St Mary's Catholic Primary Academy


Key Stage 1 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • To use a range of materials creatively to design and make products
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
  • Respond to a stimuli through the use of colour, texture and shape.
  • Express views about their own and others’ work.
  • Adapt and improve their own work using both individual and peer critique.

Year 2

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

National Curriculum England 2014

Year 1

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

Year 2

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

Key Stage 1 Computing

NAACE Computing

Computer science

Year 1
  • Understand what algorithms are.
  • Create and debug simple programs.
Year 2
  • Understand that technologies execute programs by following precise and unambiguous instructions.
  • Create and debug simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.

Digital literacy

Year 1
  • Use technology purposefully to create different types of digital content.
  • Know that there are different ways and places to share content.
Year 2
  • Use technology purposefully to create digital content by combining different digital media to communicate ideas
  • Use technology purposefully to refine digital content for a specific audience.
  • Choose an appropriate way to share digital content for a specific audience.
  • Interpret and draw conclusions from graphs, discuss information contained and answer simple questions.
  • Send, open and reply to an email from a known person, developing awareness of appropriate language.
  • Contribute to a blog, journal or forum.

Esafety

Year 1
  • Keep personal information private.
  • Know where to go for help
Year 2
  • Understand that technologies can be used to communicate in a variety of ways and, to stay safe, they need to used respectfully and safely.
  • Know where to go for help to stay safe.

Information technology

Year 1
  • Be able to recognise and discuss common uses of technology beyond school
  • Explore simulations of real and virtual environments
Year 2
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Understand that technologies execute programs following an instruction from the user
  • Identify different ways technologies in and beyond school receive instructions that cause them to execute their programs
  • Explore simulations of real and virtual environments, identifying the rules that underpin them
  • Independently save and retrieve work
  • Use a simple search engine to find information

National Curriculum England 2014

Year 1

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Year 2

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key Stage 1 Design and Technology

National Curriculum England 2014 - NAHT Assessment Framework

Cooking and Nutrition

Year 1
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
  • Understand where food comes from
Year 2
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
  • Understand where food comes from

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

National Curriculum England 2014

Cooking and Nutrition

Year 1
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
Year 2
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 1 English

National Curriculum England 2014 - NAHT Assessment Framework

Spoken language

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

National Curriculum England 2014

Spoken language

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

Key Stage 1 Geography

Geography Association

Geographical skills and fieldwork

Year 1
  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as, the world’s continents and oceans.
  • Use aerial photographs and plan perspectives to recognise human and physical features of a locality.
  • Construct a simple map; and use and construct basic symbols in a key.
Year 2
  • Use simple compass directions (North, South, East and West) and locations and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.
  • Use world maps, atlases and globes to locate the United Kingdom and its countries, as well as the world’s continents and oceans.

Human and physical geography

Year 1
  • Recognise a physical environment and describe it.
  • Recognise a human environment and describe it.
Year 2
  • Recognise a physical environment and describe it using key vocabulary.
  • Recognise a human environment and describe it using key vocabulary.
  • Identify seasonal and daily weather patterns in the United Kingdom.
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles

Locational knowledge

Year 1
  • Name and locate the world’s seven continents and five oceans.
  • Name and locate the four countries and capital cities of the United Kingdom and its surrounding seas.
Year 2
  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Place knowledge

Year 1
  • Name and locate a small area of the United Kingdom, and a small area in a contrasting non-European country.
  • Describe the geography of the school and its grounds, along with the key human and physical features of its surrounding area.
Year 2
  • List and describe geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

National Curriculum England 2014

Geographical skills and fieldwork

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

Human and physical geography

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

Locational knowledge

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

Place knowledge

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

Key Stage 1 History

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

National Curriculum England 2014

Year 1

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

Year 2

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

Key Stage 1 Mathematics

National Curriculum England 2014 - NAHT Assessment Framework

Geometry - position and direction

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

Geometry - properties of shapes

Year 1
  • WTS: Begins to recognise and name common 2-D shapes, including: 2-D shapes e.g. rectangles (including squares), circles and triangles in images and pictures.
  • EXS: Recognises and names common 2-D shapes, including: 2-D shapes e.g. rectangles (including squares), circles and triangles in everyday contexts.
    • WTS: Begin to recognise 3D shapes in images and pictures.
    • EXS: Recognises and names common 3-D shapes in everyday contexts.
  • GDS: Recognise, continue and extend patterns involving 2D and 3D shapes.
Year 2
  • EXS: Identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line
  • EXS: Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
  • WTS: Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
  • EXS: Compares and sorts common 2-D and 3-D shapes and everyday objects

Measurement

Year 1
  • EXS: Compare, describe and solve practical problems for: Heights e.g. tall/short.
    • EXS: Lengths e.g. long/short, longer/shorter.
    • EXS: Mass/weight e.g. heavy/light, heavier than, lighter than
    • EXS: Capacity and volume e.g. full/empty, more than, less than, half, half full, quarter
    • EXS: Time e.g. quicker, slower, earlier, later
  • EXS: Measure and begin to record the following:
    • EXS: Lengths and heights
    • EXS: Mass/weight
    • EXS: Capacity and volume
    • EXS: Time (hours, minutes, seconds)
    • EXS: Recognise and know the value of different denominations of coins and notes
    • WTS: Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
  • WTS: Recognise language relating to dates, including days of the week, weeks, months and years
    • WTS: Use language relating to dates, including days of the week, weeks, months and years
  • EXS: Tells the time to the hour and half past the hour and draw the hands on a clock face to show these times
  • GDS: Understand the need to use standard units of measurement and begin to explore these practically.
  • GDS: Solve problems involving money including totalling and comparing amounts.
Year 2
  • EXS: Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°c); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
  • EXS: Compare and order lengths, mass, volume/capacity and record the results using >, < and =
  • WTS: Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • EXS: Find different combinations of coins that equal the same amounts of money
  • EXS: Solves simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • EXS: Compare and sequence intervals of time
  • GDS: Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • EXS: Know the number of minutes in an hour and the number of hours in a day
    • EXS: Read the time on a clock to the nearest 15 minutes.

Number - addition and subtraction

Year 1
  • WTS: Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
  • WTS;: Know number bonds for numbers up to 10.
  • EXS: Represent and use number bonds and related subtraction facts within 20
  • EXS: Add one-digit and two-digit numbers to 20, including 0
    • EXS: Subtract one-digit and two-digit numbers to 20, including 0
  • EXS: Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9
  • GDS: Solve multi-step addition and subtraction problems.
  • GDS: Begin to use the inverse to solve number problems and to generate addition and subtraction calculations.
Year 2
  • Solves problems with addition and subtraction by:
    • Using concrete objects and pictorial representations, including those involving numbers, quantities and measures
    • Applying their increasing knowledge of mental and written methods
  • EXS: Recalls and uses addition and subtraction facts to 20 and 100:
    • EXS: Fluently up to 20.
  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
    • WTS: A two-digit number and 1s
    • EXS: A two-digit number and 10s
    • EXS: 2 two-digit numbers
    • EXS: Adding 3 one-digit numbers
  • EXS: Show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot
  • EXS: Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
    • GDS: Reason about addition(e.g: that the sum of 3 odd numbers will always be odd)
  • GDS: Solve more complex missing number problems (e.g. 14+ ___ -3 = 17; 14+ ____ = 15 + 27)

Number - fractions

Year 1
  • WTS: Begins to Recognise, find and name a half as one of two equal parts of an object or shape.
    • WTS: Recognise, find and name a quarter as 1 of 4 equal parts of an object or shape.
      • EXS: Recognise, find and name a quarter as 1 of 4 equal parts of a quantity.
    • EXS: Recognises, finds and names a half as one of two equal parts of a quantity.
Year 2
  • EXS: Recognises, find, name and write fractions ⅓, ¼,2/4and ¾ of a length, shape, set of objects or quantity
  • EXS: Write simple fractions, for example of ½ of 6 = 3 and recognise the equivalence of2/4and ½
  • GDS: Find and compare fractions of amounts (e.g. 1/4 of £20 = £5 and 1/2 of £8 = £4, so 1/4 of £20 is greater than 1/2 of £8)

Number - multiplication and division

Year 1
  • WTS: Use concrete objects to group in 2s, 5s and 10s and use this to solve simple mutiplication problems.
    • WTS: Use concrete objects to group in 2s, 5s and 10s and use this to solve simple division problems.
  • EXS: Solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
  • EXS: Solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Year 2
  • EXS: Recalls and use multiplication and division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers. (E.G. knowing they can make 7 groups of 5 from 35 blocks. Sharing 40 cherries between 10 people, stating the total value of 6 5p coins)
  • EXS: Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs
  • EXS: Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
  • EXS: Solves problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
  • GDS: Determine reminders given known facts (e.g. given 15 divided by 5 = 3 and has a reminder of 0, pupil recognises that 16 divided by 5 will have a reminder of 1.)

Number - number and place value

Year 1
  • EXS: Count to and across 100, forwards beginning with 0 or 1, or from any given number
    • EXS: Count to and across 100, backwards, beginning with 0 or 1, or from any given number
  • EXS: Read and write numbers to 100 in numerals.
  • WTS: Given a number, identifies 1 more.
    • WTS: Given a number, identifies 1 less.
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • WTS: Read and write numbers from 1 to 20 in numerals.
    • WTS: Read and write numbers from 1 to 20 in words.
  • EXS: Count reliably in multiples of 2s, 5s and 10s.
    • EXS: Count reliably in multiples of 2.
    • EXS: Count reliably in multiples of 5.
      • EXS: Count reliably in multiples of 10.
Year 2
  • WTS: Count in steps of two, three, and five from 0, and in 10s from any number, forward and backward
  • WTS: Recognise the place value of each digit in a two-digit number (10s, 1s)
  • EXS: Identify, represent and estimate numbers using different representations, including the number line
  • EXS: Compares and orders numbers from 0 up to 100
  • EXS: Uses < > and = signs correctly
  • WTS: Read and write numbers to at least 100 in numerals and in words
  • EXS: Uses place value and number facts to solve problems

Statistics

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

Key Stage 1 Music

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

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

Year 2

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

National Curriculum England 2014

Year 1

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

Year 2

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

Key Stage 1 Physical Education

National Curriculum England 2014 - NAHT Assessment Framework

Year 1

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Perform dances using simple movement patterns
  • Can travel with changes of speed.
  • Develops positive attitudes towards a healthy lifestlye.
  • Explores & develops fundamental movemnet skills.
  • Can throw accurately to a partner.
  • Can catch a ball from a partner.
  • Can land safely when jumping.
  • Can travel along pathways.
  • Can choose & link movements or skills.

Year 2

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Participate in team games, developing simple tactics for attacking and defending
  • Perform dances using simple movement patterns
  • Can perform a controlled hit with a bat.
  • Can copy & repeat simple actions.
  • Develops positive attitudes towards a healthy lifestlye.
  • Describe how their bodies feel after exercise.
    • Can travel on different body parts.
    • Can travel safely in different directions.
    • Can choose & link movements or skills.

National Curriculum England 2014

Year 1

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

Year 2

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

Key Stage 1 Reading

National Curriculum England 2014 - NAHT Assessment Framework

Comprehension

Year 1
  • Listening to and discussing a wide range of poems at a level beyond that at which they can read independently.
    • Listening to and discussing a wide range of stories at a level beyond that at which they can read independently.
      • Listening to and discussing a wide range of non-fiction at a level beyond that at which they can read independently.
    • Becoming very familiar with key stories, fairy stories and traditional tales and considering their particular characteristics.
    • Be able to retell very familiar with key stories, fairy stories and traditional tales.
    • Recognising and joining in with predictable phrases
    • Learning to appreciate rhymes and poems, and to recite some by heart
    • Discussing word meanings, linking new meanings to those already known
  • Understands both the books they can already read accurately and fluently and those they listen to by:
    • Drawing on what they already know or on background information and vocabulary provided by the teacher
    • Checking that the text makes sense to them as they read
    • As they read, correcting inaccurate reading
    • Discussing the significance of the title and events
    • Making inferences on the basis of what is being said and done
    • Predicting what might happen on the basis of what has been read so far
  • Participate in discussion about what is read to them, taking turns and listening to what others say
  • Explain clearly their understanding of what is read to them
Year 2
  • Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
    • Discussing the sequence of events in books and how items of information are related
    • Becoming increasingly familiar with a wider range of stories, fairy stories and traditional tales
    • Retelling a range of stories, fairy stories and traditional tales
    • Being introduced to non-fiction books that are structured in different ways
    • Recognising simple recurring literary language in stories and poetry
    • Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Relating personal experiences to stories read.
    • Checking that the text makes sense to them as they read, and correcting inaccurate reading
    • Making inferences on the basis of what is being said and done
    • Answering questions.
    • Asking questions.
    • Predicting what might happen on the basis of what has been read so far
  • Participates in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Word reading

Year 1
  • Apply phonic knowledge and skills as the route to decode words
  • Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • Reads accurately by blending sounds in unfamiliar words
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Reads common exception words
  • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • Read other words of more than one syllable that contain taught GPCs
  • Read words with contractions [for example, i’m, i’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • Reread these books to build up their fluency and confidence in word reading
Year 2
  • Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • Reads accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Reads accurately words of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • Reads most words at an instructional level 93-95 per cent quickly and accurately without overt sounding and blending, when they have been frequently encountered
  • Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Re-reads these books to build up their fluency and confidence in word reading

Key Stage 1 Religious Education

Come and See

Year 1

  • AT1 (i) - EXS - The pupil is able to recognise some elements of religious stories and the people and events within.
  • AT 1 (ii) - EXS - They are also beginning to recognise many religious signs and symbols and use some religious words and phrases.
  • AT 1 (iii) - EXS - They are able to recognise that people act in a particular way because of their religion.
  • AT 2 (i) - EXS - The pupil is able to talk about many of their own experiences and how these made them feel.
  • AT 2 (ii) - EXS - They can also reflect upon some things they wonder about and speak about these.

Year 2

  • AT 1 (i) - EXS - The pupil is able to retell accurately many key elements from stories within the Old and New Testament using their own words about special people, places and events
  • AT 1 (ii) - EXS - The pupil is able to describe many religious signs, symbols and actions used in prayer and Liturgy using appropriate religious words and phrases.(e.g. during Baptism – anointing with oil, white shawl, candle)
  • AT 1 (iii) - EXS - The pupil is able to describe and give many examples of ways that people with religious beliefs live their lives because of their religious belief. (e.g. daily prayers, try to live like Jesus, make the right choice, going to a place of worship, singing hymns, supporting charities)
  • AT 2 (i) - EXS - The pupil is able to ask and answer some questions about how certain experiences make them and others feel and say why they feel that way.
  • AT 2 (ii) - EXS - The pupil can ask somebody why they are wondering about something. They can also say what they wonder about God and Jesus.
  • AT 1 (i) - GD - The pupil is able to retell accurately most key elements from stories within the Old and New Testament using their own words about special people, places and events.
  • AT 1 (ii) - GD - The pupil is able to describe most religious signs, symbols and actions used in prayer and Liturgy using appropriate religious words and phrases. (e.g. during Baptism – anointing with oil, white shawl, candle)
  • AT 1 (iii) - GD - The pupil is able to describe and give many examples of ways that people with religious beliefs live their lives because of their religious belief.
  • AT 2 (i) - GD - The pupil is able to ask and answer many questions about how certain experiences make them and others feel and say why they feel that way
  • AT 2 (i) - GD - The pupil can confidently ask somebody why they are wondering about something. They can also say what they wonder about God and Jesus. They realise that some questions they wonder about are difficult to answer.

Key Stage 1 Science

National Curriculum England 2014 - NAHT Assessment Framework

Animals, including humans

Year 1
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Year 2
  • Notice that animals, including humans, have offspring which grow into adults
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Everyday materials

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

Living things and their habitats

Year 2
  • Explore and compare the differences between things that are living, dead, and things that have never been alive
  • Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • Identify and name a variety of plants and animals in their habitats, including microhabitats
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Plants

Year 1
  • Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • Identify and describe the basic structure of a variety of common flowering plants, including trees
Year 2
  • Observe and describe how seeds and bulbs grow into mature plants
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Seasonal changes

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

Uses of everyday materials

Year 2
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Working scientifically

Year 1
  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions
Year 2
  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions

National Curriculum England 2014

Animals, including humans

Year 1
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Year 2
  • Notice that animals, including humans, have offspring which grow into adults
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Everyday materials

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

Living things and their habitats

Year 2
  • Explore and compare the differences between things that are living, dead, and things that have never been alive
  • Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • Identify and name a variety of plants and animals in their habitats, including microhabitats
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Plants

Year 1
  • Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • Identify and describe the basic structure of a variety of common flowering plants, including trees
Year 2
  • Observe and describe how seeds and bulbs grow into mature plants
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Seasonal changes

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

Uses of everyday materials

Year 2
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Working scientifically

Year 1
  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions
Year 2
  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions

Key Stage 1 Writing

National Curriculum England 2014 - NAHT Assessment Framework

Composition

Year 1
  • Write sentences by:
    • WTS: Saying out loud what they are going to write about.
    • EXS: Composing a sentence orally before writing it.
    • EXS: Sequencing sentences to form short narratives.
    • EXS: Re-reading what they have written to check that it makes sense.
  • EXS: Discuss what they have written with the teacher or other pupils.
  • EXS: Read their writing aloud, clearly enough to be heard by their peers and the teacher..
    • WTS: Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
    • EXS: Learning new ways of spelling phonemes for which one or more spellings are already known; and learn some words with each spelling.
Year 2
  • GDS: Writing effectively and coherently for different purposes, drawing on their reading to inform vocabulary and grammar choices.
  • Consider what they are going to write before beginning by:
    • EXS: Writing down ideas and/or key words, including new vocabulary.
  • WTS: Orally compose a sentence before writing
  • EXS: Read aloud what they have written with appropriate intonation to make the meaning clear.
    • GDS: Makes simple additions, revisions and corrections to their own writing by: Evaluating their writing with the teacher and other pupils
      • WTS: Write sentences that are sequenced to form a short narrative.
      • EXS: Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
      • EXS: Learning new ways of spelling phonemes for which one or more spellings are already known; and learn some words with each spelling, including a few common homophones.
      • GDS: Proofreading to check for errors in spelling, grammar and punctuation.
  • EXS: Write simple, coherent narratives about personal expreiences and those of others.
    • GDS: Rereading to check that their writing makes sense.

Handwriting

Year 1
  • WTS: Hold a pencil comfortably and correctly.
  • WTS: Begins to form lower-case letters in the correct direction, starting and finishing in the right place.
  • GDS: Form capital letters and digits of the correct size, orientation and relationship to one another and lower case letters.
  • EXS: Form digits 0-9 correctly.
  • EXS: Understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these.
  • EXS: Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
  • EXS: Use spacing between words that reflects the size of the letters.
Year 2
  • WTS: Form lower-case letters of the correct size relative to one another.
  • GDS: Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
  • EXS: Writes capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  • EXS: Use spacing between words that reflects the size of the letters.

Transcription - Spelling

Year 1
  • EXS: Spell many of the 45 Year 1 common exception words.
    • EXS: The days of the week
  • EXS: Spells words containing each of the 40+ phonemes already taught
  • WTS: Name the letters of the alphabet.
    • EXS: Using letter names to distinguish between alternative spellings of the same sound.
  • EXS: the letters of the alphabet in order.
  • EXS: Add suffixes: Using the spelling rule for adding –s or –es as the plural marker for nouns.
    • GDS: Using the prefix un–
    • GDS: Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
  • EXS: Writes from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Year 2
  • EXS: Spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
    • EXS: Learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones (Phase 5).
    • EXS: Learning to spell many of the 64 Year 2 common exception words.
    • EXS: Learning to spell words with contracted form.
    • EXS: Learning the possessive apostrophe (singular) [for example, the girl’s book]
    • EXS: Distinguishing between homophones.
  • GDS: Add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly.
  • EXS: Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Vocabulary, grammar and punctuation

Year 1
  • EXS: Leaving spaces between words.
    • EXS: Joining words and joining clauses using ‘and’.
  • EXS: Introduces capital letter and full stops to demarcate sentences.
    • GDS: Introduces question marks to demarcate sentences.
    • GDS: Introduces exclamation marks to demarcate sentences.
    • EXS: Most names and the personal pronoun I, begin with a capital letter.
Year 2
  • EXS: Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences
  • GDS: Use commas to separate items in a list.
    • GDS: Use apostrophes for contracted forms.
      • GDS: Use apostrophes for the possessive (singular).
  • EXS: Uses the correct choice and consistent use of present tense and past tense mostly correctly throughout a written piece.
  • EXS: Constructs subordination (using when, if, that, because).
  • EXS: Use co-ordination (using or, and, but).
  • EXS: Uses the suffixes –er, –est in adjectives and –ly to turn adjectives into adverbs

Key Stage 2 Art and Design

National Curriculum England 2014 - NAHT Assessment Framework

Year 3

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history - Monet and Matisse
  • Investigate and create textures for different purposes.
  • Comment on similarities and differences between their own work and others work.
  • Adapt and improve their own work through both individual and peer critique.

Year 4

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history - Lowrey and Da Vinci
  • Use their knowledge and understanding to select materials and techniques to communicate ideas and meanings in their work.
  • Compare and comment on ideas, methods and approaches used in their own and others’ work, beginning to relate these to the context in which the work was made.
  • Adapt and improve their own and others’ work, beginning to realise intentions.

Year 5

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history - Andy Warhole
  • Use their knowledge and understanding to select materials and techniques to communicate ideas and meanings in their work.
  • Compare and comment on ideas, methods and approaches used in their own and others’ work, beginning to relate these to the context in which the work was made.
  • Adapt and improve their own and others’ work, beginning to realise intentions.

Year 6

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history - Cubism and Futurism, Picasso
  • Explore ideas and select visual and other information to develop their work, taking account of the purpose
  • Combine and organise visual and tactile qualities to suit intentions, manipulating materials and techniques.
  • Analyse and comment on ideas and methods and refine their work to reflect their own view of its purpose.

National Curriculum England 2014

Year 3

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

Year 4

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

Year 5

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

Year 6

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

Key Stage 2 Computing

NAACE Computing

Computer science

Year 3
  • Use sequence, selection, and repetition in programs.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Use only sequences of instructions to write programs to accomplish specific goals
Year 4
  • Use repetition to draw simple specific geometrical shapes
  • Use logical reasoning to detect and correct errors in making shapes
  • Work with various forms of output when controlling or simulating a simple physical system involving output only through lights, sounds or movement
Year 5
  • Create and refine sequences of commands using logo type programming, including the use of procedures e.g. to construct, and investigate, geometric patterns and problems
  • Create and refine sequences of commands to control both a single input and outputs e.g. lighting sequences, buzzers and motors (this could include screen simulation or real devices)
  • Improve a program to make it more efficient by using repetition or sub-routines
Year 6
  • Plan, create, modify and refine control sequences which use inputs and outputs, using selection and decision commands to control events taking account of purpose and needs
  • Devise, test and refine more effective control sequences incorporating procedures and sub-routines, taking account of purpose and needs
  • Use a blocks type language to program a solution to a problem
  • Compare these approaches to other forms of programming, e.g. logo or creating an app for a mobile phone or tablet

Digital literacy

Year 3
  • Begin to design and plan digital content using a variety of applications and technologies e.g. storyboard for animation or video
  • Locate, acquire, store and retrieve images and sounds from various locations for a specific purpose
  • Select software to use editing tools to refine and improve outcomes and performances
  • Use more than one data-handling application to process and present data in a variety of formats to answer questions
  • Log on to an email account, forward an email where appropriate to do so
  • Select an email recipient from an address book
Year 4
  • Understand the opportunities networks, including the internet, offer for communication
  • Use a range of digital tools to communicate, making purposeful contributions to respond to another pupil’s question or comment
  • Select and prepare images, sounds, videos and tables for use in multimedia presentations
  • Select software to create a non-linear presentation
  • Use a variety of additional editing tools e.g. repeating, resizing images; add titles, credits and special effects as appropriate to the audience, purpose and medium
  • Evaluate the quality of their own and others’ work
  • Understand how computer networks can be used for collaboration by saving an email in draft format and then return and edit prior to sending
  • Open and save attachments to an appropriate place; know when it is (un)safe to do so
Year 5
  • Use software to format and edit work to improve clarity and purpose using a range of tools e.g. cut and paste, justify, tabs, insert and replace
  • Use a variety of layouts, formatting, sounds, graphics and illustrations, transitions, video and animations to create outcomes for different purposes or audiences
  • Recognise intended audience needs and suggest improvements to make their work more relevant to that audience
  • Evaluate the effectiveness of a variety of digital communication tools
  • Choose appropriate tools and techniques for a given task, being able to justify and evaluate their choices
  • Understand how computer networks can be used for collaboration by publishing their work to a wider audience e.g. ‘News’, ‘Blogs’ or ‘Discussions’
  • Use email efficiently, e.g. add email addresses group or distribution lists of contacts to an address book
Year 6
  • Use software to design and create documents/presentations with a clear sense of identity and style appropriate the subject matter and the audience
  • Devise and create a structured multimedia presentation for a specific audience and outcome, refining the work to improve the final outcome explaining choices and decisions made.
  • Use peer and self-assessment to evaluate presentations and make improvements, using tools such as comments
  • Distinguish between fact and opinion, developing skills to question where online content might originate from, using their knowledge, for example, of domain names and common website extensions
  • Develop and use criteria to critically evaluate the quality of solutions, identifying improvements and refining their work
  • Independently, and with regard for safety, select and use appropriate communication tools to solve problems by collaborating with others within and beyond school
  • When using email, learn how to use the cc and bcc facilities and discuss when these should be used
  • Send ‘group’ emails and be aware of the risks and benefits of ‘reply to all’
  • Extend online publishing to a more global audience

Esafety

Year 3
  • Know the schools preferred ways to report concerns about content and contact
  • Show an increasing awareness of keeping safe when accessing materials through online sources
  • Use technology respectfully and responsibly by recognising simple acceptable/unacceptable behaviour
  • Begin to understand about copyright and intellectual property of downloaded content
  • Be aware that information on the internet is not validated and may not be true
Year 4
  • When sourcing content from the internet, identify whether there are copyright restrictions and if can be legally downloaded and used in their own work
  • Reference sources when using downloaded or shared content
  • Use technology safely and respectfully by recognising that there are several forms of acceptable/unacceptable behaviour
Year 5
  • Define simple guidelines for safe and responsible use of communication technologies
Year 6
  • Describe a range of services offered through the internet and any potential risks associated with them, e.g. cyber bullying, and how these might be dealt with
  • Use technology responsibly for communicating and collaborating appropriately with awareness of the needs of others
  • Know how and where to report concerns out of school

Information technology

Year 3
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web by beginning to be aware of the range of services accessible through computer networks and the internet
  • Save and retrieve work to/from their own space using folders to organise it
  • Use search technologies effectively by using child friendly search engines, to develop questions to search for specific information to answer a question
  • Use appropriate tools to save and retrieve accessed information e.g. favourites, bookmarks
  • Construct, refine and interpret different forms of graphical representations to answer questions
  • Create and use a branching database to organise and analyse information to answer questions
  • Use a flat file database to answer straightforward questions by searching, sorting and ordering the contents of a single field
  • Be aware that a range of peripheral devices, including dataloggers, can be used when connected to a computer and also remotely
Year 4
  • Begin to understand how networks and search engines work
  • Use appropriate search technologies effectively, being discerning in evaluating digital content e.g. cross-checking with different websites and books
  • Use a pre-prepared spreadsheet to record data to answer questions and produce graphs; know that these are used for different purposes
  • In pre-prepared spreadsheets change the contents of cells and explore the consequences
  • Collect data and enter it into a database under appropriate field headings
  • Raise questions and translate them into search criteria that can be used to find answers to specific questions
  • Encode/decode text messages to ASCII
  • Attach different files to emails e.g. text, audio, image
Year 5
  • From personal experience, describe some of the services computer networks offer
  • Enter formulae including ‘SUM’ into a pre-prepared spreadsheet model to explore the effects of changing variables
  • Select the appropriate representations e.g. pie charts, line graphs to display and interrogate collected data
  • Check the reliability of data; identify and correct inaccuracies
  • Consider the effectiveness of key questions on search results and refine where necessary
  • Using a large pre-prepared database, design questions and perform complex searches using key words to look for relationships and patterns
  • Design a data capture form e.g. a questionnaire or table to collect data to answer a specific question
  • Independently use a datalogger, with a range of sensors, both connected to a computer and also running remotely to collect and display environmental data
  • Encode/decode bitmapped images
  • Recognise and talk about different file types and how this might affect their use
Year 6
  • Describe a range of services offered through the internet and how they might be used for communication and collaboration
  • Using knowledge and understanding of spreadsheet modelling, develop simple spreadsheet models to investigate problems
  • Identify and enter the correct formulae into cells; make predictions of the outcome of changing a variable
  • Select and use the most appropriate method to collect, organise, present, analyse and interpret data
  • Use appropriate strategies for finding, validating, verifying and critically evaluating, information from the internet
  • Design investigations which require the use of dataloggers recognising what measurements will be needed and the most appropriate means of recording the data
  • Understand the impact of file size on digital communication

National Curriculum England 2014

Year 3

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 4

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 5

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 6

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Key Stage 2 Design and Technology

National Curriculum England 2014 - NAHT Assessment Framework

Cooking and Nutrition

Year 3
  • Understand and apply the principles of a healthy and varied diet
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
  • Understand and apply the principles of a healthy and varied diet
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5
  • Understand and apply the principles of a healthy and varied diet
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6
  • Understand and apply the principles of a healthy and varied diet
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

National Curriculum England 2014

Cooking and Nutrition

Year 3
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 5
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 6
  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Design

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

Evaluate

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

Make

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

Technical Knowledge

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

Key Stage 2 English

National Curriculum England 2014 - NAHT Assessment Framework

Spoken language

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

National Curriculum England 2014

Spoken language

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