively explore the idea that religious people try to be ‘good with God’, but others think you can be ‘good without God’.

understand that


not all people are religious, that nonreligious people can have codes for living that don’t refer to God, and that a person can be ‘good’ without God

Discuss what kinds of values Jesus wanted people to follow, and how he ‘showed a path’. Highlight that the values of Christianity include love, forgiveness, peace between people and God, honesty, prayer, worship and fellowship

Research ‘codes for living’ that Christians and Humanists try to follow together, such as the Ten Commandments or ideas from the humanist website. From this children could be encouraged to come up with five to ten sentences that would make good rules for a happier world or a happier town/village.

Link to English (Spoken Language particularly)

Link to chosen History topic being covered and the impact on Britain

Link to Computing through the use of internet research:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

use dilemmas for learning, noticing and reacting to difficult cases of right and wrong, good and badbuild up understanding of the concepts of fairness, justice, forgiveness and free choicethrough speaking and listening and drama workthink carefully about the Christian ideas of values such as love and forgivenesscontinue to think about the idea that values show in what people dobegin to understand that the impact of our values can make people happy – or unhappyunderstand more deeply that peace is valued by both Humanists and Christians, but peace is not always easy to buildexpress ideas about how values can make a community


happier.

What can we learn from stories shared by Christians?




Informationknow that for Christians, the Bible is their sacred texts. For Muslims, the Qur’an is their sacred text, and Jewish people revere the Torah. These books are similar to and different from the Christian Bible: all can be treated with respect

Pupils explore the question for Christians, ‘Who is my neighbour?’ through sharing the story of the Good Samaritan (Luke 10: 25-37). Use the picture of the Good Samaritan by Van Gogh to illustrate the story.Ideas for discussions about Good Samaritans include individuals or organisations who put into practice the principle of loving one’s neighbour. Individuals could include Mother Theresa, Bob Geldof, Oscar Schindler, Thomas Barnado or organisations such as Medicins Sans Frontiers, Islamic Relief or the Red Cross. Feel free to select and study alternative people who will allow the learning objectives to be achieved. You may, for example, want to look at Mother Teresa. You could consider people who have historical links with the locality, or represent the culture and heritage of our school community. There may also be people who would make a good choice because of a link with other curriculum areas.

From this learning

Within this unit you must cover the Good Samaritan (Luke 10: 25-37). and 4 or 5 others including but not limited to:Noah and the Ark from Genesis 6-9Jacob from Genesis 28 and 32Joseph from Genesis 37 and 39 - 46

Suggested end of unit:Children to work collaboratively to create a ‘special book’ for the class that draws on insights from Bible stories.

Link to English (Writing Composition, for example poetry) Art, Music, Dance for a means of allowing children opportunity to reflect upon and respond to the story and the actions of themselves and others towards other people.

Know about some ways the Bible is used. Discuss the ways the Bible is treated and what this shows about the believer’s view of the scripturesreflect on which texts are important to their lives and whydescribe their own most important booksknow that the Bible is the world’s best-selling book and know some basic facts about itLook at three different Bible


stories and:retell and make sense of the story in discussion activitiesask and answer questions about the story and their own experiencesbe able to think about key moments in a Bible story and engage with the idea of prayeruse different points of view to build up their understanding of the storyuse the methods of Philosophy for children to explore questions arising from the story

children should: consider how the

answer peoplegive to the question, ‘Who ismy neighbour?’ can affect the way they behave towards others

learn about the lives of some people who have chosen to make their ‘neighbours’ their priority

think about the personal cost is sometimes involved in helping our ‘neighbours’ and why people still choose to do

know how the answer to ‘Whose neighbour are you?’ would affect their behaviour, being different to ‘Who is my neighbour?’

When looking at prayer, the children should learn the Lord’s Prayer and understand the meaning of each line of the prayer and why this prayer is so important to Christians and shared regularly in worship, services and Christian celebrations.

Link to Music (the words of the Lord’s Prayer could be taught through song but this should not take away from or purely replace the teaching which addresses the meaning of the lines and the importance of the prayer to Christians)

identify, describe and understand words that are sacred, holy or significant to Christians and to themselves

Social and Emotional Aspects of Learning




InformationKnowing myself:I know when and how I learn most effectively

These SEAL objectives can be taught discretely in ‘circle time’ style lessons or within learning journeys. Some objectives will need more time than others and some children may need Understanding my


feelings:I can identify, recognise and express a range of feelings

more time to develop their skills. In some cases, the objectives should be delivered in normal classroom practice on a day to day basis.

Manage how I express my feelings:I can stop and think before actingManage the way I am feeling:I can calm myself down when I choose toI have a range of strategies for managing my worries and other uncomfortable feelingsSetting goals and planning to meet them:I can set a challenge or goal, thinking ahead and considering the consequences for others and myselfEvaluation and review:I know how to evaluate my learning and use this to improve future performanceUnderstanding the feelings of others:I can recognise the feelings of othersWorking together:I can work well in a group, cooperating with others to achieve


a joint outcome


Year 4 Programme Of StudyEnglish Spoken Language




Listen and respond appropriately to adults and their peers.

These statements apply to all years. The content should be taught at a level appropriate to the age of the pupils. Pupils should build on the oral language skills that have been taught in preceding years.



These objectives should be achieved across all curriculum areas. Within Literacy, working on these objectives will be especially important as part of the writing process.

Articulate and justify answers, arguments and opinions: in Y4 articulate and justify answersGive well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings: in Y4 use complete sentences that are structured in a logical way.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments: in Y4 continue to promote good paired discussion. In group discussions, teachers to introduce different methods for children to be able to take turns to speak e.g. have an object that is passed to the person wishing to speak.Speak audibly and fluently with an increasing command of Standard English: in Y4 understand when the context requires Standard English

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.

Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Links to use of enquiry questions within History and Geography – what do the children want to find out?

‘Relevant strategies’ – Links to all Reading (Word reading) and Writing (composition) objectives.

Links to mathematics in terms of reasoning and problem solving, can children justify their answers? Can they explain how something was achieved?



Link to Science:asking relevant questions and using different types of scientific enquiries to answer them

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.

Reading: word readingStatutory Objectives



apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.When pupils are taught to read longer words, they should be supported to test out different pronunciations. They will attempt to match what they decode to words they may have already heard but may not have seen in


read further exception words,


noting the unusual correspondences between spelling and sound, and where these occur in the word.

print [for example, in reading ‘technical’, the pronunciation /tɛtʃnɪkəl/ (‘tetchnical’) might not sound familiar, but /tɛknɪkəl/ (‘teknical’) should].




develop positive attitudes to reading and understanding of what they read by:listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks *reading books that are structured in different ways and reading for a range of purposes *using dictionaries to check the meaning of words that they have read *increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orallyidentifying themes and conventions in a wide range of books *preparing poems and play scripts to

The focus should continue to be on pupils’ comprehension as a primary element in reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the programmes of study for comprehension in years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the level of challenge.Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales.They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions).Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words.Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks: in Y4 listen to and discuss books and begin to choose books that are relevant to the Learning Journey.reading books that are structured in different ways and reading for a range of purposes: in Y4 recognise ways in which these books are structured differently and explain why e.g. non-fiction texts have subheadings in a different fontusing dictionaries to check the meaning of words that they have read: in Y4 children to independently use a dictionary to check the meaning of a wordidentifying themes and conventions in a wide range of books: in Y4 independently recognise common themes in different types of books e.g. recognise the common structure in fairy storiespreparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action: in Y4, independently choose the


read aloud and to perform, showing understanding through intonation, tone, volume and action *discussing words and phrases that capture the reader’s interest and imagination *recognising some different forms of poetry [for example, free verse, narrative poetry] *understand what they read, in books they can read independently, by:checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in contextasking questions to improve their understanding of a textdrawing 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 impliedidentifying main ideas drawn from more than one

build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves. Pupils should also have opportunities to exercise choice in selecting books and be taught how to do so, with teachers making use of any library services and expertise to support this.Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information.Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on, and evaluate rules for effective discussion. The expectation should be that all pupils take part.

intonation, tone, volume and action neededdiscussing words and phrases that capture the reader’s interest and imagination: in Y4 be able to express why words are interestingrecognising some different forms of poetry [for example, free verse, narrative poetry]: in Y4 be able to pick out the features in different forms of poetry e.g. concrete poems, narrative poems, haikus, nonsense poems

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: in Y4 justify their thoughts with evidence taken from the textfrom details stated and implied identifying main ideas drawn from more than one paragraph and summarising these: in Y4 being able to summarise their ideasretrieve and record information from non-fiction: in Y4 children should be able to choose relevant texts that will help them to retrieve and record the relevant information


paragraph and summarising these *identifying how language, structure, and presentation contribute to meaningretrieve and record information from non-fiction *participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Writing: transcriptionStatutory Objectives



use further prefixes and suffixes and understand how to add them (English Appendix 1)

SpellingPupils should learn to spell new words correctly and have plenty of practice in spelling them.As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English Appendix 2).Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.


Link to Computing in relation to publishing Writing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [2Publish Extra] Pages.PC Software: Microsoft Word, Purple Mash [2Publish Extra]

spell further homophonesspell words that are often misspelt (English Appendix 1)place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example,


children’s]use the first two or three letters of a word to check its spelling in a dictionarywrite from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Writing: handwritingStatutory Objectives



use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Pupils should be using joined handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling.

Use Nelson Handwriting progression for handwriting. See additional handwriting guidance

In Y4 focus on: increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Writing: composition57





plan their writing by:discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammardiscussing and recording ideas


Stories with historical settingsLink to HistoryBritain’s settlement by Anglo-Saxons and Scotsthe Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessora local history study

Stories set in imaginary worlds

Stories from other cultures Stories that raise issues

and dilemmas Plays Recounts

(newspapers/magazines) Information text

Link to ScienceMany of the Science topics could be used for information texts

Explanation textsLink to ScienceMany of the Science topics could be used for information texts

Persuasive texts Creating images in poetry

Exploring form in poetryLinks to Computing in relation to publishing Writing:

Use the ‘writing process’ detailed below to investigate and write different text types:

Investigate other texts: look for features of particular texts. Link to Reading objectives.Talk, mind mapping, drama, planning time: children use drama and planning techniques to plan what to put into their writing. Model different methods of planning to inspire children with different learning stylesSuccess criteria: what do they need to work on to be successful in the piece of writing? This should be linked to the year group objectives but also children’s individual needs.First draft: children write on every other line a first attempt of their writing. They should be encouraged to be creative and use the success criteria.Editing: children should use the success criteria to improve their writing, making sure it all makes sense and says what they want it to sayFinal draft: children write a final version of their writing. This could use ICT to present or other features e.g. putting a poem into a shape, adding presentational features like headings etc.Assessing writing: children should go back to the success criteria and judge how successful they were. This could also be peer assessed if applicable. They should also set themselves next steps for their next

draft and write by:composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)organising paragraphs around a themein narratives, creating settings, characters and plotin non-narrative material, using simple organisational devices [for example, headings and sub-headings]evaluate and edit by:assessing the effectiveness of


their own and others’ writing and suggesting improvementsproposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [2Publish Extra] Pages.PC Software: Microsoft Word, Purple Mash [2Publish Extra]

piece of writing.


proof-read for spelling and punctuation errorsread aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Writing: vocabulary, grammar and punctuationStatutory Objectives



develop their understanding of the concepts set out in English Appendix 2 by:extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, althoughusing the present perfect form of verbs in contrast to the past tensechoosing nouns or pronouns

Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read.At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters].



appropriately for clarity and cohesion and to avoid repetitionusing conjunctions, adverbs and prepositions to express time and causeusing fronted adverbialslearning the grammar for years 3 and 4 in English Appendix 2indicate grammatical and other features by:using commas after fronted adverbialsindicating possession by using the possessive apostrophe with plural nounsusing and punctuating direct speechuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Spelling: programme for Year 4Statutory Objectives



More prefixes Most prefixes are added to the beginning of root words without any changes in spelling, but

see in– below. Dis–: disappoint, disagree, disobey

mis–: misbehave, mislead, 60


Like un–, the prefixes dis– and negative meanings.

The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’ Before a root word starting with il. Before a root word starting with becomes im–. Before a root word starting with

r, in– becomes ir–. Re– means ‘again’ or ‘back’. Sub– means ‘under’. Inter– means ‘between’

or ‘among’. Super– means ‘above’. means ‘against’. Auto– means ‘self’ or ‘own’.

misspell (mis + spell)in–: inactive, incorrect

illegal, illegible, immature, immortal, impossible, impatient, imperfect, irregular, irrelevant,

irresponsible, re–: redo, refresh, return, reappear,

redecorate, sub–: subdivide, subheading, submarine,

submerge, inter–: interact, intercity, international,

interrelated (inter + related), super–: supermarket,

superman, superstar, anti–: antiseptic, anti-clockwise,

antisocial, auto–: autobiography, autograph

The suffix –ation The suffix –ation is added to verbs to form nouns. The

rules already learnt still apply.

Information, adoration, sensation, preparation,

admirationWords with endings sounding like /ʒə/ or /tʃə/

The ending sounding like /ʒə/ is always spelt –sure.

The ending sounding like /tʃə/ is often spelt –ture, but check

that the word is not a root word ending in (t)ch with an

er ending – e.g. teacher, catcher, richer, stretcher.

Measure, treasure, pleasure, enclosure

creature, furniture, picture, nature, adventure

Endings which sound like /ʒən/

Sometimes the root word is obvious and the usual rules

apply for adding suffixes beginning with vowel letters.

Sometimes there is no obvious root word.

–our is changed to –or before –ous is added.

A final ‘e’ of the root word must be kept if the /dʒ/ sound

of ‘g’ is to be kept.If there is an /i:/ sound before the –ous ending, it is usually

spelt as I, but a few words have e.

poisonous, dangerous, mountainous, famous,

varioustremendous, enormous,

jealoushumorous, glamorous,

vigorouscourageous, outrageousserious, obvious, curious hideous, spontaneous,

courteous

Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian

Strictly speaking, the suffixes are –ion and –ian. Clues

about whether to put t, s, ss or c before these suffixes often come from the last

letter or letters of the root word.

–tion is the most common

Invention, injection, action, hesitation, completionexpression, discussion, confession, permission,

admissionexpansion, extension,

comprehension, tensionmusician, electrician,


spelling. It is used if the root word ends in t or te.

–ssion is used if the root word ends in ss or –mit.

–sion is used if the root word ends in d or se. Exceptions: attend – attention, intend –

intention.–cian is used if the root word

ends in c or cs.

magician, politician, mathematician

Words with the /k/ sound spelt ch (Greek in origin)

scheme, chorus, chemist, echo, character

Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)

league, tongue, antique, unique

Words with the /s/ sound spelt sc (Latin in origin)

In the Latin words from which these words come, the

Romans probably pronounced the c and the k as two sounds

rather than one – /s/ /k/.

science, scene, discipline, fascinate, crescent

Possessive apostrophe with plural words

The apostrophe is placed after the plural form of the word; –s

is not added if the plural already ends in –s, but is

added if the plural does not end in –s (i.e. is an irregular

plural – e.g. children’s).

girls’, boys’, babies’, children’s, men’s, mice’s

(Note: singular proper nouns ending in an s use the ’s

suffix e.g. Cyprus’s population)

Statutory Word List:accident(ally), appear, believe, breath, breathe, calendar, caught, centre, century, certain, consider, continue, decide, describe, difficult, disappear, enough, exercise, experience, extreme, famous, favourite, guard, imagine, increase, knowledge, medicine, mention, minute, naughty, occasion(ally), particular,

Teachers should continue to emphasise to pupils the

relationships between sounds and letters, even when the relationships are unusual.

Once root words are learnt in this way, longer words can be

spelt correctly, if the rules and guidance for adding

prefixes and suffixes are also known.

These spellings should be learnt discretely in a

spelling programme but they should also be included in Learning

Journeys to ensure that

Examples: business: once busy is learnt, with due attention to the unusual

spelling of the /i/ sound as ‘u’, business can then be

spelt as busy + ness, with the y of busy changed to I

according to the rule. Disappear: the root word appear contains sounds

which can be spelt in more than one way so it needs to be learnt, but the prefix dis–

is then simply added to appear. Understanding the relationships between words can also help with spelling.

Examples: bicycle is cycle (from the Greek for wheel) with bi– (meaning ‘two’) before it. medicine is


peculiar, perhaps, possess(ion), potatoes, pressure, purpose, question, recent, regular, separate, special, straight, strength, suppose, though/although, thought, through, various,

children can use them in context.

related to medical so the /s/ sound is spelt as c.

opposite is related to oppose, so the schwa sound

in opposite is spelt as o.

Vocabulary, Grammar and PunctuationStatutory Objectives



Word:The grammatical difference between plural and possessive –sStandard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

Sentence:Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)Fronted adverbials [for example, Later that day, I heard the bad news.]Text :Use of paragraphs


to organise ideas around a themeAppropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetitionPunctuation:Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]Use of commas after fronted adverbialsTerminology for pupils:determinerpronoun, possessive pronounadverbial






count in multiples of 6, 7, 9, 25 and 1000

Using a variety of representations, including measures, pupils become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice.

They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.

They connect estimation and rounding numbers to the use of measuring instruments.

Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time.

Find 1000 more or less than a given numbercount backwards through zero to include negative numbersrecognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)order and compare numbers beyond 1000identify, represent and estimate numbers using different representationsround any number to the nearest 10, 100 or 1000solve number and practical problems that involve all of the above and with increasingly large positive numbersread Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

Number: addition and subtraction65





add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics Appendix 1).

estimate and use inverse operations to check answers to a calculationsolve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Number: multiplication and divisionStatutory Objectives



recall multiplication and division facts for multiplication tables up to 12 × 12

Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency. Pupils practise mental methods and extend this to three-digit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6). Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics Appendix 1). Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number

Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbersrecognise and use factor pairs and commutativity in mental calculationsmultiply two-digit


and three-digit numbers by a one-digit number using formal written layout

facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60.Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children.

solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Number: fractions (including decimals)Statutory Objectives



recognise and show, using diagrams, families of common equivalent fractions

Pupils should connect hundredths to tenths and place value and decimal measure.

They extend the use of the number line to connect fractions, numbers and measures.

Pupils understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths.

Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, 6/9

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a


whole number = 2/3 or ¼ = 2/8

Pupils continue to practise adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole.

Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions.Pupils’ understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100.

Th They practise counting using simple fractions and decimals, both forwards and backwardsPupils learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in several ways, such as on number lines.

add and subtract fractions with the same denominatorrecognise and write decimal equivalents of any number of tenths or hundredthsrecognise and write decimal equivalents to one quarter, one half, and three quartersfind the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredthsround decimals with one decimal place to the nearest whole numbercompare numbers with the same number of decimal places up to two decimal placessolve simple measure and money problems involving fractions and decimals to two decimal places.

MeasurementStatutory Objectives



Convert between different units of measure [for

Pupils build on their understanding of place value and decimal notation to


example, kilometre to metre; hour to minute]

record metric measures, including money.

They use multiplication to convert from larger to smaller units.

Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit.

They relate area to arrays and multiplication.

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metresfind the area of rectilinear shapes by counting squaresestimate, compare and calculate different measures, including money in pounds and penceread, write and convert time between analogue and digital 12- and 24-hour clockssolve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.


Geometry: properties of shapeStatutory Objectives



compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium).

Pupils compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular.Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.

Identify acute and obtuse angles and compare and order angles up to two right angles by sizeidentify lines of symmetry in 2-D shapes presented in different orientationscomplete a simple symmetric figure with respect to a specific line of symmetry.

Geometry: position and directionStatutory Objectives



describe positions on a 2-D grid as coordinates in the first quadrant

Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinate-plotting ICT tools.

Link to Geography: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 worldLink to Computing:Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Describe movements between positions as translations of a given unit to the left/right and up/downplot specified points and draw sides to complete a given polygon.


Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputUse logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsUsing for example:Hardware: Beebot, Probot, Roamer.Ipad Apps: Logo, Purple Mash [2Go, Logo, Turtle]PC software: Purple Mash [2Go, Logo, Turtle], Primary Maths Games, LOGO.

StatisticsStatutory Objectives



interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Pupils understand and use a greater range of scales in their representations.Pupils begin to relate the graphical representation of data to recording change over time.

Link to Science: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)Link to Geography: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.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Link to Computing:select, use and combine a variety of software (including

solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.


internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)


ScienceWorking scientifically




Informationasking relevant questions and using different types of scientific enquiries to answer them

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them. They should start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They should begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in

Link to Spoken Language:Articulate and justify answers, arguments and opinions.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography, Data Loggers, Digital Thermometers, Stopwatches, iPads.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [Search: Science] iMovie, Keynote.

setting up simple practical enquiries, comparative and fair testsmaking systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggersgathering, recording, classifying and presenting data in a variety of ways to help in answering questionsrecording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tablesreporting on findings from enquiries, including oral and


written explanations, displays or presentations of results and conclusions

order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.

PC Software: Microsoft Powerpoint, Microsoft Movie Maker, Microsoft Word.

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questionsidentifying differences, similarities or changes related to simple scientific ideas and processesusing straightforward scientific evidence to answer questions or to support their findings.

Living things and their habitatsStatutory Objectives



recognise that living things can be grouped in a variety of ways

Pupils should use the local environment throughout the year to raise and answer questions that help them to identify and study plants and animals in their habitat. They should identify how the habitat changes throughout the year. Pupils should

Link to Geography:name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features

explore and use classification keys to help group, identify and name a variety of living


things in their local and wider environment

explore possible ways of grouping a wide selection of living things that include animals and flowering plants and non-flowering plants. Pupils could begin to put vertebrate animals into groups such as fish, amphibians, reptiles, birds, and mammals; and invertebrates into snails and slugs, worms, spiders, and insects.

Note: Plants can be grouped into categories such as flowering plants (including grasses) and non-flowering plants, such as ferns and mosses.

Pupils should explore examples of human impact (both positive and negative) on environments, for example, the positive effects of nature reserves, ecologically planned parks, or garden ponds, and the negative effects of population and development, litter or deforestation.

Pupils might work scientifically by: using and making simple guides or keys to explore and identify local plants and animals; making a guide to local living things; raising and answering questions based on their observations of animals and what they have found out about other animals that they have researched.

(including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over timeLink to History:a local history study

Link to Information Texts:children could use an information text to describe the different habitats in their local and wider environment

recognise that environments can change and that this can sometimes pose dangers to living things.

Animals including humansStatutory Objectives



describe the simple functions of the basic parts

Pupils should be introduced to the main body parts


of the digestive system in humans associated with the digestive

system, for example, mouth, tongue, teeth, oesophagus, stomach and small and large intestine and explore questions that help them to understand their special functions.Pupils might work scientifically by: comparing the teeth of carnivores and herbivores, and suggesting reasons for differences; finding out what damages teeth and how to look after them. They might draw and discuss their ideas about the digestive system and compare them with models or images.

Link to explanation texts:Children could explain the functions of the different types of teeth

identify the different types of teeth in humans and their simple functionsconstruct and interpret a variety of food chains, identifying producers, predators and prey.

States of matterStatutory Objectives



compare and group materials together, according to whether they are solids, liquids or gases

Pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container). Pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled.

Note: Teachers should avoid using materials where heating is associated with chemical change, for example, through baking or burning.

Pupils might work scientifically by: grouping and classifying a variety of different materials; exploring the effect of temperature on substances such as chocolate,

Link to Statistics:interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)identify the part played by evaporation and condensation in the water cycle and associate the rate of


evaporation with temperature. butter, cream (for example, to

make food such as chocolate crispy cakes and ice-cream for a party). They could research the temperature at which materials change state, for example, when iron melts or when oxygen condenses into a liquid. They might observe and record evaporation over a period of time, for example, a puddle in the playground or washing on a line, and investigate the effect of temperature on washing drying or snowmen melting.

SoundStatutory Objectives



identify how sounds are made, associating some of them with something vibrating

Pupils should explore and identify the way sound is made through vibration in a range of different musical instruments from around the world; and find out how the pitch and volume of sounds can be changed in a variety of ways.Pupils might work scientifically by: finding patterns in the sounds that are made by different objects such as saucepan lids of different sizes or elastic bands of different thicknesses. They might make earmuffs from a variety of different materials to investigate which provides the best insulation against sound. They could make and play their own instruments by using what they have found out about pitch and volume.

Link to Music:improvise and compose music for a range of purposes using the inter-related dimensions of music

Possible link to Design and Technology:Children could create products to reduce or increase sound

recognise that vibrations from sounds travel through a medium to the earfind patterns between the pitch of a sound and features of the object that produced itfind patterns between the volume of a sound and the strength of the vibrations that produced itrecognise that sounds get fainter as the distance from the sound source increases.

Electricity77





identify common appliances that run on electricity

Pupils should construct simple series circuits, trying different components, for example, bulbs, buzzers and motors, and including switches, and use their circuits to create simple devices. Pupils should draw the circuit as a pictorial representation, not necessarily using conventional circuit symbols at this stage; these will be introduced in year 6.

Note: Pupils might use the terms current and voltage, but these should not be introduced or defined formally at this stage. Pupils should be taught about precautions for working safely with electricity.Pupils might work scientifically by: observing patterns, for example, that bulbs get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across a gap in a circuit.

Link to Design and Technology:understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Link to Computing:use sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsUsing, for example:Hardware: Lego Wedo.Ipad Apps: Purple Mash [Turtle, Search: Code/Search:Science]PC Software: Logo, Purple Mash [2Code/Search: Science]

construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzersidentify 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 batteryrecognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuitrecognise some common conductors and insulators, and associate metals with being good conductors.

Art and designStatutory Objectives



to create sketch books to record their observations and use them to review and revisit ideas

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals,

To create sketch book pages using some research and pre-created reference materials/ techniques to select from.

To explain why they have selected their choices


including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Brushes, Paint, Doodle Buddy, Drawing Desk, Purple Mash [2Paint]PC Software: Colour Magic, Paint, Purple Mash [2Paint]

To refer to sketch book pages when creating final artwork and evaluate the effectiveness of their boards


To use the mediums: pencil and paper, chalk, crayon, pastels, photography, collage, digital, paints

To use a range of bases/surfaces for texture for example: wood, card, paper, canvas


To look at a Scottish artist and recreate some of their work (possibly Ritchie Collins)





select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [digital art- brushes app]about great artists, architects and designers in history

Link to Design and Technologyunderstand how key events and individuals in design and technology have helped shape the world

Note:These objectives have the potential to be embedded within all Curriculum areas in a range of different ways however this will largely depend on the hardware and software available within each school.

Programming Objectives could be fulfilled using, for example:Hardware: Beebot, Probot, Roamer, Lego Wedo.Ipad Apps: Scratch Jnr, Hopscotch (HAP), Beebots, Daisy the Dinosaur (LAP), Beebots, A.L.E.X. Purple Mash [Turtle, Search: Code], Lightbot.PC Software: Logo, Purple Mash [2Code] Scratch.

Link to ‘Safer Internet Day’

Although consistent throughout the year, E-safety objectives will be additionally addressed within ‘Safer Internet Day’, a day on which the whole school will concentrate on a specific area of e-safety. Objectives are split according to the theme of each year, as directed by UK Internet Safety Centre.

Although the theme changes from year to year, objectives for each year group will include the following and will be differentiated throughout the Key Stage.

To encourage pupils to

Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviouruse search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentuse logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsuse sequence, selection, and repetition in programs; work with variables and various forms of input and output


take more responsibility when they use the internet.



design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts


Design and technologyStatutory Objectives



Designuse research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groupsgenerate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [2Design & Make]PC Software: Purple Mash [2Design & Make]Link to Art and Designto create sketch books to record their observations and use them to review and revisit ideas


DT could also be linked to special events over the year eg European Languages Day

Link to Science

To use research and develop design criteria to inform the design of functional and appealing products that are fit for purpose and begin to consider who the product is aimed atTo generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams and computer-aided design

Makeselect from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accuratelyselect from and use a wider range of materials and components, including construction materials,

In year 4, children should cover resistant materials (creating products for a purpose), textiles (building on earlier skills) and electronics in products (for example creating simple circuit involving a switch and light bulb)


(Electricity):construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzersidentify 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 batteryrecognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuitrecognise some common conductors and insulators, and associate metals with being good conductors.


begin to investigate and analyse a range of existing productsbegin to evaluate their ideas and products against their own design criteria and begin to consider the views of others to improve their worklook at key events and individuals in design and technology and begin to consider how these have helped shape the world

Technical knowledgeunderstand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Note:Technical Knowledge is already divided into year groups





Locational knowledgename 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

Link to Science (Living things and their habitats):explore and use classification keys to help group, identify and name a variety of living things in their local and wider environmentLink to Art and Designabout great artists, architects and designers in history.

Link with Computing through software such as Google Earth/Google Maps:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography.Ipad Apps: Google Maps/Google Earth, Purple Mash [Search: Geography]PC Software: AA Route Planner, Google Earth, Purple Mash [Search: Geography]

Link with Maths (Geometry):describe positions on a 2-D

Human and physical geographydescribe and understand key aspects of:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cyclehuman geography, including: types of settlement and land use, economic activity including trade links, and the distribution of

Physical geographyStudy to focus upon rivers and the water cycle.


natural resources including energy, food, minerals and water

grid as coordinates in the first quadrant

Link to Maths (Statistics):interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Geographical skills and fieldworkuse maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Geographical skillsUse maps, atlases and globes, working with eight points of a compass, four figure grid references, symbols and key.FieldworkTo build further upon the use of sketch maps and plans. Graphs can be introduced if appropriate opportunities arise.





Britain’s settlement by Anglo-Saxons and Scots

Examples (non-statutory) This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne

Link to English (Historical stories):use the information learnt in History to plan and write a historical based storyLink to Computing through the research of different sources:use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentUsing, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [Search: Vikings/Anglo Saxons]PC Software: Purple Mash [Search : Vikings/Anglo Saxons]Link to Art and Design:about great artists, architects and designers in history.Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the worldLink to Geography:Use maps, atlases and globes to locate countries and describe features studieduse the eight points of a compass, four figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom, Northern Europe & Western EuropeName and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Examples (non-statutory) This could include: Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066

a local history study

Examples (non-statutory) a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.


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. Saxon & Viking settlers and settlements





listen attentively to spoken language and show understanding by joining in and responding


Link to Computing through the use of Linguascope:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

To begin to respond orally to questions and brief conversations.To identify key words relating to the topic to enable a response.

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

To identify common letter strings in songs and rhymes.To recap the Y3 initial phonics introduction – can they remember the sounds / words / actions?Select starter resources to focus on small groups of sounds.Reinforcement, as in Y3, of sounds introduced using actions from initial phonics lesson, as new vocabulary is introduced within topics.To listen and join in with the marching song to become familiar with the French alphabet.

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

To ask and answer questions on familiar topics such as family/pets.

Speak in sentences, using familiar vocabulary, phrases and basic language structures

To ask and answer questions on familiar topics such as family/pets.

Develop accurate pronunciation and intonation so that others understand when they are

Pupils to experience listening to the written word as well as reading out loud. Use of games (such as bingo and snakes and ladders), role-


reading aloud or using familiar words and phrases*

play, short stories, songs, rhymes, tongue-twisters and comic-strips within topic-teaching to further reinforce and practise pronunciation and intonation.

Present ideas and information orally to a range of audiences*

To present information orally about their family and pets. This is to be presented to their class. Presentations to be recorded for self-evaluation.(This could be role played through visiting a pet shop or airport to give information about family or pets)


To take part in guided reading activities to share stories, identifying adjectives and nouns.

Appreciate stories, songs, poems and rhymes in the language

To learn a French Christmas carol to sing in the nativity performance in church at Christmas time.To learn to say the alphabet using the alphabet rhyme.To read along with the monster body parts song and identify key words/ phrases.

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

To identify key words and phrases in written sentences.(topics to include are zoo animals and family)


To write phrases about family and zoo animals from memory in order to create new sentences.(could add in adjectives placed correctly to apply this knowledge)

describe people, places, things and

To describe a region in France orally and in writing.(Link to regional information


actions orally* and in writing

from the intercultural understanding)

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.


Adjectives – word order and agreement

Noun gender Plurals (basic) ‘il’ and ‘elle’ forms of

some key verbs, inc. être

Quantifiers – assez, très

Possessives – mon, ma, mes

Negatives – ne…pas Connectives – et, aussi Writing simple

sentences – word order

To develop intercultural understanding, social conventions and customs of France/French speaking countries.

Y4 children will find out about Easter and the April fish, and the location of a particular region in France. They will also study the music of Jean Michel Jarre and produce related art work.





play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Link with Science (sound):find patterns between the pitch of a sound and features of the object that produced itfind patterns between the volume of a sound and the strength of the vibrations that produced it

Link with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Link to PE (Dance):creating music for a range of purpose

Possible link to Design and technology:Creating products for a purpose (eg musical instruments)

Take an active part in a Nativity church performance and service, to a large audience.Enjoy singing, making, playing, changing and combining sounds.Sing in tune within a limited pitch range and perform with a good sense of pulse and rhythm, in unison and in parts of two or more.Show awareness of the audience when performing.Respond to musical signals and cues during a performance.

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Experiment with different ways of making sounds with voice, body sounds, instruments and simple music technology.Experiment with changing pitch, timbre, texture, tempo and dynamics to create different moods and effects.Join in and stop as appropriate.Follow and lead simple performance directions, demonstrating understanding of these through their responses e.g. movement, singing and playing. These could include changes to dynamics and tempo and playing and stopping at the right time.Accompany simple songs in groups and invent sound effects to accompany stories and poems.

Listen with attention to detail and recall sounds with increasing aural memory

To listen to a variety of live and recorded music and explore how time and place can influence the way music is created, performed and heard.


Listen to ideas of others, taking turns as appropriate. (Passing around instruments, sharing, listening to others play and sing.)Make dance movements/produce art work to represent sounds heard and discuss moods and effects created and how.Share comments about own and others’ work.

Use and understand staff and other musical notations

Create music and suggest symbols to represent sound with an understanding and accuracy of symbol to match sound.Invent and follow graphic scores with accuracy, including silences and the ability to internalise these.Explore rhythm patterns in speech and how these relate to traditional musical notation. (Crotchet and quavers and minims.)Clap simple rhythms from standard notation phrases.

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To listen to a variety of live and recorded music and explore how time and place can influence the way music is created, performed and heard.Show an increased understanding of basic musical features e.g. getting louder/getting quieter crescendo/diminuendo, getting higher/getting lower, getting faster/getting slower. Describe quality of sound and how it is made (timbre).Know the names of a wide range of percussion instruments, both tuned and un-tuned.Begin to learn the names of some orchestral instruments.Know the difference between rhythm and pulse through games and singing.

Develop an Suggested composers: Saint-


understanding of the history of music.

Saens (Carnival of the Animals) – links with Living Things and Animals in Science.

Physical educationStatutory Objectives





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 defendingdevelop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]form dances using a range of movement patterns

Over the year children should have a minimum of 4 dance lessons including opportunities for children to choreograph their own compositions based on a stimulus linked to learning journeys. Children should also experience different dance styles and use this to inform their own work. This could be dance styles throughout history eg tea dance or could link to geography and dances in


other cultures eg carnival dances. Children should have the opportunity to work independently, in pairs and in small groups in their dance work. Explore key features of dance in isolation/ still positions and simple movement phrases referring to:Levels: The distance from the floor (high, low)Shapes: The design of the body (curved, straight)Force: The use of energy while movingCreate simple transitions between still positions/freeze frames to create simple movement phrases referring to:Directions: Forward, backward, sideways, upTime: How fast or slow (tempo)Duration: how long or short the movement isChildren should perform movement phrases and begin to evaluate their own work referring to specific criteria

take part in outdoor and adventurous activity challenges both individually and within a teamcompare their performances with previous ones and demonstrate improvement to achieve their personal best.Swimming and water safety

All schools must provide swimming instruction either


in key stage 1 or key stage 2.

Swim competently, confidently and proficiently over a distance of at least 25 metres

Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

Perform safe self-rescue in different water-based situations.


Religious EducationHow does a Christian follow Jesus?




InformationUnderstand that Christians believe the birth of Jesus was a planned event and changed the world forever

The prophecies from Isaiah give Christians understanding as to the reasons for Jesus’ birth.

You could make use of all the ‘lights’ that form a part of the celebration of Christmas. Also draw on any other festivals of ‘light’ that may be celebrated by members of the class.

The story of the calling of Matthew can be found in Matthew 9: verses 9-13. It is worth pointing out to pupils that many of the stories of Jesus come from the book of Matthew,

Link to Science:construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.

Link to Design and Technology:understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Link to English (Spoken Language):Articulate and justify answers, arguments and opinions.

Link to Computing to research different images of Jesus:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in

Understand how Christians believe the world was in trouble before Jesus was bornknow the story of Jesus’ baptismunderstand one way that Christians show God that theywant to make the right choicesconsider the problem of how todeal with regretthat there is no authentic visualimage of Jesusmake links between artistic images of Jesus and the artist’sbeliefs and backgroundunderstand how images of Jesus are expressions of faith and worshipreflect upon their own interpretations of stories andteachings of Jesusknow the story of Jesus’ temptation in the wildernessthink about


‘temptation’ andhow to deal with it

written by this disciple.

The parable of the two builders: Matthew 7:24-27 and Luke 6:46-49.The parables of the lost sheep, the lost coin and the lost son from Luke 15.

evaluating digital content.Link to Art and Design for children comparing images and creating their own image of Jesus in a setting with jusitification:about great artists, architects and designers in history.Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]Link to Design and Technology:evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.Understand how key events and individuals in design and technology have helped shape the world.

Note:A visit to a church is encouraged during this unit in order to view more images showing visual interpretations of Jesus and to discover where and how children are baptised. This will enable children to better understand what a church is used for, including

know the story of Jesus callingMatthew to be a discipleunderstand how Christians todaybelieve that Jesus ‘calls’ them tooknow some of Jesus’ parables

understand the meaning of one ofJesus’ parablesreflect on what we can learn from a parable of Jesus and understand how these parables affect the lives of believers todaymake links between values andcommitments and personal attitudes and behaviourconsider the impact that believing in Jesus will have on a Christian’s lifeknow some of the recorded miracles of Jesusunderstand how a belief in themiraculous is important tobelieversknow who Jesus said were thepeople whom God would really look aftershow an understanding of how a Christian tries to ‘follow’


Jesus.

worship, prayer, reflection and many celebrations and festivals.This will also help when it comes to visiting the Gurdwara when learning

Understand what a church is used for

How is a new life welcomed into the world?




Informationidentify key events from theirown lives and recognise whythese were important times Christianity – consider

confirmation and believer’s baptism. How is believer’s baptism different from infant baptism? Make links between this and the story of John the Baptist. What happens during confirmation? Why and how is this significant? Share recording or first hand experiences and look at artefacts – cards and gifts, candles etc.Judaism – bar mitzvah. Consider the age when children think they become adults and oldenough to make their own decisions. Watch a bar mitzvah ceremony and discuss the four key stages. Share and discuss a bar mitzvah website.Sikhism – amrit ceremony. Share and discuss the forming of the khalsa and the amrit ceremony,

Link to Computing to research different images of baptism:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Computing to allow children the chance to research the meaning of their name and research images related to Sikh birth ceremonies:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Use search technologies effectively, appreciate how

consider and understand how people feel when a baby is bornLook at and compare the Christian, Muslim, Sikh and humanist birth ceremonies andreflect on their importance toparentsunderstand how and why people choose to commit to their religionunderstand the importance andimpact of religious ceremonies


making links between this and bar mitzvah. Discuss the vows a Sikh takes in the ceremony. How will these affect life?Non-religious – look at legal ages for undertaking certain activities e.g. being employed for a small number of hours per week (13), drive a car with a licence (17), leave home with parents’ consent (16) and without (17), buy fireworks (18), leave school (16) etc. At what age do the pupils think they should be

results are selected and ranked, and be discerning in evaluating digital content.

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Computing:select, use and combine a

Nativity Story




Informationknow and understand the significance of the lead up to Christmas Day and the day itself according to Christiansbe aware of the key roles in the nativity story and the challenges


facedpresent knowledge and understanding through the delivery of a year group nativity production in December.

What does it mean to be a Sikh?




Informationknow that the founder and ‘hero’ of Sikhism is Guru Nanak

Plot the events in Nanak’s life onto an emotions graph to show how different people in Nanak’s life felt at different events.

Link to Maths (Statistics):interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Link to Computing to research information about founding figures:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Know the details of Guru Nanak’s life and their significance to believersknow how Guru Nanak spread histeaching through word and deedsknow one of Guru Nanak’scompanions and how his devotioninspires believers todayreflect on the choosing of a newguru including identifying desiredqualitiesknow the nature and origin of the Khalsa and to consider theadvantages and disadvantages ofreligious membership and commitmentrecognise the


Guru Granth Sahib as the final Sikh guru as well as a holy book

Note:A visit should be made to a Gurdwara during the academic year.A visit to a church should also be made in order to compare and contrast a Gurdwara and a Church, their uses and the value these places of worship hold to believers.

recognise Sikh symbols and explain their symbolismidentify Sikh festivals and theirsignificance to Sikhsknow the main features of a Sikh place of worship, understanding that the focus is an expression of a belief in Guru Nanak’s messagethat a Gurdwara is a sacred place for Sikh peopleabout some of the important features of the Gurdwaraabout what a Gurdwara feels like and looks likewhy Sikhs welcome everyone to eat at the langar kitchenhow the holy building and the holy writings of Sikhs are connected to pupils own lives and ideas.






InformationKnowing myself:I can take responsibility for my actions and learning

These SEAL objectives can be taught discretely in ‘circle time’ style lessons or within learning journeys. Some objectives will need more time than others and some children may need more time to develop their skills. In some cases, the objectives should be delivered in normal classroom practice on a day to day basis.

Understanding my feelings:I know that feelings, thoughts and behaviour are linkedManage how I express my feelings:I can express a range of feelings in ways that do not hurt myself and other peopleManage the way I am feeling:I have a range of strategies for managing my angerI understand that changing the way I think about people and events changes the way I feel about themSetting goals and planning to meet them:I can break a long-term plan in smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them


Persistence and resilience:I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of timeUnderstanding the feelings of others:I know that all people have feelings but understand that they might experience and show their feelings in different ways or in different circumstancesBelonging to a community:I feel that I belong to and am valued in my class, school and communityFriendships and other relationships:I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for othersWorking together:I can tell you what helps a group to work well together


Year 5 Programme Of StudyEnglish Spoken Language




Listen and respond appropriately to adults and their peers.




Pupils should receive


Articulate and justify answers, arguments and opinions: in Y5 articulate and justify answers and begin to use arguments and opinionsGive well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings: in Y5 begin to take into account the audience in the detail and choice of vocabulary.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments: in Y5 continue to promote good paired discussion. In group discussions, children begin to take the lead in discussionsSpeak audibly and fluently with an increasing command of Standard English: in Y5 begin to use Standard English in formal situations

Links to use of enquiry questions within History and

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. * constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Link to Science (Working Scientifically):Planning different types of scientific enquiry to answer questions, including recognising and controlling variables where necessary

Link to Computing: in terms of supporting Presentations:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. For example, linking to PowerPoint presentations within a given area to enhance and present their ideas in front of others.Using, for example:Hardware: Voice Recorders, iPads, Vado Cameras.Ipad Apps: Keynote, iMoviePC Software: Audacity, Microsoft Movie Maker, Microsoft PowerPoint.

Geography – what do the children want to find out?


Links to mathematics in terms of reasoning and problem solving, can children justify their answers? Can they explain how something was achieved?



Speak audibly and fluently with an increasing command of Standard EnglishParticipate 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.

Reading: word reading

Statutory Barwell Advice and non- Barwell Additional 105


Objectives statutory examples Informationapply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

At this stage, there should be no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. It is imperative that pupils are taught to read during their last two years at primary school if they enter year 5 not being able to do so.Pupils should be encouraged to work out any unfamiliar word. They should focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’ simply because they might be more familiar with the first word. Accurate reading of individual words, which might be key to the meaning of a sentence or paragraph, improves comprehension.When teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word’s meaning(s) and its correct pronunciation.





Maintain positive attitudes to reading and understanding of what they read by:continuing to read

Even though pupils can now read independently, reading aloud to them should include whole books so that they meet books and authors that they might not choose to

These objectives relate to Year 5 and Year 6. In Year 5, the children should be introduced to the objectives and then their understanding


and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.reading books that are structured in different ways and reading for a range of purposesincreasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditionsrecommending books that they have read to their peers, giving reasons for their choicesidentifying and discussing themes and conventions in and across a wide range of writingmaking comparisons within and across bookslearning a wider range of poetry by heartpreparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

Understand what they read by:checking that the

read themselves.The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should continue to apply what they have already learnt to more complex writing.Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text.They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies.Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect.In using reference books, pupils need to know what information they need to look for before they begin and need to understand the task. They should be shown how to use contents pages and indexes to locate information.The skills of information retrieval that are taught should be applied, for example, in reading history, geography and science textbooks, and in contexts where pupils are genuinely motivated to find out information, for example, reading information leaflets before a gallery or museum visit or reading a theatre programme or review.

deepened in Year 6.


book makes sense to them, discussing their understanding and exploring the meaning of words in contextasking questions to improve their understandingpredicting what might happen from details stated and impliedsummarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideasidentifying how language, structure and presentation contribute to meaning

Teachers should consider making use of any library services and expertise to support this.Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions.Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

discuss and evaluate how authors use language, including figurative language, considering the impact on the readerdistinguish between statements of fact and opinionretrieve, record and present information from non-fictionparticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteouslyexplain and discuss their understanding of what they have


read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessaryprovide reasoned justifications for their views.




use further prefixes and suffixes and understand the guidance for adding them

Spelling:As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly.


spell some words with ‘silent’ letters [for example, knight, psalm, solemn]continue to distinguish between homophones and other words which are often confuseduse knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1use dictionaries to check the spelling and meaning of wordsuse the first three or four letters of a word to check spelling, meaning or both of these in a dictionary


use a thesaurus.

Writing: handwritingStatutory Objectives



write legibly, fluently and with increasing speed by:choosing which shape of a letter to use when given choices and deciding whether or not to join specific letterschoosing the writing implement that is best suited for a task.

Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing an email address, or for algebra and capital letters, for example, for filling in a form.


In Y5 focus on: choosing which shape of a letter to use when given choices

Writing: compositionStatutory Objectives



Plan their writing by:identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models

Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an


Investigate other texts: look for features of particular texts. Link to Reading objectives.Talk, mind mapping,


for their ownnoting and developing initial ideas, drawing on reading and research where necessaryin writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

explanation or a description.Below is examples of text types that link to other areas of the Y5 curriculum:

Myths and LegendsAncient Greece – a study of Greek life and achievements and their influence on the western world [for example: the Greek influence on Astronomy]

Stories from other cultures and traditions.Potential link through RE Curriculum.

Traditional Tales Stories based on

significant authors. Instructions

Could be directly linked to the making element of the DT Curriculum.

Persuasive TextsThis could be linked with newspaper reports and included within a History/Geography element of the Curriculum.

Recounts Classic Poetry

Potentially linked with History in terms of Shakespeare and the arts.

Choral and PerformanceLinked with Music and Speaking and Listening.

drama, planning time: children use drama and planning techniques to plan what to put into their writing. Model different methods of planning to inspire children with different learning stylesSuccess criteria: what do they need to work on to be successful in the piece of writing? This should be linked to the year group objectives but also children’s individual needs.First draft: children write on every other line a first attempt of their writing. They should be encouraged to be creative and use the success criteria.Editing: children should use the success criteria to improve their writing, making sure it all makes sense and says what they want it to sayFinal draft: children write a final version of their writing. This could use ICT to present or other features e.g. putting a poem into a shape, adding presentational features like headings etc.Assessing writing: children should go back to the success criteria and judge how successful they were. This could also be peer assessed if applicable. They should also set themselves next steps for their next piece of writing.

Text types to be covered:Non-fiction: discussion text; explanatory text; Instruction text; persuasion text; non-chronological report; recountNarrative: adventure; contemporary (familiar

Draft and write by:selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaningin narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the actionprécising longer passagesusing a wide range of devices to build cohesion within and across paragraphsusing further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and edit by:


assessing the effectiveness of their own and others’ writingproposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writingensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

settings); play scripts; stories that raise dilemmas; fantasy; historical; science fiction; mystery; A traditional tale (fables; legends; myths; fairy tales);Poetry: free verse; visual poems; structured poems(See additional writing composition guidance)

Link to music: play and perform in solo

and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Additional Links to include PE: perform dances using a

range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Link to Computing: select, use and combine

a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Using for example:Ipad Apps: Purple Mash [2Publish Extra] Pages.PC Software: Microsoft Word, Purple Mash [2Publish Extra]

Proof-read for spelling and punctuation errorsPerform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Writing: vocabulary, grammar and punctuation





Develop their understanding of the concepts set out in English Appendix 2 by:recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive formsusing passive verbs to affect the presentation of information in a sentenceusing the perfect form of verbs to mark relationships of time and causeusing expanded noun phrases to convey complicated information conciselyusing modal verbs or adverbs to indicate degrees of possibilityusing relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronounlearning the grammar for years 5 and 6 in English Appendix 2

Pupils should continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.

Indicate grammatical and other features by:using commas to clarify meaning or avoid ambiguity in writingusing hyphens to avoid ambiguity


using brackets, dashes or commas to indicate parenthesisusing semi-colons, colons or dashes to mark boundaries between independent clausesusing a colon to introduce a listpunctuating bullet points consistentlyuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Spelling: programme of study for Year 5Statutory Objectives



Endings which sound like /ʃəl/

–cial is common after a vowel letter and –tial after a

consonant letter, but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province).

official, special, artificial, partial, confidential,

essential

Words ending in –able and –ibleWords ending in –ably and –ibly

The –able/–ably endings are far more common than the –

ible/–ibly endings.As with –ant and –ance/–ancy, the –able ending is

used if there is a related word ending in –ation.

If the –able ending is added to a word ending in –ce or –ge, the e after the c or g

must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and

gap) before the a of the –able ending.

The –able ending is usually

adorable/adorably (adoration),

applicable/applicably (application),

considerable/considerably (consideration),

tolerable/tolerably (toleration)

changeable, noticeable, forcible, legible

dependable, comfortable, understandable, reasonable,

enjoyable, reliablepossible/possibly, horrible/horribly, terrible/terribly,


but not always used if a complete root word can be

heard before it, even if there is no related word ending in –ation. The first five examples

opposite are obvious; in reliable, the complete word

rely is heard, but the y changes to i in accordance

with the rule.The –ible ending is common if a complete root word can’t be

heard before it but it also sometimes occurs when a

complete word can be heard (e.g. sensible).

visible/visibly, incredible/incredibly,

sensible/sensibly

Use of the hyphen Hyphens can be used to join a prefix to a root word,

especially if the prefix ends in a vowel letter and the root word also begins with one.

co-ordinate, re-enter, co-operate, co-own

Words containing the letter-string ough

ough is one of the trickiest spellings in English – it can be

used to spell a number of different sounds.

ought, bought, thought, nought, brought, foughtrough, tough, enough

coughthough, although, dough

throughthorough, borough

plough, boughHomophones and other words that are often confused

In the pairs of words opposite, nouns end –ce and verbs end

–se. Advice and advise provide a useful clue as the

word advise (verb) is pronounced with a /z/ sound –

which could not be spelt c. More examples:

aisle: a gangway between seats (in a church, train, plane). isle: an island.

aloud: out loud. allowed: permitted.

affect: usually a verb (e.g. The weather may affect our plans). effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means

‘bring about’ (e.g. He will effect changes in the running

of the business).altar: a table-like piece of

furniture in a church. alter: to change.

advice/advisedevice/deviselicence/license

practice/practiseprophecy/prophesy

farther: further father: a male parent

guessed: past tense of the verb guess guest: visitorheard: past tense of the

verb hear herd: a group of animals

led: past tense of the verb lead lead: present tense of that verb, or else the metal

which is very heavy (as heavy as lead)

morning: before noon mourning: grieving for someone who has diedpast: noun or adjective

referring to a previous time (e.g. In the past) or

preposition or adverb


ascent: the act of ascending (going up). assent: to

agree/agreement (verb and noun).

bridal: to do with a bride at a wedding. bridle: reins etc. for

controlling a horse.cereal: made from grain (e.g.

breakfast cereal). serial: adjective from the noun series – a succession of things one

after the other.compliment: to make nice remarks about someone

(verb) or the remark that is made (noun). complement:

related to the word complete – to make something

complete or more complete (e.g. her scarf complemented

her outfit).

showing place (e.g. he walked past me) passed:

past tense of the verb ‘pass’ (e.g. I passed him in the

road)precede: go in front of or

before proceed: go on

Statutory Word List:, according, aggressive, apparent, attached, available, average, awkward, bargain, bruise, category, cemetery, community, competition, correspond, criticise (critic + ise), curiosity, definite, desperate, determined, develop, especially, excellent, explanation, familiar, forty, frequently, identity, immediate(ly), individual, lightning, neighbour, occupy, occur, opportunity, persuade, physical, programme, recognise,

Teachers should continue to emphasis to pupils the

relationships between sounds and letters, even when the relationships are unusual.

Once root words are learnt in this way, longer words can be spelt correctly if the rules and guidance for adding prefixes and suffixes are also known. Many of the words in the list

above can be used for practice in adding suffixes.

Understanding the history of words and relationships

between them can also help with spelling. Examples: The

word desperate, meaning ‘without hope’, is often

pronounced in English as desp’rate, but the –sper- part comes from the Latin spero,

meaning ‘I hope’, in which the e was clearly sounded.

Familiar is related to family, so the /ə/ sound in the first

syllable of familiar is spelt as a.

These spellings should be learnt discretely in a spelling programme but

they should also be included in Learning

Journeys to ensure that children can use them in

context.


recommend, relevant, restaurant, secretary, shoulder, soldier, suggest, symbol, system, temperature, twelfth, variety, vegetable,Vocabulary, Grammar and Punctuation




Word:Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]Verb prefixes [for example, dis–, de–, mis–, over– and re–]

The table to the left focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

Sentence:Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronounIndicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]Text:Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]Linking ideas across paragraphs using adverbials of time [for example, later], place [for


example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]Punctuation:Brackets, dashes or commas to indicate parenthesisUse of commas to clarify meaning or avoid ambiguityTerminology for pupil:modal verb, relative pronounrelative clauseparenthesis, bracket, dashcohesion, ambiguity






read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit

Pupils identify the place value in large whole numbers.They continue to use number in context, including measurement. Pupils extend and apply their understanding of the number system to the decimal numbers and fractions that they have met so far.They should recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule.

They should recognise and describe linear number sequences (for example, 3, 3 , 4, 4 ...), including those involving fractions and decimals, and find the term-to-term rule in words (for example, add ). 2 1 2 1 2 1

Link to Science (Working Scientifically):taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Note:This will build on the Roman Numeral Objective in Year 3 and depending on what you choose to do in History could be linked with this.

count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zeroround any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000solve number problems and practical problems that involve all of the aboveread Roman numerals to 1000 (M) and recognise years written in Roman numerals.


Number: addition and subtractionStatutory Objectives



add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)

Pupils practise using the formal written methods of columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics Appendix 1).They practise mental calculations with increasingly large numbers to aid fluency (for example, 12 462 – 2300 = 10 162).

Note:Solving problems can be linked across the Curriculum and can be subject specific. For example, children could be presented with what seems to be a DT based project but would require using addition and subtraction in order to make their product.

add and subtract numbers mentally with increasingly large numbersuse rounding to check answers to calculations and determine, in the context of a problem, levels of accuracysolve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Number: multiplication and divisionStatutory Objectives



identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers

Pupils practise and extend their use of the formal written methods of short multiplication and short division (see Mathematics Appendix 1). They apply all the multiplication tables and related division facts frequently, commit them to memory and use them confidently to make larger calculations.They use and understand the terms factor, multiple and prime, square and cube numbers.

know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbersestablish whether a number up to 100 is prime and


recall prime numbers up to 19

Pupils interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ 4 = = 24 r 2 = 24 = 24.5 ≈ 25). 4 98 2 1Pupils use multiplication and division as inverses to support the introduction of ratio in year 6, for example, by multiplying and dividing by powers of 10 in scale drawings or by multiplying and dividing by powers of a 1000 in converting between units such as kilometres and metres.Distributivity can be expressed as a(b + c) = ab + ac.They understand the terms factor, multiple and prime, square and cube numbers and use them to construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 92 x 10).Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example, 13 + 24 = 12 + 25; 33 = 5 x ?)

Link to Mathematics (Measurement) with specific focus on area and volume:calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapesestimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]Link to Mathematics (Measurement):use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbersmultiply and divide numbers mentally drawing upon known factsdivide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the contextmultiply and divide whole numbers and those involving decimals by 10, 100 and 1000recognise and use square numbers and cube numbers, and the notation for squared and cubed.solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubessolve problems involving addition, subtraction, multiplication and division and a combination of these, including


understanding the meaning of the equals signsolve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Number: fractions (Including Decimals and Percentages)




compare and order fractions whose denominators are all multiples of the same number

Pupils should be taught throughout that percentages, decimals and fractions are different ways of expressing proportions.They extend their knowledge of fractions to thousandths and connect to decimals and measures.Pupils connect equivalent fractions > 1 that simplify to integers with division and other fractions > 1 to division with remainders, using the number line and other models, and hence move from these to improper and mixed fractions.Pupils connect multiplication by a fraction to using fractions as operators (fractions of), and to division, building on work from previous years. This relates to scaling by simple fractions, including fractions > 1.Pupils practise adding and subtracting fractions to become fluent through a variety of increasingly complex problems. They extend their understanding of adding and subtracting fractions to calculations that exceed 1 as a mixed number.

identify, name and write equivalent fractions of a given fraction, represented visually, inc+luding tenths and hundredthsrecognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number.add and subtract fractions with the same denominator and denominators that are multiples of the same numbermultiply proper fractions and mixed numbers by whole numbers, supported by materials and


diagrams Pupils continue to practise counting forwards and backwards in simple fractions.Pupils continue to develop their understanding of fractions as numbers, measures and operators by finding fractions of numbers and quantities.Pupils extend counting from year 4, using decimals and fractions including bridging zero, for example on a number line.Pupils say, read and write decimal fractions and related tenths, hundredths and thousandths accurately and are confident in checking the reasonableness of their answers to problems.They mentally add and subtract tenths, and one-digit whole numbers and tenths.They practise adding and subtracting decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimal places, and complements of 1 (for example, 0.83 + 0.17 = 1).Pupils should go beyond the measurement and money models of decimals, for example, by solving puzzles involving decimals.Pupils should make connections between percentages, fractions and decimals (for example, 100% represents a whole quantity and 1% is one hundredth , 50% is a fifty hundredths , 25% is twenty five hundreths) and relate this to finding ‘fractions of’.

read and write decimal numbers as fractionsrecognise and use thousandths and relate them to tenths, hundredths and decimal equivalentsround decimals with two decimal places to the nearest whole number and to one decimal placeread, write, order and compare numbers with up to three decimal placessolve problems involving number up to three decimal placesrecognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimalsolve problems which require knowing percentage and decimal equivalents of a half, a quarter, one fifth, two fifths and 4 fifths, and those fractions with a denominator of a multiple of 10 or 25.


Measurement Statutory Objectives



convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

Pupils use their knowledge of place value and multiplication and division to convert between standard units.Pupils calculate the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths. Missing measures questions such as these can be expressed algebraically, for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm and perimeter of 20cm.Pupils calculate the area from scale drawings using given measurements.

Pupils use all four operations in problems involving time and money, including conversions (for example, days to weeks, expressing the answer as weeks and days).

Link to Science (Working Scientifically):Taking measurements, using a range of scientific equipment, with increasing accuracy and precisionLink to Design Technology (Making):A project could be based upon designing a product that requires specific measurements and a need to convert those to ensure the product meets the requirements.Link to the understanding of objectives within Mathematics (Multiplication and Division):recognise and use square numbers and cube numbers, and the notation for squared and cubed.Link to Science (Earth and Space)Link to Design and Technology within the making of products.

understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pintsmeasure and calculate the perimeter of composite rectilinear shapes in centimetres and metrescalculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapesestimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]solve problems


involving converting between units of timeuse all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

Geometry: properties of shapesStatutory Objectives



identify 3-D shapes, including cubes and other cuboids, from 2-D representations

Pupils become accurate in drawing lines with a ruler to the nearest millimetre, and measuring with a protractor. They use conventional markings for parallel lines and right angles.Pupils use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools.Pupils use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.

Link to Design Technology (Making) in direct correlation with the assembling of nets.Link to Computing:use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsuse sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsUsing for example:Hardware: Probot, Roamer, Lego Wedo.Ipad Apps: Hopscotch, Kodable ProPC software: Purple Mash (2Code) [2Go, Logo], Primary Maths Games, LOGO.

know angles are measured in degrees: estimate and compare acute, obtuse and reflex anglesdraw given angles, and measure them in degrees (o)identify:angles at a point and one whole turn (total 360o)angles at a point on a straight line and half a turn (total 180o)other multiples of 90ouse the properties of rectangles to deduce related facts and find missing lengths and anglesdistinguish between regular and irregular polygons based on


reasoning about equal sides and angles.

Geometry: position and directionStatutory Objectives



identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.

Link to Computing:use sequence, selection, and repetition in programs; work with variables and various forms of input and outputuse logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsLink to Geography: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




solve comparison, sum and difference problems using information presented in a line graph

Pupils connect their work on coordinates and scales to their interpretation of time graphs.They begin to decide which representations of data are most appropriate and why.

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph]

Link to Science:

complete, read and interpret information in tables, including timetables


Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryusing test results to make predictions to set up further comparative and fair testsrecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphsreporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations






planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss,

Link to Mathematics (Measurement):convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes(Depending of the Investigation)Link to Mathematics (Statistics):complete, read and interpret information in tables, including timetables.solve comparison, sum and difference problems using information presented in a line graphLink to Computing in gathering data:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography, Data Loggers, Digital Thermometers, Stopwatches, iPads.Link to Spoken Language:

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriaterecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsusing test results to make predictions to set up further comparative and fair testsreporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other


presentations communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Link to Computing in terms of recording:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel.]Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)Link to Spoken Language:Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Link to Computing in order to present:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [Search: Science] iMovie, Keynote.PC Software: Microsoft PowerPoint, Microsoft Movie Maker, Microsoft Word.

identifying scientific evidence that has been used to support or refute ideas or arguments.

Living things and their habitats





describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Pupils should study and raise questions about their local environment throughout the year. They should observe life-cycle changes in a variety of living things, for example, plants in the vegetable garden or flower border, and animals in the local environment. They should find out about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane Goodall.Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals.Pupils might work scientifically by: observing and comparing the life cycles of plants and animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities and differences. They might try to grow new plants from different parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They mightobserve changes in an animal over a period of time (forexample, by hatching and rearing chicks), comparing how different animals reproduce and grow.

Note:This unit could easily be amalgamated with the Science Unit of Animals and could run alongside each other.Potential Links with History:Charles Darwin.Link to Computing:use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content .Using, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [Search: Animals]PC Software: Purple Mash [Search: Animals]Link with PSHE Curriculum, in particular Sex Education.Link to Science (Working Scientifically):recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsLink to Geography and the local environment.Links to Design Technology (Cooking):understand and apply the principles of a healthy and varied diet

describe the life process of reproduction in some plants and animals.

Animals, including humansStatutory Objectives




describe the changes as humans develop to old age.

Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.

This unit could be amalgamated within Science (Living Things and their Habitats)

Link to PSHE Curriculum and Sex Education.

Link to Art and Design:about great artists, architects and designers in history. (portrait artists)

Properties and changes of materialsStatutory Objectives



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

Pupils should build a more systematic understanding of materials by exploring and comparing the properties of a broad range of materials, including relating these to what they learnt about magnetism in year 3 and about electricity in year 4. They should explore reversible changes, including, evaporating, filtering, sieving, melting and dissolving, recognising that melting and dissolving are different processes. Pupils should explore changes that are difficult to reverse, for example, burning, rusting and other reactions, for example, vinegar with bicarbonate of soda. They should find out about how chemists create new materials, for example, Spencer Silver, who invented the glue for sticky notes or Ruth Benerito, who invented wrinkle-free cotton.Note: Pupils are not required to make quantitative measurements about conductivity and insulation at this stage. It is sufficient for them to observe that some conductors will produce a

Link to Design Technology (Design and Make elements):Possible activity may involve junk modelling, constructing, building, producing of a product and taking into account the properties of materials that are needed for that particular model.select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesLink to Mathematics (Number and Place Value) For example: using temperature:interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zeroLink to Speaking and Listening:Articulate and justify answers, arguments and opinions.Link to Design

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solutionuse knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporatinggive reasons, based on evidence from comparative and fair tests, for


the particular uses of everyday materials, including metals, wood and plastic

brighter bulb in a circuit than others and that some materials will feel hotter than others when a heat source is placed against them. Safety guidelines should be followed when burning materials.

Pupils might work scientifically by: carrying out tests to answer questions, for example, ‘Which materials would be the most effective for making a warm jacket, for wrapping ice cream to stop it melting, or for making blackout curtains?’ They might compare materials in order to make a switch in a circuit. They could observe and compare the changes that take place, for example, when burning different materials or baking bread or cakes. They might research and discuss how chemical changes have an impact on our lives, for example, cooking, and discuss the creative use of new materials such as polymers, super-sticky and super-thin materials.

Technology (Design, Making and Evaluating) for a purpose.Link to Design Technology (Cooking)

demonstrate that dissolving, mixing and changes of state are reversible changesexplain 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.

Earth and SpaceStatutory Objectives



describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Pupils should be introduced to a model of the Sun and Earth that enables them to explain day and night. Pupils should learn that the Sun is a star at the centre of our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006). They should understand that a moon is a celestial body that orbits a

Link to Mathematics (Measurement):solve problems involving converting between units of timeuse all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling.Link to Mathematics (Properties of Shape):identify 3-D shapes,

describe the movement of the Moon relative to the Earthdescribe the Sun, Earth and Moon as approximately spherical bodies


planet (Earth has one moon; Jupiter has four large moons and numerous smaller ones).Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.Pupils should find out about the way that ideas about the solar system have developed, understanding how the geocentric model of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and Copernicus.Pupils might work scientifically by: comparing the time of day at different places on the Earth through internet links and direct communication; creating simple models of the solar system; constructing simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; finding out why some people think that structures such as Stonehenge might have been used as astronomical clocks.

including cubes and other cuboids, from 2-D representationsLink to History:Ancient Greece – a study of Greek life and achievements and their influence on the western world [for example: the Greek Infliuence on Astronomy]Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:[Additional to Internet Research]Ipad Apps: Purple Mash [Search: Space], NASA, Planetary.PC Software: Purple Mash [Search: Space]Link to Design Technology:Potentially constructing/making a sun dial.

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

ForcesStatutory Objectives



explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Pupils should explore falling objects and raise questions about the effects of air resistance. They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall. They should experience forces that make things begin to move, get faster or slow down. Pupils should explore the effects of

Link to History: Isaac NewtonLink to History: TitanicLink to Design Technology:understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkagesidentify the effects

of air resistance, water resistance and friction, that


act between moving surfaces

friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle wheel. Pupils should explore the effects of levers, pulleys and simple machines on movement. Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.Pupils might work scientifically by: exploring falling paper cones or cup-cake cases, and designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective. They might explore resistance in water by making and testing boats of different shapes. They might design and make products that use levers, pulleys, gears and/or springs and explore their effects.

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.





To create sketch books to record their observations and use them to review and revisit ideas

Link to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066[Theme could be based upon artwork]Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Brushes, Paint, Doodle Buddy, Drawing Desk, Purple Mash [2Paint]PC Software: Colour Magic, Paint, Purple Mash [2Paint]

Art and Design could also be linked to special events over the year eg European Languages Day

To create sketch book pages independently through research and taught techniquesTo justify their choicesTo refer to sketch book pages when creating final artwork and evaluate the effectiveness of their boards

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)

To use the mediums: acrylic paint, oil paint, water colour paints or pencils, Digital, pencil ana paperTo use different base/surfaces including: plaster, card, paper, canvas

About great artists, architects and designers in history.

To look portrait artists including Van Gogh and also looking at Ancient Greek portrait





select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

A high-quality computing education equips pupils to understand and change the world through logical thinking and creativity, including by making links with mathematics, science, and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, and how digital systems work. Computing equips pupils to use information technology to create programs, systems and a range of media. It also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Programming Objectives could be fulfilled using, for example:Hardware: Probot, Roamer, Lego Wedo.Ipad Apps: Hopscotch, Beebots, Cargo Bot, Purple Mash [Turtle, Search: 2Code], Tynker, Scratch Jnr.PC Software: Logo, Purple Mash [2Code]


Although consistent throughout the year, E-safety objectives will be additionally addressed within ‘Safer

Note:These objectives have the potential to be embedded within all Curriculum areas in a range of different ways however this will largely depend on the hardware and software available within each school.Link to Spoken Language:Participate in discussions, presentations, performances, role play, improvisations and debates.Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining focus on the topic and using notes where necessary.Link to Mathematics (Statistics):Solve comparison, sum and difference problems using information presented in a line graph.Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.Reporting and presenting findings from enquiries, including conclusion, causal relationships and explanations of and degree of trust, in oral and written forms such as displays and other presentations.Link to Science:Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across

use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviouruse search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentunderstand 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 collaborationuse logical reasoning to explain how some simple algorithms


work and to detect and correct errors in algorithms and programs

Internet Day’, a day on which the whole school will concentrate on a specific area of e-safety. Objectives are split according to the theme of each year, as directed by UK Internet Safety Centre.


To encourage pupils to take more responsibility when they use the internet.



the sky. (Research Based)Linked strongly with PSHE curriculum and e-safety.Link to Science (Living Things and their Habitats):Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.Link to Mathematics (Properties of Shapes):Identify:Angles at a point and one whole turn (360 degrees)Angles at a point on a straight line and half a turn (Total 180 degrees)Other multiples of 90 degreesLink to Geography: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.Link to Mathematics (Position and Direction):Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language and know that the shape has not changed.Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [digital art- brushes app]about great artists, architects and designers in historyLink to Design and technologyunderstand how key events and individuals in design

use sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts


and technology have helped shape the world





Design: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 groupsgenerate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Link to Art and Design:To create sketch books to record their observations and use them to review and revisit ideasLink to Science (Properties of Materials):compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnetsLink to Art and Design:To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)Link to Science (Properties of Materials):compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnetsLink to Science (Forces):identify the effects of air resistance, water resistance and friction, that act between moving surfacesrecognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.Link to History:Ancient Greece – a study of Greek life and achievements and their influence on the western worlda study of an aspect or theme

To use research and develop design criteria to inform the design of functional and appealing products that are fit for purpose and carefully consider who the product is aimed atTo generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes and computer-aided design

Make:select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accuratelyselect from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional

In year 5, children should cover resistant materials (creating products for a purpose), textiles (creating simple products using skills in textiles) and food technology (eg planning and preparing simple cooked food)


properties and aesthetic qualities

in British history that extends pupils’ chronological knowledge beyond 1066[Theme being Food]Evaluate:

investigate and analyse a range of existing productsevaluate their ideas and products against their own design criteria and consider the views of others to improve their workunderstand how key events and individuals in design and technology have helped shape the world

with support and independently investigate and analyse a range of existing productsevaluate their ideas and products against their own design criteria and consider the views of others to improve their workunderstand how key events and individuals in design and technology have helped shape the world

Technical Knowledge:understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages

Note:Technical Knowledge/Cooking is already divided into year groups

Cooking:understand and apply the principles of a healthy and varied dietprepare and cook a variety of predominantly savoury dishes using a range of cooking techniquesunderstand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.





Location Knowledge: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 citiesidentify 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)

Link to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Ancient Greece – a study of Greek life and achievements and their influence on the western worldLinks with Science (Earth and Space)Links with Mathematics (Measurement)Link to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Ancient Greece – a study of Greek life and achievements and their influence on the western worldLink to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Ancient Greece – a study of Greek life and achievements and their influence on the western worldLink to Mathematics (Position and Direction):Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and

Human and Physical Geography:Describe and understand key aspects of:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains,

Physical geographyStudy to focus upon earthquakes (possible link to Science via forces and friction)


volcanoes and earthquakes, and the water cyclehuman 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

presenting data and information.Using, for example: [Additional to Internet Research]Hardware: Digital Photography.Ipad Apps: Google Maps/Google Earth, Purple Mash [Search: Geography]PC Software: AA Route Planner, Google Earth, Purple Mash [Search: Geography]Link to Art and Design:about great artists, architects and designers in history.Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the world

Geographical Skills and Fieldwork:Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse 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 worlduse fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Geographical skillsUse maps, atlases, globes and introduce digital/computer mapping. Work with eight points of a compass, four and six figure grid references, symbols and key.FieldworkUse sketch maps and plans, and build further upon using graphs into an aspect of fieldwork.





a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

the changing power of monarchs using case studies such as John, Anne and Victoria changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day a significant turning point in British history, for example, the first railways, the fall of the Plantagenet’s and end of The War of the Roses at The Battle of Bosworth or the Battle of Britain

Link to Art and Design:To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay). Greek pottery.Link to Physical Education:use running, jumping, throwing and catching in isolation and in combinationdevelop flexibility, strength, technique, control and balance, for example through athletics and gymnastics via study, comparison and recreation of Ancient & modern Olympic games and sports.Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to

Link to Geography:Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse 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 worldhuman geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and waterLink to Science:Earth and space. Ancient Greek astronomy. Describe the movement of the Earth, and other planets, relative to the Sun in the solar systemdescribe the movement of the Moon relative to the Earthdescribe the Sun, Earth and Moon as approximately spherical bodiesuse the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.Link to Design Technology:understand and apply the principles of a healthy and varied dietprepare and cook a variety of predominantly savoury

Ancient Greece – a study of Greek life and achievements and their influence on the western world


accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [Search: Greece]PC Software: Purple Mash [Search : Greece]Link to Art and Design:about great artists, architects and designers in history.Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the world

dishes using a range of cooking techniquesunderstand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Field Trip opportunity: Bosworth Battlefield





listen attentively to spoken language and show understanding by joining in and responding


Link to Computing through the use of Linguascope:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and

To listen to a range of familiar statements and respond to a given topic with a thought or opinion.To listen to a native speaker and respond accordingly.

explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

To locate words in a dictionary to identify the correct spelling linked to the sound it makes.To reinforce common letter strings from Year 3 and 4 using Rachel Hawkes resources and explore more examples. Select starter resources to focus on small groups of sounds.


To generate informal French dialogue within the classroom. (common class resources to have a French label to encourage dialogue)To enter a dialogue regarding hobbies and familiar topics to share more about yourself, to express opinions about hobbies and interests.

speak in sentences, using familiar vocabulary, phrases and basic language structures

To generate informal French dialogue within the classroom. (common class resources to have a French label to encourage dialogue)To enter a dialogue regarding hobbies and familiar topics to share more about yourself.

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

Pupils to experience listening to the written word as well as reading out loud. Use of games (such as bingo and snakes and ladders), role-play, short stories, songs, rhymes, tongue-twisters and comic-strips to further reinforce and practise pronunciation and


presenting data and information.

intonation.present ideas and information orally to a range of audiences*

To use set phrases to describe people, places and objects in pairs and small groups/whole class.


To share stories/rhymes through the IWB to identify and understand words, repetitive phrases and simple writing. To identify word classes within a sentence.

appreciate stories, songs, poems and rhymes in the language

To perform and evaluate paired/small group performances using recording equipment.(playground song e.g. farmer in his den or take ten resources )

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

To identify key words and phrases in short passages and be introduced to a bilingual dictionary to understand unfamiliar words.


To write complete sentences to describe weather and travel, ensuring that word classes are accurate.

describe people, places, things and actions orally* and in writing

To rehearse orally and then write to a partner school in France to describe themselves and our location.

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


Reinforcement of adjectival agreement and word order

Quantifiers – très, assez, un peu

Plurals Dictionary skills Key verbs – ‘je’, ‘tu’,

‘il’ and ‘elle’ forms, 147


language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

inc. avoir, être, aimer, adorer, aller. Also opinions with ‘c’est’.

Modal verbs – j’aime + infinitive

Negatives – ne…pas Connectives – et,

mais, aussi, parce que

To develop intercultural understanding, social conventions and customs of France/French speaking countries.Y5 children will find out about rivers and coasts in France. They will learn about Bastille day. They will also communicate with a French partner school to receive and respond to written communication throughout the year. They will study the works of Matisse.





play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Link to Computing: through musical software:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad App: Garageband

Link to Spoken LanguageLink to History:A study of an aspect or theme in British History that extends pupils’ chronological knowledge beyond 1066.Link to History:A study of an aspect or theme in British History that extends pupils’ chronological knowledge beyond 1066.Link to PE (Dance):creating music for a range of purposeLink to Design and technology:Creating products for a purpose (e,g, musical instruments)

Take an active part in an Autumn school production to a large audience.Sing within an appropriate range for the individual’s voice with clear diction, mostly accurate pitch, some control of breathing/phrasing and a suitable tone. (In unison, varied parts and possibly duets.)Show awareness of the audience when performing.Suggest, follow and lead simple performance directions.Begin to demonstrate an increased confidence when performing.

improvise and compose music for a range of purposes using the inter-related dimensions of music

Use voice, instruments, other sounds and technology creatively to achieve desired outcomes.Demonstrate musical quality by having clear starts and ends to their compositions and improvisations.Maintain independent parts whilst playing and singing in a group – ostinato, drone and simple part playing and singing.Create simple rhythmical patterns, melodies and accompaniments. (Considering ways to notate these. See below.)Compose and improvise music which shows an understanding of musical structure and discuss choices made. (Including some of the key musical elements; tempo, pitch, duration, texture, structure (see below), dynamics and timbre.)


Create sound pieces to accompany poetry and film clips in groups.


Listen to a variety of live and recorded music (both modern and traditional) and communicate their ideas through language, movement and various art forms and mediums, giving simple justifications for their responses.Share comments about own and others’ work and ways to improve in relation to its intended effect.Accept feedback and improvement suggestions from others and begin to act on these suggestions.


Recognise, invent and respond to graphic symbols and scores and basic standard musical notation. (Rhythm -Crotchet, quaver, minim and appropriate rests. Beginning to learn the stave note names and exploring how these relate to pitch.)Begin to play short musical passages from standard notation, both on tuned and un-tuned instruments.

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To listen to a variety of live and recorded music and explore how time and place can influence the way music is created, performed and heard.Show an increased understanding of basic musical features e.g. getting louder/getting quieter crescendo/diminuendo, getting higher/getting lower, getting faster/getting slower. Describe quality of sound and how it is made (timbre).Know the names of a wide range of percussion instruments both tuned and


un-tuned.Know the names of some orchestral instruments.Know the difference between rhythm and pulse through games and singing.


Suggested composers: Holst (The Planets) to link with Earth and Space in Science.

Physical EducationStatutory Objectives




Note:Dances could be linked to different historical times.Link to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Note:Dance could also be linked to special events over the year e.g. European Languages Day

play competitive games, modified where appropriate, such as badminton, basketball, cricket, football, hockey, netball, rounders and tennis, and apply basic principles suitable for attacking and defendingdevelop flexibility, strength, technique, control and balance, for example through athletics and gymnasticsperform dances using a range of movement patterns

Over the year children should have a minimum of 4 dance lessons including opportunities for children to choreograph their own compositions based on a stimulus linked to learning journeys. Children should also experience different dance styles and use this to inform their own work. This could be dance styles throughout history eg tea


dance or could link to geography and dances in other cultures eg carnival dances. Children should have the opportunity to work independently, in pairs and in groups.Children begin to create dance compositions with a beginning, a middle, and an end. In all work children should refer to features of dance:Levels: The distance from the floor (high, low)Shapes: The design of the body (curved, straight)Directions: Forward, backward, sideways, upTime: How fast or slow (tempo)Duration: how long or short the movement isPathways: Patterns that the body makes as it moves through space or on the floorForce: The use of energy while movingTime: even or uneven (beat)Children should perform their compositions and evaluate their work against specific criteria



Religious EducationWhat are the deeper meanings of our celebrations?




understand why believers set aside time to celebrate certain events, people or values

Christmas (December), Lent (February) and Easter (March/April).

Rosh Hashanah and Yom Kippur (September).

Guru Nanak’s birthday (November), Vaisakhi (13/14 April).

Diwali (October) and Shivratri (February/March).

Eid ul-Fitr (Muslim dates change each year) and Eid ul-Adha

Link to History:a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Recognise how with time the way in which festivals have been celebrated has altered.

Link to English- several areas of Spoken Language and Reading Comprehension:wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

Link with Design Technology (Cooking) to create some of the dishes typically found at these celebrations:prepare and cook a variety of predominantly savoury dishes using a range of cooking techniquesunderstand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Link with Music to hear Music and Dance to hear, familiarise with and respond to music and dance played/present/performed at different festivals.

consider the role that celebration has played in their own livesknow names and details of someChristian festivals and reflect on thevalues that are celebrated in these festivalsknow names and details of someJewish festivals and reflect on thevalues that are celebrated in these festivalsknow names and details of someSikh festivals and reflect on thevalues that are celebrated in these festivalsknow names and details of someHindu festivals and reflect on thevalues that are celebrated in these festivalsknow names and details of someMuslim festivals and reflect on thevalues that are celebrated in these festivals.

Revelation: stories from the Bible about Jesus.153





know that people or events can become known in different ways

Stories that illustrate different aspects of Jesus’ character: The raising of Jairus’ daughter; the cleansing of the temple, Jesus and the children.

Use the example of the Bible Society (www.biblesociety.org.uk) to teach about the Bible as best seller.

Link to English (Reading Comprehension):continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.reading books that are structured in different ways and reading for a range of purposes.identifying how language, structure and presentation contribute to meaning.discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.provide reasoned justifications for their views.Link to English (Writing Composition):identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.noting and developing initial ideas, drawing on reading and research where necessary.Link to Computing for researching works of art/images that show in their content what the artist believes of feels about Jesus:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies

develop understanding of a life story, a biography and a gospelbegin to think about the ways a point of view can change a storybecome familiar with stories that reveal aspects of Jesus’ naturedevelop understanding of how Christians see the life story of Jesus as significant or sacred, with Jesus being seen as both human and devineuse in context some of the titles by which Christians refer to Jesus, including Christ, Son of Man, Saviour, Son of Godlearn that the Bible contains four books that tell Jesus’ life story, the Gospelsbegin to understand the shape and main events of Jesus’ life story


effectively.Link to key figures highlighted in History topics


Link to English (Reading Comprehension):wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditionsretrieve, record and present information from non-fictionexplain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Who inspires me?





consider the characteristics of an inspiring person and to think about who might provide personal inspiration

Make lists of heroes in movies and inspiring songs before discussing the idea of being inspired and what this means/entails.

Quotes from Gandhi can be found on many quote websitesincluding http://www.saidwhat.co.uk/quotes/favourite/mahatma_gandhi

Rosa was a Christian. Do the children know any parts of the Bible that might have inspired her e.g.‘There is no longer Jew or Greek, there is no longer slave or free, there is no longer male or female, for all of you are one in Christ Jesus.’ Galatians 3: 28‘Do to others what you would have them do to you.’ Matthew 7: 12 ‘Love your neighbour as yourself.’ Matthew 19: 19 ‘God created human beings in his own image, in the image of God he created them; male and female he created them.’ Genesis 1: 27Rosa’s story: http://www.holidays.net/mlk/rosa.htm

Possible inspiring factors: his or her life story his or her actions

Link to History topic and inspirational people who led movements/incentives/change. What qualities/actions made them inspirational?Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Link with Music through inspiring /motivational songs:appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.develop an understanding of the history of music.Link with Geography to determine the location of El Salvador and America:use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.Link with Geography:human geography, including: types of settlement and land use.Link to Computing to find Romero’s and Parks’ (Youtube) stories:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting,

consider the things that Mahatma Gandhi thought were important in the worldexplore whether using the ideas of Gandhi today can improve the world we live inunderstand what inspired Archbishop Oscar Romero toact in the way he didconsider what Oscar Romeromight inspire other people todothink about the injustices thatcan take place in a school, village,town or city and countrydescribe how the Christianbeliefs of Rosa Parks might haveinfluenced the way she chose tobehavedescribe what inspired andinfluenced Rosa Parks in her fightagainst racial injustice in Americaunderstand the effect that aChristian belief


http://www.saidwhat.co.uk/quotes/favourite/mahatma_gandhi

http://www.saidwhat.co.uk/quotes/favourite/mahatma_gandhi

can have on aperson’s attitude to forgiveness

his or her inspirational words

how difficult his or her life was

how much we can try to be like him or her

analysing, evaluating and presenting data and information.

Link with Design Technology through the provision of innovative, inspiring designs: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.

Note:Great links could be made with PSHE and SEAL objectives throughout this unit

consider their own ideas andopinions on finding justice indifficult situationsabout one of the ways to worktowards changing things that they think are unfairdescribe what inspires andinfluences themto weigh up different factorsin describing the inspiration thata chosen person givesdescribe and express own ideas about this person a certain person as an inspiration.

Justice and poverty: Can religion help to build a fair world and ‘make poverty history?’




reflect on personal ideas offairness and right and wrong

Link with Geography:use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America,

consider what is just and unjust,and to decide who is responsible for providing justiceunderstand what we mean bythe term racism and how thisimpacts on people’s lives


Islamic relief: http://www.islamicrelief.com/submenu/Kids/kidzone.htm

concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.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.

Link with Maths (Statistics) for exploring and comparing wealth statistics:solve comparison, sum and difference problems using information presented in a line graph.complete, read and interpret information in tables, including timetables.

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.Link to Geography:

consider why some countrieshave more money thanothers and whether this isfairreflect on what different people say about money and howmuch each person shouldhavedescribe the work of ChristianAid involved in global povertyissuesmake links between the beliefs and teachings of Christianity andthe work of Christian Aidshow understanding ofthe issues of justice, fairnessand poverty that Christian Aidaddressesmake links between thebeliefs and teachings of Islam and the work of Islamic Reliefunderstand the issues of justice, fairness and poverty that Islamic Relief addressesunderstand what is similar and what is distinctive about the two charities studiedunderstand the


teaching fromChristianity that supports justicefor people in poverty

economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Note:Great links could be made with PSHE, Citizenship and SEAL and the unit also relates very well to themes around anti-bullying

reflect on what fair trade means and how just/unjust tradingisconsider the views of other faiths and those of no faith in relation to fair tradebe able to apply ideas aboutcommunity, fairness and justicebe able to express own views andresponses to issues of povertyand injustice, in the light ofreligious understanding.

What can we learn from visiting a sacred place (a synagogue and a church)?




express their own thoughts and feelings about some special places

Links with English (Writing Composition) by expressing through metaphors and poetry or through Spoken Language through drama.

that there are places of importance to us, and some of these are special in religious lifethere are different reasons


why these places are special

Initially you could use a virtual tour of a Church prior to and in preparation for a visit. www.request.org.uk is a good place to start. Link to Computing to

gain photographs of a Church/Synagogue and its contents:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Art and Design through looking at the designers and architects of places of worship and sketching what identified on a visit to a Church/Synagogue:To create sketch books to record their observations and use them to review and revisit ideas.About great artists, architects and designers in history.

Note:A visit should be made to a Synagogue during the academic year.A visit to a Church should

how to enquire into the meaning of places of worshipa process for using the senses to build up understandingplace of worship they visit helps the religious community, for example to be strong, stick together, find peace, seek Godabout the ways in which theconsider questions about worship and sacred space, developing the abilities to make connections, build deeper understanding and explain points of viewthat a Church is a sacred place for Christiansabout the meaning and use of some of the important features of the Churchabout what a church feels like and looks likewhy Christians come to a Church, what they do there and how they care for itthat a Synagogue is a sacred place for Jewsabout the meaning and use


http://www.request.org.uk/

of some of the important features of the Synagogue

also be made in order to compare and contrast the places of worship, their uses and the value these places of worship hold to believers.

about what a Synagogue feels like and looks likewhy Jews come to a Synagogue, what they do there and how they care for itcollect and note the main ideas about worship that they have learntpresent information to suggest why certain places are sacred – and to whomto reflect on what they have learnt in relation to their own lives and ideas.






InformationKnowing myself:I feel good about the things I do well, and accept myself for who and what I am


Understanding my feelings:I can recognise when I am becoming overwhelmed by my feelingsManage how I express my feelings:I understand that the way I express my feelings can change the way other people feelManage the way I am feeling:I can change the way I feel by reflecting on my experiences and reviewing the way I think about themPersistence and resilience:I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something differentUnderstanding


the feelings of others:I can understand another person’s point of view and understand how they might be feelingValuing and supporting others:I value and respect the thoughts, feelings, beliefs and values of other peopleI can be supportive to others and try to help them when they want itFriendships and other relationships:I recognise ‘put-downs’ and know how they affect people, so I try not to use themResolving conflicts:I can resolve conflicts to ensure that everyone feels positive about the outcomeStanding up for myself:I can be assertive when appropriate

Year 6 Programme Of Study


English Spoken Language




InformationListen and respond appropriately to adults and their peers.




Pupils should receive constructive feedback on their spoken language and


Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings: in Y6 take into account the audience in the detail and choice of vocabulary. Use a wide range of vocabulary to express their feelings.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments: in Y6 teacher to decide the organisation of conversations, e.g. paired, small groups, whole class, but children then take ownership of the discussions.Speak audibly and fluently with an increasing command of Standard English: in Y6 confidently use Standard English in formal situations

Links to use of enquiry questions within History and Geography – what do the children want to find out?


Links to mathematics in terms of reasoning and problem solving, can children justify

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

listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

their answers? Can they explain how something was achieved?



Link to Science (Working Scientifically):Planning different types of scientific enquiry to answer questions, including recognising and controlling variables where necessary

Link to Computing: in terms of supporting Presentations:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. For example, linking to PowerPoint presentations within a given area to enhance and present their ideas in front of others.Using, for example:Hardware: Voice Recorders, iPads, Vado Cameras.Ipad Apps: Keynote, iMoviePC Software: Audacity, Microsoft Movie Maker, Microsoft Powepoint.

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.

Reading: word readingStatutory Objectives



Pupils should be taught to:

At this stage, there should be See Spelling and Grammar sections to see


apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. It is imperative that pupils are taught to read during their last two years at primary school if they enter year 5 not being able to do so.Pupils should be encouraged to work out any unfamiliar word. They should focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’ simply because they might be more familiar with the first word. Accurate reading of individual words, which might be key to the meaning of a sentence or paragraph, improves comprehension.When teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word’s meaning(s) and its correct pronunciation.

expectations for Y6




Pupils should be taught to:maintain positive attitudes to reading and understanding of what they read by:continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books

Even though pupils can now read independently, reading aloud to them should include whole books so that they meet books and authors that they might not choose to read themselves.The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should continue to apply what they have already learnt to

These objectives relate to Year 5 and Year 6. In Year 5, the children should be introduced to the objectives and then their understanding deepened in Year 6.

Link to History:For example linking with Ancient Egypt to look at myths and legends


or textbooksreading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

more complex writing.Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text.They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies.Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect.In using reference books, pupils need to know what information they need to look for before they begin and need to understand the task. They should be shown how to use contents pages and indexes to locate information.The skills of information retrieval that are taught should be applied, for example, in reading history, geography and science textbooks, and in contexts where pupils are genuinely motivated to find out information, for example, reading information leaflets before a gallery or museum visit or reading a theatre programme or review. Teachers should consider making use of any library services and expertise to support this.Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions.

recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writingmaking comparisons within and across books learning a wider range of poetry by heartpreparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by:checking that the


book makes sense to them, discussing their understanding and exploring the meaning of words in contextasking questions to improve their understandingdrawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidencepredicting what might happen from details stated and impliedsummarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideasidentifying how language, structure and presentation contribute to meaningdiscuss and evaluate how authors use language, including figurative language, considering the impact on the readerdistinguish between statements of fact and opinionretrieve, record

Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.


and present information from non-fictionparticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteouslyexplain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessaryprovide reasoned justifications for their views.




(see English Appendix 1)Pupils should be taught to:use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters [for example, knight, psalm, solemn]continue to distinguish between

As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly



homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1use dictionaries to check the spelling and meaning of wordsuse the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryuse a thesaurus.

Writing: handwriting and presentationStatutory Objectives



Pupils should be taught to:write legibly, fluently and with increasing speed by:choosing which shape of a letter to use when given choices and deciding whether or not to join specific letterschoosing the writing implement that is best suited for a task.

Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing an email address, or for algebra and capital letters, for example, for filling in a form.


In Y6 focus on: deciding whether or not to join specific letters and choosing the writing implement that is best suited for a task.


Writing: compositionStatutory Objectives



Pupils should be taught to:plan their writing by:identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their ownnoting and developing initial ideas, drawing on reading and research where necessaryin writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performeddraft and write by:selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaningin narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action


Fiction Genres Extending narrative Authors and texts Short stories with

flashbacks Persuasion Biography and

autobiography Journalistic writing Argument Formal/impersonal writing Poetry: Powerful imagery Poetry: Finding a voice

Links to Computing in terms of publishing Writing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [2Publish Extra] Pages.PC Software: Microsoft Word, Purple Mash [2Publish Extra]


Investigate other texts: look for features of particular texts. Link to Reading objectives.Talk, mind mapping, drama, planning time: children use drama and planning techniques to plan what to put into their writing. Model different methods of planning to inspire children with different learning stylesSuccess criteria: what do they need to work on to be successful in the piece of writing? This should be linked to the year group objectives but also children’s individual needs.First draft: children write on every other line a first attempt of their writing. They should be encouraged to be creative and use the success criteria.Editing: children should use the success criteria to improve their writing, making sure it all makes sense and says what they want it to sayFinal draft: children write a final version of their writing. This could use ICT to present or other features e.g. putting a poem into a shape, adding presentational features like headings etc.Assessing writing: children should go back to the success criteria and judge how successful they were. This could also be peer assessed if applicable. They should also set themselves


précising longer passagesusing a wide range of devices to build cohesion within and across paragraphsusing further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]evaluate and edit by:assessing the effectiveness of their own and others’ writingproposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writingensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate registerproof-read for spelling and punctuation

next steps for their next piece of writing.


Link to music:play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expressionAdditional Links to include PE:perform dances using a range of movement patternscompare their performances with previous ones and demonstrate improvement to achieve their personal best.


errorsperform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Writing: vocabulary, grammar and punctuationStatutory Objectives



recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive formsusing passive verbs to affect the presentation of information in a sentenceusing the perfect form of verbs to mark relationships of time and causeusing expanded noun phrases to convey complicated information conciselyusing modal verbs or adverbs to indicate degrees of possibilityusing relative clauses beginning with who, which, where, when,

Pupils should continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.


whose, that or with an implied (i.e. omitted) relative pronounlearning the grammar for years 5 and 6 in English Appendix 2indicate grammatical and other features by:using commas to clarify meaning or avoid ambiguity in writingusing hyphens to avoid ambiguityusing brackets, dashes or commas to indicate parenthesisusing semi-colons, colons or dashes to mark boundaries between independent clausesusing a colon to introduce a listpunctuating bullet points consistentlyuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.


Spelling: programme of study for Year 6Statutory Objectives



Endings which sound like /ʃəs/ spelt –cious or –tious

Not many common words end like this.If the root word ends in –ce, thesound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious.Exception: anxious. /ʃ/

vicious, precious, conscious, delicious, malicious, suspiciousambitious, cautious, fictitious, infectious, nutritious

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

Use –ant and –ance/–ancy if there is a related word with a /æ/ or /eɪ/ sound in the right position; –ation endings are often a clue.Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /ɛ/ sound in the right position.There are many words, however, where the above guidance does not help. These words just have to be learnt.

observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential)assistant, assistance, obedient, obedience, independent, independence

Adding suffixes beginning with vowel letters to words ending in –fer

The r is doubled if the –fer is still stressed when the ending is added.The r is not doubled if the –fer is no longer stressed.

referring, referred, referral, preferring, preferred, transferring, transferredreference, referee, preference, transference

Words with the /i:/ sound spelt ei after c

The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).

deceive, conceive, receive, perceive, ceiling

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)

Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch.

doubt, island, lamb, solemn, thistle, knight

Homophones and other words that are often

descent: the act of descending (going down). dissent: to disagree/disagreement (verb

principal: adjective – most important (e.g. principal ballerina) noun – important


confused (continued)

and noun).desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal.draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air.

person (e.g. principal of a college) principle: basic truth or beliefprofit: money that is made in selling things prophet: someone who foretells the futurestationary: not moving stationery: paper, envelopes etc.steal: take something that does not belong to you steel: metalwary: cautious weary: tiredwho’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)

St Statutory Word List: accommodate, accompany, according, achieve, amateur, ancient, appreciate, committee, communicate, conscience*, conscious*, controversy, convenience, dictionary, disastrous, embarrass, environment, equip (–ped, –ment), exaggerate, existence, foreign, government, guarantee, harass, hindrance, interfere, interrupt, language, leisure, marvellous, mischievous, muscle,

Teachers should continue to emphasis to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly if the rules and guidance for adding prefixes and suffixes are also known. Many of the words in the list above can be used for practice in adding suffixes.

Understanding the history of words and relationships between them can also help with spelling. Examples: Conscience and conscious are related to science: conscience is simply science with the prefix con- added. These words come from the Latin word scio meaning I know. The word desperate, meaning ‘without hope’, is often pronounced in English as desp’rate, but the –sper- part comes from the Latin spero, meaning ‘I hope’, in which the e was clearly sounded. Familiar is related to family, so the /ə/ sound in the first syllable of familiar is spelt as a.

These spellings should be learnt discretely in a spelling programme but they should also be included in Learning Journeys to ensure that children can use them in context.


necessary, nuisance, parliament, prejudice, privilege, profession, pronunciation, queue, rhyme, rhythm, sacrifice, signature, sincere(ly), stomach, sufficient, thorough, vehicle, yacht,

These spellings should be learnt discretely in a spelling programme but they should also be included in Learning Journeys to ensure that children can use them in context.

Vocabulary, Grammar and PunctuationStatutory Objectives



Word:The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]How words are related by meaning as synonyms and antonyms [for example, big, large, little].

The table to the left focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

Sentence:Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the


greenhouse was broken (by me)].The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]TextLinking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsisLayout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]PunctuationUse of the semi-colon, colon and dash to mark the boundary between


independent clauses [for example, It’s raining; I’m fed up]Use of the colon to introduce a list and use of semi-colons within listsPunctuation of bullet points to list informationHow hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]Terminology for pupilssubject, object active, passivesynonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

MathematicsNumber: number, place value




read, write, order and compare numbers up to 10 000 000 and determine the

Pupils should use the whole number system, including saying, reading and writing numbers accurately.


value of each digitround any whole number to a required degree of accuracyuse negative numbers in context, and calculate intervals across zerosolve number problems and practical problems that involve all of the above.

Number: addition, subtraction, multiplication and division




multiply multi-digit numbers up to 4 digits by a two-digit whole number using the efficient written method of long multiplication

Pupils should practice addition, subtraction, multiplication and division for larger numbers, using the efficient written methods of columnar addition and subtraction, short and long multiplication, and short and long division.They should undertake mental calculations with increasingly large numbers and more complex calculations.Pupils should continue to use all the multiplication tables to calculate mathematical statements in order to maintain their fluency.Pupils should round answers to a specified degree of accuracy.Pupils explore the order of operations using brackets; for example, 2 + 1 x 3 = 5 and (2 + 1) x 3 = 9.

divide numbers up to 4 digits by a two-digit whole number using the efficient written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context


Divide numbers up to 4 digits by a two digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

Common factors can be related to finding equivalent fractions.

perform mental calculations, including with mixed operations and large numbersidentify common factors, common multiples and prime numbersuse their knowledge of the order of operations to carry out calculations involving the four operationssolve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and whysolve problems involving addition, subtraction, multiplication and division


use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy.

Number: fractions (including decimals and percentages)




use common factors to simplify fractions; use common multiples to express fractions in the same denominationcompare and order fractions, including fractions >1

Pupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other and progress to varied and increasingly complex problems.Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators (fractions of), as numbers, and as equal parts of objects, for example as parts of a rectangle.Pupils use their understanding of the relationship between unit fractions and division to work backwards by multiplying a quantity that represents a unit fraction to find the whole quantity (for example, if 1/4 of a length is 36cm, then the whole length is 36 × 4 = 144cm).They practise calculations with simple fractions and decimal fraction equivalents to aid fluency, including listing

add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractionsmultiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8)divide proper fractions by whole numbersassociate a


fraction with division and calculate decimal fraction equivalents (for example, 0.375) for a simple fraction 3/8)Identify the value of each each digit in numbers given to three decimal places and multiply and divide numbers by 10,100 and 1000 giving answers up to three decimal places.

equivalent fractions to identify fractions with common denominators.Pupils can explore and make conjectures about converting a simple fraction to a decimal fraction (for example, 3 ÷ 8 = 0.375). For simple fractions with recurring decimal equivalents, pupils learn about rounding the decimal to three decimal places, or other appropriate approximations depending on the context. Pupils multiply and divide numbers with up to two decimal places by one-digit and two-digit whole numbers. Pupils multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 × 2 = 0.8, and in practical contexts, such as measures and money.Pupils are introduced to the division of decimal numbers by one-digit whole number, initially, in practical contexts involving measures and money. They recognise division calculations as the inverse of multiplication.Pupils also develop their skills of rounding and estimating as a means of predicting and checking the order of magnitude of their answers to decimal calculations. Thisincludes rounding answers to a specified degree of accuracy and checking the reasonableness of their answers.

Multiply one-digit numbers with up to two decimal places by whole numbersUse written division methods in cases where the answer has up to two decimal placesSolve problems which require answers to be rounded to specified degrees of accuracy Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.


Ratio and proportionStatutory Objectives



solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

Pupils recognise proportionality in contexts when the relations between quantities are in the same ratio (for example, similar shapes and recipes).Pupils link percentages or 360° to calculating angles of pie charts.Pupils should consolidate their understanding of ratio when comparing quantities, sizes and scale drawings by solving a variety of problems. They might use the notation a:b to record their work.Pupils solve problems involving unequal quantities, for example, ‘for every egg you need three spoonfuls of flour’, ‘of the class are boys’. These problems are the foundation for later formal approaches to ratio and proportion. 5 3

solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparisonsolve problems involving similar shapes where the scale factor is known or can be foundsolve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

AlgebraStatutory Objectives



use simple formulae Pupils should be introduced to

the use of symbols and letters to represent variables and express missing

number problems


algebraically unknowns in mathematical situations that they already understand, such as:missing numbers, lengths, coordinates and anglesformulae in mathematics and sciencearithmetical rules (e.g. a + b = b + a)generalisations of number patterns

number puzzles (e.g. what two numbers can add up to).

generate and describe linear number sequencesfind pairs of numbers that satisfy number sentences involving two unknowns.Enumerate possibilities of combinations of two variables.

Measurement Statutory Objectives



solve problems involving the calculation and conversion of units of measure, using decimal notation to three decimal places where appropriate

Using the number line, pupils should use, add and subtract positive and negative integers for measures such as temperature.They should know approximate conversions and be able to tell if an answer is sensible.They should relate the area of rectangles to parallelograms and triangles, and be able to calculate their areas, understanding and using the formula to do this.Pupils could be introduced to other compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate.

This could be linked to Physical Education sessions and cooking and nutrition units of work

use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal placesconvert between


miles and kilometresrecognise that shapes with the same areas can have different perimeters and vice versacalculate the area of parallelograms and trianglesrecognise when it is necessary to use the formulae for area and volume of shapescalculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units, such as mm3 and km3.

Geometry: properties of shapesStatutory Objectives



Draw 2-D shapes using given dimensions and angles

Pupils should draw shapes and nets accurately, using measuring tools and conventional markings and labels for lines and angles.Pupils describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements.These relationships might be expressed algebraically for example, d=2 x r, a= 180 – (b

Link to Design Technology:select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

recognise, describe and build simple 3-D shapes, including making netscompare and classify geometric


shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

+c)

illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radiusRecognize angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Geometry: position and direction




describe positions on the full coordinate grid (all four quadrants)

Pupils draw and label a pair of axes in all four quadrants with equal scaling. This extends their knowledge of one quadrant to all four quadrants, including the use of negative numbers.Pupils draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. These might be expressed algebraically for example, translating vertex (a, b) to (a – 2, b + 3); (a, b) and (a + d, b + d) being opposite vertices

Link to Computing:use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsdesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsUsing, for example:Ipad App: Scratch Jnr. Purple Mash [Logo]PC Software: Scratch, Kodable, Logo.

draw and translate simple shapes on the coordinate plane, and reflect them in the axes.


of a square of side d.




interpret and construct pie charts and line graphs and use these to solve problems

Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts.Pupils both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects.They should connect conversion from kilometres to miles in measurement to its graphical representation.Pupils know when it is appropriate to find the mean of a data set.

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel, Starting Graph.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)

calculate and interpret the mean as an average.





During years 5 Pupils in years 5 and 6 should Link to Computing in


and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessarytaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriaterecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsusing test results to make predictions to set up further comparative and fair testsreporting and presenting findings from enquiries, including conclusions,

use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations

gathering data:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography, Data Loggers, Digital Thermometers, Stopwatches, iPads.Link to Computing in terms of recording:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Software: Purple Mash [2Investigate, 2Count, 2Graph], Microsoft Excel.Ipad App: Numbers, Purple Mash [2Investigate, 2Count, 2Graph)Link to Computing in order to present:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using for example:Ipad Apps: Purple Mash [Search: Science] iMovie, Keynote.PC Software: Microsoft Powerpoint, Microsoft Movie Maker, Microsoft Word.

Link to Computing:select, use and combine a


causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsidentifying scientific evidence that has been used to support or refute ideas or arguments.

in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study.

variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use sequence, selection, and repetition in programs; work with variables and various forms of input and output.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentUsing, for example:Hardware: Lego Wedo.

Link to Spoken Language:use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Living things and their habitatsStatutory Objectives



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

Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. Through direct observations where possible, they should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians,

Links to Computing:use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:

give reasons for classifying plants


and animals based on specific characteristics.

reptiles, birds and mammals). They should discuss reasons why living things are placed in one group and not another.Pupils might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.Pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.

[Additional to Internet Research]Hardware: Digital Cameras, iPads, Databases.Ipad Apps: Purple Mash [Search: Animals/Plants]PC Software: Purple Mash [Search: Animals/Plants] Database Software.

Animals including humansStatutory Objectives



identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

Link to Design Technology:understand and apply the principles of a healthy and varied dietprepare and cook a variety of predominantly savoury dishes using a range of cooking techniquesunderstand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies functiondescribe the ways in which nutrients and water are transported within animals, including humans.


Evolution and inheritanceStatutory Objectives



recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

Building on what they learned about fossils in the topic on rocks in year 3, pupils should find out more about how living things on earth have changed over time. They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, labradors are crossed with poodles. They should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox. Pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.

Note: At this stage, pupils are not expected to understand how genes and chromosomes work.

Pupils might work scientifically by: observing and raising questions about local animals and how they are adapted to their environment; comparing how some living things are adapted to survive in extreme conditions, for example, cactuses, penguins and camels. They might analyse the advantages and

Links to Computing:use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Link to Design Technology:understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.Link to Geography:physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycleLink to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materialsabout great artists, architects and designers in history. (how art has progressed throughout history)

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.


disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers.

LightStatutory Objectives



recognise that light appears to travel in straight lines

Pupils should build on the work on light in year 3, exploring the way that light behaves, including light sources, reflection and shadows. They should talk about what happens and make predictions.Pupils might work scientifically by: deciding where to place rear-view mirrors on cars; designing and making a periscope and using the idea that light appears to travel in straight lines to explain how it works. They might investigate the relationship between light sources, objects and shadows by using shadow puppets. They could extend their experience of light by looking a range of phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur).

Link to Computing: use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Link to Art and Design (light and shade in artwork):to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eyeexplain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyesuse the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Electricity





associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Building on their work in year 4, pupils should construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors. They should learn how to represent a simple circuit in a diagram using recognised symbols.Note: Pupils are expected to learn only about series circuits, not parallel circuits. Pupils should be taught to take the necessary precautions for working safely with electricity.Pupils might work scientifically by: systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights, a burglar alarm or some other useful circuit.

Links to Computing:use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsUsing for example:Hardware: Lego Wedo.Ipad Apps: Scratch Jnr.PC software: Purple Mash (2Code) Flowaluse sequence, selection, and repetition in programs; work with variables and various forms of input and outputUsing for example:Hardware: Lego Wedo.Ipad Apps: Scratch Jnr, Kodable, LightbotPC software: Purple Mash (2Code) Flowaldesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsUsing for example:Hardware: Lego Wedo.Ipad Apps: Scratch Jnr, Kodable, LightbotPC software: Purple Mash (2Code) FlowalLink to Design Technology:understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

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 switchesuse recognised symbols when representing a simple circuit in a diagram.





to create sketch books to record their observations and use them to review and revisit ideas

Link with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example: [Additional to Internet Research]Ipad Apps: Brushes, Paint, Doodle Buddy, Drawing Desk, Purple Mash [2Paint]PC Software: Colour Magic, Paint, Purple Mash [2Paint]Link with History:For example, you could link with early bronzes from the Shang DynastyArt and Design could also be linked to special events over the year e.g. European Languages Day

To create sketch book pages independently using research and referencing learning from previous yearsTo justify their choices and why these are suitable for the style of artTo refer to sketch book pages when creating final artwork and evaluate the effectiveness of their pages and final pieces


Children to study a minimum of 3 different art forms throughout the year. Children to be given a choice of materials and select their own preferred medium from each set (these mediums will have already been studied in years 3,4,5)Drawing: pencil and paper sketching, charcoal, chalk, crayon,Painting: finger painting/mark making, acrylic paint, oil paint, watercolour paints or pencilsOther: mural, printing, photography, collage, Digital



To look artists in other cultures (Africa/ China) and compare with artists in local setting





select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information

A high-quality computing education equips pupils to understand and change the world through logical thinking and creativity, including by making links with mathematics, science, and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, and how digital systems work. Computing equips pupils to use information technology to create programs, systems and a range of media. It also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Programming Objectives could be fulfilled using, for example:Hardware: Roamer, Lego Wedo.Ipad Apps: Scratch Jnr, Hopscotch, Purple Mash [Turtle, Search:2 Code] Kodable.PC Software: Logo, Purple Mash [2Code] Kodable Pro, Flowol.


Although consistent throughout the year, E-safety objectives will be additionally addressed within ‘Safer Internet Day’, a day on which the whole school will concentrate on a specific area of e-safety. Objectives are split according to the theme of each year, as directed by UK Internet Safety Centre.


To encourage pupils to take more responsibility when they use the internet.



use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

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


Link to Art and Design:to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [digital art- brushes app]about great artists, architects and designers in historyLink to Design and Technology:understand how key events and individuals in design and technology have helped shape the world

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts





Designuse research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groupsgenerate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Links to Computing:use sequence, selection, and repetition in programs; work with variables and various forms of input and outputdesign, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:[Additional to Internet Research]Ipad Apps: Purple Mash [2Design & Make]PC Software: Purple Mash [2Design & Make]

Link to Mathematics (Geometry):recognise, describe and build simple 3-D shapes, including making nets

To 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 groupsTo generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

M Makeselect from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accuratelyselect from and use a wider range of materials and components, including construction materials, textiles

In year 6, children should cover resistant materials (creating products for a purpose), textiles (creating purposeful products using skills learnt in earlier years), food technology (eg planning and preparing a healthy meal) and electronics in products (creating more advanced electronic products)


and ingredients, according to their functional properties and aesthetic qualities

Link to Science (electricity):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 switchescompare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switchesuse recognised symbols when representing a simple circuit in a diagram.

Link to Science (animals including humans):recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function


With support and independently investigate and analyse a range of existing products.Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.Understand how key events and individuals in design and technology have helped shape the world

Technical knowledgeapply their understanding of how to strengthen, stiffen and reinforce more complex structuresunderstand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs,

Note:Technical Knowledge/Cooking is already divided into year groups


buzzers and motors]apply their understanding of computing to program, monitor and control their products.

Cooking and nutritionunderstand and apply the principles of a healthy and varied dietprepare and cook a variety of predominantly savoury dishes using a range of cooking techniquesunderstand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.





Place knowledgeUnderstand 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

Links to Computing: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. (Google Earth)select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Using, for example:Hardware: Digital Photography.Ipad Apps: Google Maps/Google Earth, Purple Mash [Search: Geography]PC Software: AA Route Planner, Google Earth, Purple Mash [Search: Geography]Links to Computing:use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentLink to Science (evolution and inheritance):identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.Link to Computing:use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsdesign, write and debug programs that accomplish

Human and physical geography

Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals

Physical geographyStudy to focus upon climate zones, biomes and vegetation belts (possible link to Science via living things and habitats)


and water specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsselect, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.Possible Link to Art and Design:about great artists, architects and designers in history.Possible Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the world

Geographical skills and fieldworkuse maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse 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 worlduse 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.

Geographical skillsUse maps with a variety of scales, atlases, globes and digital/computer mapping. Work with eight points of a compass, six figure grid references, symbols and key.FieldworkTo incorporate sketch maps, plans, a variety of graphs and digital technologies.





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.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Links with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentUsing, for example: [Additional to Internet Research]Ipad Apps: Purple Mash [Search: Romans]PC Software: Purple Mash [Search : Romans]Link to Art and Design:about great artists, architects and designers in history.For example early bronzes from the Shang Dynasty.To improve their mastery of art and design techniques, including drawing and painting with a range of materials (for example pencil, charcoal, paint). For example via Egyptian hieroglyphics.Link to Design and Technology:understand how key events and individuals in design and technology have helped shape the worldLink to Geography:Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse the eight points of a

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


compass, four and six-figure grid references, symbols and key to build their knowledge of the wider world





listen attentively to spoken language and show understanding by joining in and respondingexplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words


speak in sentences, using familiar vocabulary, phrases and basic language structuresdevelop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*



Link to Computing through the use of Linguascope:select, use and combine a variety of software (including

To listen to a passage by a native speaker, pick out and record key points and respond using thoughts and opinions.

To reinforce common letter strings from Year 3, 4 and 5 using Rachel Hawkes resources and explore more examples. Select starter resources to focus on small groups of sounds.

To use mainly memorised language, may substitute items of vocabulary to vary questions or statements when engaging in conversation.To develop informal conversational language to improve fluency e.g. pauses, etc.(Opinions about the high street, role play about directions and where places are located)

To use mainly memorised language, may substitute items of vocabulary to vary questions or statements when engaging in conversation.

Pupils to experience listening to the written word as well as reading out loud. Use of games (such as bingo and snakes and ladders), role-play, short stories, songs, rhymes, tongue-twisters and comic-strips to further reinforce and practise pronunciation and intonation.


present ideas and information orally to a range of audiences*read carefully and show understanding of words, phrases and simple writingappreciate stories, songs, poems and rhymes in the language

broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionarywrite phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing.

internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

To practise and perform a piece to an audience.(weather report, cookery show/cafe, giving directions)To share stories and poems with an audience to show understanding of words, phrases and simple writing.

To read and perform the Christmas storyTo memorise a range of songs at different times during the year.To use a bilingual dictionary confidently to make sense of longer passages of written material.

To write, more fluently, a diary entry based around the story of ’Le Petit Thomas’. This incorporates learning from across the past four years with a focus on hobbies, foods, time, shops on the high street etc.

To orally rehearse and to write a playscript for a performance.(weather report, cookery show/cafe, giving directions as shown above)To play ‘Guess who’ to practise French vocabulary relating to the description of people.


Imperatives Reinforcement of

adjective rules Reinforcement of

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.


connectives learned and addition of some higher-level connectives for HAPs (eg cependant, de plus)

Modal verbs – j’aime / je vais / je voudrais + infinitive

Reinforcement of key verbs in present tense and addition of habiter + à

Introduction to near future tense

‘il y a’ Pause words – alors….,

voyons…, eh bien… Writing short

sentences and substituting parts appropriately

Time markers Questions Comparatives –

plus…..que Word order – writing

the date Adverbs –

normalement, en general (HAPs)


To develop intercultural understanding, social conventions and customs of France/French speaking countries.Y6 children will find out about the festival Mardi Gras. They will learn about Francophone countries and different stereotypes. They will also study the works of Lautrec.





Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Link to Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use sequence, selection, and repetition in programs; work with variables and various forms of input and output.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.Link to PE (Dance:creating music for a range of purposeLink to Design and technology:Creating products for a purpose (e.g. musical instruments)

Take an active part in a Summer school production to a large audience.Sing within an appropriate range for the individual’s voice with clear diction, accurate pitch, control of breathing/phrasing and a suitable tone. (In unison, parts and possibly duets and solos.)Show awareness of the audience when performing.Conduct performances of small groups.Maintain a strong sense of pulse and self-correct when going out of time.Demonstrate an increased confidence when performing.Show an increased level of musical skill when performing through taking on various roles when rehearsing and performing.

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expressionimprovise and compose music for a range of purposes using the inter-related dimensions of music

Experiment with voice, instruments, other sounds and technology creatively, using a variety of musical devices, timbres, textures and techniques to create a desired effect.Compose and improvise music which shows an understanding of musical structure and discuss choices made. (Including all key musical elements; tempo, pitch, duration, texture, structure (see below), dynamics and timbre.)Lead an independent part whilst playing and singing in a group – ostinato, drone and part playing and singing.


Create simple rhythmical patterns, melodies and accompaniments. (Considering ways to notate these. See below.)Create sound pieces to accompany poetry and longer film clips in groups and independently.


Listen to and evaluate a range of live and recorded music from different traditions, genres and styles and times. (To include both modern and traditional, sacred and secular.)Respond by sharing their opinions and be able to justify them.Suggest improvement ideas with justification with relation to intended effect or purpose.Accept feedback and improvement suggestions from others and improve work to achieve intended effect or purpose.


Continue to explore, create and follow graphic scores with accuracy to basic musical shapes.Write and follow simple staff notation. (Rhythm -Crotchet, quaver, minim, semibreve and dotted notes if appropriate, along with appropriate rests.Learn the stave note names and how these relate to pitch.)Play and sing short passages of music from standard notation.

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great

To listen to a variety of live and recorded music and explore how time and place can influence the way music is created, performed and heard.Show an understanding of basic musical features e.g. getting louder/getting quieter


composers and musicians

crescendo/diminuendo, getting higher/getting lower, getting faster/ getting slower and the standard musical notation for these.Explore structure in music – AB Binary Form, ABA Ternary Form and use these in compositions.Describe quality of sound and how it is made (timbre) and how it can be/has been changed.Know the names of all percussion instruments that they use and a variety of orchestral instruments.


Suggested composers: John Michel Jarre (Tubular Bells) links with Electricity in Science.


Physical EducationStatutory Objectives



InformationPupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.


use running, jumping, throwing and catching in isolation and in combinationplay competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defendingdevelop flexibility,


strength, technique, control and balance [for example, through athletics and gymnastics]perform dances using a range of movement patterns

Over the year children should have a minimum of 4 dance lessons including opportunities for children to choreograph their own compositions based on a stimulus linked to learning journeys. Children should also experience different dance styles and use this to inform their own work. This could be dance styles throughout history eg tea dance or could link to geography and dances in other cultures eg carnival dances. Children should have the opportunity to work independently, in pairs and in small groups. Children’s work should include a clear beginning, middle, and end and should begin to explore expressive qualities. Linking with different dance styles and their purpose is a good way to inspire this e.g. carnival dances= party dancesIn all work children should refer to features of dance:Levels: The distance from the floor (high, low)Shapes: The design of the body (curved, straight)Directions: Forward, backward, sideways, upTime: How fast or slow (tempo)Duration: how long or short the movement isPathways: Patterns that the body makes as it moves through space or on the floorForce: The use of energy while movingTime: even or uneven (beat)Children should perform their compositions and evaluate their own work and the work of others against specific criteria


Religious EducationWhat does it mean to be a Muslim?


Non Statutory Examples/Advice


understand the importance of the Prophet Muhammad (pbuh) to Muslims

A suitable story could be the thirsty camel and the woman at the gates of Mukkah.Other stories can be found at http://www.sln.org.uk/storyboard/http://www.geocities.com/mutmainaa/kids/story.html

Clips of wudu and demonstrations of prayer can be found on www.cleo.net.uk

Link with English (Reading Comprehension):increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

Link with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Link with Geography to locate Mukkah:use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Link to English (Spoken Language):Articulate and justify answers, arguments and opinions.

know and understand that the Muslim belief in one God is veryimportantunderstand the importance of regular prayer in a Muslim’s lifeand understand the beliefs that teach the importance of regular prayerunderstand that what is truth to one religion, may be consideredto be an opinion to another group of peoplelearn about and understandthe different parts of the Hajj journey and experiencechoose something to reflect upon when given a special time to think about life and beliefsUnderstand the Muslim idea ofzakah, how it


http://www.cleo.net.uk/

affects the life of a Muslim and whether theidea is shared by other religions

Consider and evaluate different viewpoints, attending to and building on the contributions of others.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Note:Having the chance to speak to a Muslim about this experience would be a valuable experience to develop understanding

Link to Design and Technology:understand and apply the principles of a healthy and varied diet.Link to Science (animals including humans):recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

Link to English (Reading Comprehension):reading books that are structured in different ways and reading for a range of purposes.increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.making comparisons within and across books.

consider personal views aboutcharity and think about how those views will affect howthey live in the futurewhy Muslims fast during Ramadan and the main features of the festival of Eid-ul-Fitrcompare the themes of self-denial in Ramadan, andcommunity, charity andcelebration in Eid-ul-Fitr with events in their own livesknow and understand the main beliefs of Islam (as evident in the pillars of Islam) and to consider the effect these beliefs have on the life of a Muslimreflect on what the main beliefs are that support ownlifeunderstand that the Qur’an is the main source of guidancefor Muslims and


to explore thepart it has in their daily lives

Note:A visit to a mosque is required during the academic year, which will support the completion of these objectives. These objectives also work along side those within ‘What can we learn from visiting a sacred place?'

Link to Computing via possible email communication:understand computer networks including the internet; how they can provide multiple services, such as the world-wide web;

compare the Qur’an with other sacred textsconsider why people follow the guidance of the Qur’an and how the advice is relevanttodayreflect on the texts, books andadvice that have influencedtheir own livesunderstand the different features of a mosque and their purpose and significancecompare the mosque to other places of worshipexplore the meaning of theword ‘jihad’ and how this ideamight affect the life of a Muslim and what pupils’ own jihad might beConstruct questions to,and answers from, a Muslimgirl or boy about beliefs,practices and lifestyle choices

What can we learn from visiting a sacred place (a mosque and a church)?





that Muslims are one of Britain’s religious communities, the second largest after Christians

Note:A visit should be made to a Mosque during the academic year.A visit to a Church may be beneficial to recap contents and their purpose and meaning for believers. This will also help in comparing and contrasting elements.Link to Computing to gain photographs of Mosque/Church and its contents:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Link to Art and Design through looking at the designers and architects of places of worship and sketching what identified on a visit to a Mosque/Church:To create sketch books to record their observations and use them to review and revisit ideas.About great artists, architects and designers in history.


about the use of a prayer mat, to create a clean place from which to pray to Allaha Mosque is a sacred place for Muslimsabout some of the important features of a Mosqueabout what a Mosque feels like and looks likewhy Muslims come to a Mosque, what they do there and how they care for it, including an exploration of the idea of respectcollect and note the main ideas about worship that they have learnt (Islam and Christianity)present information to suggest why certain places are sacred – and to whom.


How do you find your way through the moral maze?Statutory Objectives



understand the influences in Jonah’s life and how those influences affected the way that Jonah solved his dilemmas


Link to English (Spoken Language):Articulate and justify answers, arguments and opinions.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Link to English (Spoken Language):Articulate and justify answers, arguments and opinions.Consider and evaluate different viewpoints, attending to and building on the contributions of others.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Link with Computing:

understand that we will all face dilemmas in life and consider the influences that will help us make our choicesexplain how the water carrier’sbeliefs led him to act as he diddespite influence from other peoplethat standing up for your beliefs and doing what you think is right can be challengingunderstand that people fromdifferent religions and people without a belief in God canhave different views on importantsubjectsunderstand that sometimes it isdifficult to stick to one’s deeply held viewsunderstand how some of the beliefs held by people of faith will affect how


they resolve a moral dilemma

select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

consider and express personalvalues when confronted with amoral dilemmaresearch and describe some ofthe different beliefs held by pupils of faith and those with no faithconsider which of their beliefs andcommitments they are going tocontinue to hold and which of their beliefs and commitments have changed over timeshow that they are aware of theimportance of forming their ownthought-through ideas on important issues.

What happens when we die?Statutory Objectives



reflect on the big question of ‘What happens when we die?’

Link with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and

consider the difficulties and uncertainties that can arise whenconsidering ‘ultimate’ questionsunderstand the terms ‘spirit’ and‘soul’reflect on what it is, apart from our


physical body, that gives us our identity

ranked, and be discerning in evaluating digital content.


Link with Computing:select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.


have an understanding ofthe term ‘reincarnation’reflect on how a belief inreincarnation would affect the way a believer would think about the end of lifeunderstand the term ‘judgment’reflect on how a belief in judgement affects the way abeliever thinks about the end of lifeknow how a Christian Funeralmarks the end of a believer’s lifereflect on how a hope in death hasan effect in the way a believer livesunderstand how Muslims preparethemselves for dyingreflect on how a hope in death hasan influence on the way a believer livesunderstand a non-religiousresponse to the question, ‘Whathappens when we die?’reflect on how a belief that there is no life after death can lead to adecision to live


life to the full.





InformationKnowing myself:I can recognise when I find something hard to achieve


Understanding my feelings:I know that it is okay to have any feeling, but not okay to behave in any way I feel likeManage how I express my feelings:I can adapt the way I express my feelings to suit particular situations or peopleManage the way I am feeling:I know what makes me feel good and know how to enhance these comfortable feelingsPersistence and resilience:I can bounce back


after a disappointment or when I have made a mistake or been unsuccessfulValuing and supporting others:I know that my actions affect other people and can make them feel better or worseBelonging to a community:I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everyoneFriendships and other relationships:I can make, sustain and break friendships without hurting othersMaking wise choices:I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later onI can make a wise choice with work or behaviour


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