Brindishe Schools’ Curriculum

‘The World is my Classroom’

updated September 2020

2 Contents Page

‘The World is my Classroom’ p4 MUSIC p117 Six Areas of Learning p5 - Year 1 p118 Essentials for Learning and Life p6 - Year 2 p119 Planning Guidance at Brindishe Schools p7 - Year 3 p120 Safe guarding Curriculum Overview p8 - Year 4 p121 Year group ‘Content for Learning’ - Year 5 p122 - Year 1 p9 - Year 6 p123 - Year 2 p10 Historical, Global, Social and Spiritual - Year 3 p11 HISTORYUnderstanding - Year 4 p12 - Year 1 p125 - Year 5 p13 - Year 2 p126 - Year 6 p14 - Year 3 p127 Curriculum subjects - Year 4 p128 Maths, Economics and Enterprise - Year 5 p129 - Year 1 p16 - Year 6 p130 - Year 2 p23 GEOGRAPHY - Year 3 p32 - Year 1 p132 - Year 4 p42 - Year 2 p133 - Year 5 p53 - Year 3 p134 - Year 6 p63 - Year 4 p135 Communications, Language and Literacy - Year 5 p136 ENGLISH - Year 6 p137 - Year 1 p71 RE p138 - Year 2 p75 - Year 1 p139 - Year 3 p79 - Year 2 p141 - Year 4 p83 - Year 3 p143 - Year 5 p87 - Year 4 p145 - Year 6 p91 - Year 5 p146 Spoken Language Curriculum, inc. Dance 1 - 6 p95 - Year 6 p148 MFL p98 Physical wellbeing, health and lifestyles - Year 1 p99 PE p150 - Year 2 p99 - Year 1 p151 - Year 3 p100 - Year 2 p152 - Year 4 p101 - Year 3 p153 - Year 5 p102 - Year 4 p155 - Year 6 p103 - Year 5 p157 Creative and Expressive Arts p104 - Year 6 p159 ART PSHME p161 - Year 1 p105 - Year 1 p162 - Year 2 p106 - Year 2 p164 - Year 3 p108 - Year 3 p167 - Year 4 p110 - Year 4 p169 - Year 5 p111 - Year 5 p172 - Year 6 p114 - Year 6 p174

3 Scientific and Technological Understandings S CIENCE - Year 1 p179 - Year 2 p180 - Year 3 p181 - Year 4 p182 - Year 5 p184 - Year 6 p185 DESIGN AND TECHNOLOGY - Year 1 p187 - Year 2 p189 - Year 3 p190 - Year 4 p192 - Year 5 p194 - Year 6 p195 COMPUTING - Year 1 p197 - Year 2 p198 - Year 3 p199 - Year 4 p200 - Year 5 p202 - Year 6 p204 Subject Leader Overviews Maths English MFL

4 Brindishe Schools’ Curriculum ‘The World is my Classroom’

We live in a cosmopolitan capital, where communities must learn to respect, live and share with each other.

We live in a world where good mental health is fundamental to be able to thrive and we know that we need to look after our minds as well as our bodies.

We live in a technologically driven world and we have a growing awareness of the effects of climate change and diminishing natural resources.

We live in a changing economic climate so we need to understand the value of money and how to make good decisions.

The world is smaller – connections between people and places are increasingly immediate and interdependent. We will need a variety of skills and attributes in order to aspire and make a positive contribution to society. We must prepare to adapt in order to be successful and seize opportunities.

In order that we learn what we need to learn, we must look beyond our own school and take responsibility, not only for ourselves but also for the success and well-being of others in our wider communities and around the world.

At Brindishe Schools, we recognise that our children are a very diverse group of learners. We want them all to be successful, creative and reflective learners who make a difference and achieve highly - who know how to live safe, healthy and fulfilling lives. We want them to become confident, responsible citizens who make a positive contribution to society.

Our curriculum is broad, creative and progressive enabling teachers to plan personalised and highly engaging learning, which questions and challenges all children - a curriculum which facilitates the combining and connecting of areas, through innovative approaches and which promotes children’s autonomy.

5 There are six areas of learning:

Maths, Economics and Enterprise

Scientific and Communication, Technological Languages and Understandings Literacy

Six areas of learning

Historical, Creative and Global, Social Expressive Arts and Spiritual Understanding

Physical wellbeing, health and lifestyles

Essentials for learning and life

Social Skills Personal and Emotional Skills Learning and Thinking Skills

FOCUS: Children develop the skills to respect, celebrate and FOCUS: Children take responsibility for their own learning FOCUS: Children have the skills to learn effectively. They work well with other people. They are responsible and and show initiative, perseverance and a commitment to self- can plan, research and critically evaluate, using reasoned adaptable and anticipate others’ views and feelings. They improvement. They recognise that building self-confidence and arguments to support conclusions. They think creatively, appreciate the value of rules for working together, and play an resilience, enables them to deal positively with praise and making original connections and generating ideas. They active part in group, classroom and whole school activities. constructive criticism, which in turn will often lead to greater consider alternative solutions to problems and demonstrate progress and achievement. endurance and a determination to succeed. CHILDREN LEARN HOW TO CHILDREN LEARN HOW TO CHILDREN LEARN HOW TO

1. listen and respond appropriately to a wide range of 1. identify their strengths and areas for development, 1. investigate, by frequently asking relevant questions, people, showing empathy and understanding, and reflecting on the significance of their learning identifying problems and exploring and assessing the having the confidence to ask questions and raise their 2. recognise and manage their feelings using appropriate quality of information and ideas. They plan concerns strategies, becoming increasingly aware of their own systematically using time and resources effectively, 2. adapt their behaviour to suit different situations and others’ emotions and mental health and anticipate, take and manage risks. 3. work collaboratively towards common goals 3. reflect on past achievements and experiences to 2. create and develop, using their imagination to explore 4. take turns and share as appropriate, stating their own manage future learning and behaviour possibilities and generate ideas. They try out views and needs 4. set goals for their personal development and learning, innovative alternatives, looking for patterns, 5. negotiate, respecting others’ rights and responsibilities, and work towards them recognising differences and making generalisations. and use strategies to resolve disputes and conflicts 5. work independently, but recognise when and how to They predict outcomes and make logical decisions calmly and amicably. seek help if feeling confused or under pressure to 3. communicate, interacting with different audiences in a 6. give constructive support and feedback to benefit complete a task. variety of ways using a range of media others as well as themselves. 6. develop control over their physical skills and 4. evaluate, developing criteria for evaluating work and movements in a range of contexts with dexterity and suggesting refinements and improvements. confidence.

Planning Guidance at Brindishe Schools

Planning provides structure and context for teachers and learners, as well as a framework for reflection and evaluation. At Brindishe Schools we value creativity and creative learning. For us this means planning will ensure:

that learning is linked children learn what we teachers use creative and located in breadth and balance need to learn in new entry points meaningful context for across the year and different ways (artefacts, problems, stories, children events, letters or visitors)

children are prepared that learning is children secure the for opportunities and coverage over time personalised and fundamentals of challenges of 21st that is not tailored English and Maths century unnecessarily repeated

Planning should be structured through long-term plans, medium-term and short-term plans. This ensures that the main aspects of the curriculum, within the six Areas of Learning, are covered. Detail can be found in the overview of Content for Learning and teachers need to ensure they use this to inform their planning. Daily Maths and English continue to be planned from the National Curriculum.

Long-term planning (yearly overview)

Medium-term planning (termly or ½ termly overview)

Short-term planning (weekly or fortnightly overview)

There are three fundamental questions teachers should ask themselves when planning:

1) What skills, knowledge and understanding have the learners already acquired? 2) How do I build on this in order to provide relevant and challenging learning? 3) How will I build in flexibility to address differing needs or personalise the learning?

Teachers should use the curriculum to build progression across the year; to build on previous learning and to relate experiences, across subject boundaries. Planning should be adapted as appropriate in order to respond to world, national and local events, individual circumstances and the children's interests or questions.

Teachers should use assessment for learning to ascertain the ability levels and understanding of children. School visits, trips and learning opportunities outside the classroom are an integral part of the planning process, ideal as creative entry points and very much encouraged.

Some areas/topics may also be taught discretely e.g. Maths or Science, if links are not evident.

Some sample planning formats are available at the end of this document. Brindishe Schools Safeguarding Overview

Year 1 Year 2 Year 3

Healthy diet and food hygiene; careful use of equipment – DT Healthy diet and food hygiene; careful use of equipment – DT Healthy diet and food hygiene; careful use of a wider range of equipment – Know the effects exercise has on the body; moving safely; using equipment Know the importance of healthy lifestyle and exercise – PE Describe the importance for humans of exercise, eating the right amounts DT safely - PE Nutrition: we get nutrition from what we eat; Light: sun protection – Science of different types of food, and hygiene - Science Know devices that are safe to use; understand some internet content is not Ways to improve fitness and strength; importance of warming up and cooling Know to keep personal information private; understand what viruses are appropriate and know some websites that are; understand I should not down; self-control when in competition - PE share my personal information online - Computing and how to avoid them; know what to report and who to; understand purpose of online age restrictions; know online interactions are the same Not all information on the internet is accurate - check on different sites; Discuss the impact of humans on the oceans (water pollution) - benefits and disadvantages to different forms of online communication; as ‘real-life’ – Computing Humanities privacy settings and risks of not managing these; age-ratings – Investigate issues, express views and take part in decision-making Class charters; rules for keeping safe; how and who to ask for help; The Computing activities to improve their immediate environment - Humanities Underwear rule (NSPCC); secrets and surprises; harmful household How people can take actions to change and improve their environment; Know ways in which people protect us; teasing and bullying; resolving products; recognising good and not so good feelings; change and loss; and what life was like for different groups of people in history – Humanities more – Year 1 PSHME arguments; needs versus wants; safety outside; stranger danger; personal Helping others to keep safe; positive, healthy relationships; protected Keeping safe outside and when travelling – through educational visits hygiene; medicines; diseases and how they are spread; external parts of characteristics; democracy; rules and laws; risk assessments; stranger the body; needs of babies and young people; and more – Year 2 PSHME danger; road danger; peer pressure; where to go for help; talking about curriculum fears; loss, separation, divorce, bereavement; physical contact; saying no; Keeping safe outside and when travelling – through educational visits concept of confidential; boundaries; privacy; changes in bodies and needs, and more – Year 3 PSHME. Keeping safe outside and when travelling – through educational visits

Year 4 Year 5 Year 6 Healthy diet and safe and hygienic food handling; careful use of a wider Healthy diet and food hygiene – bacteria, mould, decay, food poisoning; safe Healthy diet and food hygiene – bacteria, mould, decay, food poisoning; safe range of tools – DT processes – frying, grilling; careful use of a wider range of tools – DT processes – frying, grilling; careful use of a wider range of tools – DT Global environmental issues and the impact on living things – Science Describe reproduction in some animals – Science Living things – fungus, bacteria, virus; the impact of diet, exercise, drugs and Keep self and others safe in PE; how to improve strength, stamina, speed; Effects of exercise on physical and mental health; managing emotions - PE lifestyle on the way bodies function – Science how to celebrate achievements – PE Impact of your digital footprint; communicate respectfully, inclusively and The body’s reaction during different types of exercise and how this helps Not all information on the internet is accurate - check on different sites; responsibly online; avoid potentially criminal activity online; levels of risk in develop better performance, fitness and health - PE benefits and disadvantages to different forms of online communication; downloads and authenticity of different websites; risk levels of different Own digital footprint, how to control it; manipulation of online personas; how to avoid malware and viruses; there are different ways to encourage devices; manipulative communication; balance privacy and being open to dangers of extremist and illegal content; intellectual property - avoid people to buy things online – Computing your family; restrict your own device usage to improve sleep patterns and plagiarism / piracy; what constitutes adult content; ‘trolling’ and the The different ways in which people live around the world have mental health - Computing implications – Computing consequences for the environment and the lives of others, locally and Human impact on the environment related to climate change and Human impact on the environment related to climate change and globally; use more than one historical source to research; understand bias sustainability; ideas, beliefs and attitudes of all groups of people in a sustainability; solutions that support sustainability; different accounts of and explain why accounts may differ; think critically and use judgement to civilisation; think critically, weigh evidence and use judgement to compare history; ideas, beliefs and attitudes of different groups; how sources may compare the accuracy of sources - Humanities the accuracy of sources – Humanities differ; how and why contrasting arguments and interpretations of the past Who to turn to for help/safety; dares; resisting peer pressure; protected Pressure groups; seeking support in unsafe relationships; healthy / have been constructed; think critically, weigh evidence, use judgement – characteristics; identities in UK; stereotypes; resolving differences; unhealthy relationships; bullying/abuse; peer/media pressure; Humanities responsibilities, rights, duties; safety in local area; emergency services; discrimination, bullying, trolling; effects of racism, sexism, religious Changing relationships; pressure groups; ‘befriend’; control and influence Childline; home alone; secrets; conflicting emotions; reducing the spread intolerance and more; disputes and conflict; world events; risk/ danger/ in relationships; effects of racism, sexism, religious intolerance….; media; of disease; loss, separation, divorce, bereavement; physical contact; hazard; mobile phones; crime; independent travel; self-care; sleep; money: interest, loan, debt, tax, VAT, managing money; anti-social relationships; growing and developing, puberty; personal hygiene and consent; puberty; legal age; human reproduction; responsibilities of behaviour, legal, illegal and unacceptable; arson; weapons; physical and more – Year 4 PSHME parenting; gender, gender identity and sexual orientation. mental health / illness; legal and illegal drugs; transition to secondary school; forced marriage; consent; puberty; STIs; grooming; FGM; sexual orientation; gender identity – Year 6 PSHME.

Year One – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts ss – spine segment Children should have the opportunity to write at least one piece from each of the purposes below ❖ Drawing and sculpture ❖ Painting Addition and Subtraction ❖ Writing to Entertain: ❖ Printing and design Comparison of quantities and measure (ss: 1.1) Narrative writing including description (character/setting), poetry ❖ Responding to art Introducing “whole” and “parts” (ss 1.2) ❖ Writing to Inform: ❖ Listen and describe familiar and unfamiliar sounds in the environment Composition of numbers 0 - 100 (ss 1.3; 1.4; 1.8; 1.9; 1.10) Recount, letter & instructions and a diverse range of musical pieces from different genres. Additive structures (ss 1.5; 1.6) ❖ Writing to Persuade: ❖ Recognising the difference in tempo, dynamics and pitch. Addition and subtraction: strategies within 10 (ss 1.7) Poster, letter, advert ❖ Listen and repeat simple call and response rhythms using body Multiplication and Division ❖ Reading percussion and voice. Counting, unitising and coins (ss 2.1) Content domains (1a, b, c, d, e) ❖ Explore and use a range of sound effects to accompany other learning Fractions N/A Word reading including decoding (Phonics - following Letters across the curriculum. Measurement and Sounds) ❖ Prepare and perform songs understanding the difference between Compare, describe, measure and solve practical problems for lengths, Comprehension: retrieval, deduction, inference, prediction, singing and speaking. heights, mass/weight, capacity/volume and time. summarising, exploring authorial intent Begin to tell the time to the hour and half past the hour ❖ Vocabulary, Grammar, Punctuation, Spelling Sequence events in chronological order ❖ Handwriting ❖ Drama found within Spoken Language Curriculum Recognise and know the value of different denominations of coins and notes ❖ Phonics: following Letters & Sounds ❖ Dance found within PE Curriculum Geometry ❖ Spoken Language: Speaking, listening & responding, group Recognise and name common 2D and 3D shapes discussion & drama ❖ MFL

Historical, Global, Social and Spiritual Physical wellbeing, health and lifestyles Scientific and Technological Understandings

Understanding ❖ Fitness and health – warm up/cool down ❖ Parts of the body and senses ❖ Identify and name the oceans and continents. ❖ Games – ball skills, throwing and catching, passing, striking, fielding, ❖ Animals – identify/name, classify ❖ Understand human and physical features of the local area. racquet skills ❖ Plants/trees– identify/name, describe structure ❖ Compare a small non-European country to local area. ❖ Gymnastics – travelling, rolling, jumping, creating tension, balance, ❖ Materials – name/describe/group, natural/manmade ❖ Identify seasonal and daily weather patterns in the UK. pathways ❖ Seasonal changes – weather & day length ❖ Use simple fieldwork to study the geography of the school. ❖ Athletics – running, jumping, throwing ❖ Scientific discoveries and a range of scientists ❖ Construct a simple map with a key. ❖ Dance ❖ Navigating simple websites and MLE ❖ Understanding different beliefs of the Natural World and belonging. ❖ Families and people who care for me ❖ Using simple data handling software ❖ Christianity – The bible and Christmas, visit to a local church. ❖ Caring relationships ❖ E-safety ❖ Islam – 5 Pillars of Islam and Prophet Muhammad. ❖ Respecting ourselves and others ❖ Using a variety of devices to record – cameras, flips, video, iPads, bee- ❖ Using timeline, sequencing events/objects ❖ Online Relationships and internet safety/harms bots, etc. ❖ Know and recount stories about the past ❖ Being Safe ❖ Making structures, models – playgrounds/boats ❖ Ask and answer questions ❖ Physical and mental wellbeing ❖ Textiles – bookmark ❖ Comparison of people over time ❖ Growing and changing ❖ Mechanisms – moving pictures/storyboard ❖ Changes over time – toys ❖ Cooking and nutrition – fruit/veg kebab, salad ❖ Events beyond living memory that are significant nationally or globally – history of exploration from global to space

Year Two – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts ss – spine segment Children should have the opportunity to write at least one piece from Addition and Subtraction: Addition of numbers up to 100 (ss: 1.11; 1.13; 1.14; each of the purposes below ❖ Drawing and sculpture 1.15) Subtraction of numbers within 100 (ss: 1.11; 1.12; 1.13; 1.14; 1.16) ❖ Writing to Entertain: ❖ Painting Multiplication and Division: Multiplication representing equal groups (ss: 2.2) ❖ Printing and design 2, 5 and 10 x table (ss: 2.3; 2.4) Factors of 0 and 1 (ss: 2.4) Commutativity, Narrative writing including description (character/setting), poetry ❖ Writing to Inform: ❖ Responding to art doubling and halving (ss: 2.3; 2.5) Quotative and partitive division (ss: 2.6) ❖ Listen to a diverse range of musical pieces and share preferences Fractions (ss: 3.0): Name, read and write simple fractions (1/2,1/3,1/4) and relate Recount, letter & instructions to a fraction of a length, shape or set of objects. Find half, a third, 1/4,2/4,3/4 of a ❖ Writing to Persuade: relating to the musical elements – tempo, pitch and dynamics. length, shape, set of objects or quantity. Recognise the equivalence of one half and Poster, letter, advert ❖ Listen and repeat simple call and response rhythms using body two quarters. ❖ Reading percussion and voice. Measurement: Choose appropriate standard units to estimate and measure Content domains (1a, b, c, d, e) ❖ Explore and use a range of sound effects to accompany other length/height, mass/weight, capacity/volume. Order the above using >, <, = Word reading including decoding (Phonics - following Letters and learning across the curriculum evaluating the overall effectiveness and Money: use the symbols £ and p; find different combinations of coins that = the Sounds) improving it. same amount; solve problems involving adding and subtracting money and giving Comprehension: retrieval, deduction, inference, prediction, ❖ Prepare and perform songs for an audience. change. Time: Compare and sequence intervals; tell and write the time to 5 mins; summarising, exploring authorial intent ❖ Begin to record simple compositions using graphic scores. know the number of mins in an hour and hours in a day ❖ Vocabulary, Grammar, Punctuation, Spelling Geometry: Identify and describe the properties of 2-D and 3-D shapes. Identify 2- ❖ Handwriting D shapes on the surface of 3-D shapes. Compare and sort common 2-D and 3-D ❖ Drama found within Spoken Language Curriculum shapes ❖ Phonics: following Letters & Sounds ❖ Dance found within PE Curriculum Statistics: Construct and interpret simple graphs and tables (e.g. tally chart, ❖ Spoken Language: Speaking, listening & responding, group pictogram).Ask and answer questions by counting objects in a category and discussion & drama totalling and comparing data. ❖ MFL

Historical, Global, Social and Spiritual Physical wellbeing, health and lifestyles Scientific and Technological Understandings Understanding ❖ Fitness and health – warm up/cool down ❖ Games – ball skills, throwing and catching, passing, striking, fielding, ❖ Healthy food, exercise and hygiene ❖ On a map name and locate the 4 countries of the UK, surrounding racquet skills ❖ Animals (including humans) - growing/changes, basic needs seas, capital cities and their characteristics. ❖ Gymnastics – travelling, rolling, jumping, creating tension, balance, ❖ Grouping living/non-living things; names of plants and animals; ❖ Compare Lewisham to a contrasting area of the UK. pathways habitats, including microhabitats; conditions for growth (animals and plants); ❖ Locate and understand the importance of the equator linking the ❖ Athletics – running, jumping, throwing simple food chains understanding to climates and the North and South Poles. ❖ Dance ❖ Plants - how seeds/bulbs grow; plant’s needs in order to grow/stay ❖ Use simple fieldwork and observational skills to study the geography ❖ Families and people who care for me healthy their local area (i.e. the park) and its grounds and the key human and ❖ Caring relationships ❖ Materials – properties and physical changes physical features of its surrounding environment. ❖ Respecting ourselves and others ❖ Scientific discoveries and a range of scientists ❖ Symbolism in Christianity and Easter. ❖ Online Relationships and internet safety/harms ❖ Navigating simple websites and MLE ❖ Hinduism – belief and the home. ❖ Being Safe ❖ Using simple data handling software ❖ Comparing religious experiences of food and weddings. ❖ Physical and mental wellbeing ❖ E-safety ❖ Sequencing events, chronological order ❖ Growing and changing ❖ Using a variety of devices to record – cameras, flips, video, iPads, ❖ Know and recount stories about the past bee-bots, etc. ❖ Compare significant events and people in history - local or the wider ❖ Textiles – glove puppet world e.g. Great Fire of London and London today ❖ Mechanisms – axles: winding up (winch and pulley); wheels and ❖ The Victorians - compare their own lives and Victorian ones, Mary axles – vehicles Seacole and Florence Nightingale, Queen Victoria and Queen Elizabeth ❖ Cooking and nutrition- fruit smoothie or cordial

Year 3 – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts Ss – spine segment Children should have the opportunity to write at least one piece from ❖ Drawing and sculpture each of the purposes below ❖ Painting

Addition and Subtraction: Bridging through 100 (ss: 1.17) Addition and ❖ Writing to Entertain: ❖ Printing and design subtraction of 3-digit numbers (ss: 1.18) Mental strategies for addition and Narrative writing including description (character/setting), poetry ❖ Responding to art subtraction – partitioning, equivalent calculations, finding a difference (ss: 1.19) ❖ Writing to Inform: ❖ Listen to different musical styles and discuss the basic features of Column addition and subtraction (ss: 1.20; 1.21) Report, recount, letter, instruction, explanation, biography the style. Multiplication and Division: 2, 4, and 8 times tables and relationships between ❖ Writing to Persuade: ❖ Build on musical elements understanding of tempo, pitch and them (ss: 2.7) 3, 6 and 9 times tables and relationships between them (ss: 2.8) Poster, letter, advert, speech dynamics and begin to be aware of timbre. 7 times tables (ss: 2.9) ❖ Writing to discuss: ❖ Reproduce simple rhythmic and melodic sequences based on Fractions: Recognising part-whole relationship (ss: 3.1) Identifying, comparing Argument, article, review familiar songs and rhythms. and ordering unit fractions (ss: 3.2) and non-unit fractions (ss: 3.3) Adding and subtracting fractions within one whole (ss: 3.4) ❖ Reading ❖ Explore improvisation using voice and instruments played in Measurement: measure, compare, add and subtract: lengths (m/cm/mm); mass Content domains (2a, b, c, d, e, f, g, h) different ways. (kg/g); volume/capacity (l/ml) measure the perimeter of 2-D shapes Money add Word reading including decoding (Phonics - Letters and Sounds) ❖ Explore different ways to record compositions. and subtract amounts of money, give change , Time tell the time using analogue Comprehension: retrieval, deduction, inference, prediction, clock with the roman numerals, estimate and read time to the nearest minute, summarising, exploring authorial intent compare duration of events ❖ Vocabulary, Grammar, Punctuation, Spelling ❖ Drama found within Spoken Language Curriculum Geometry: Identify and draw 2-D and 3-D shapes, Identify right angles, Identify ❖ Handwriting ❖ Dance found within PE Curriculum parallel and perpendicular lines ❖ Phonics: following Letters & Sounds Statistics: Interpret and present data using bar charts, pictograms and tables ❖ Spoken Language: Speaking, listening & responding, group discussion & drama ❖ MFL

Historical, Global, Social Physical wellbeing, health and lifestyles Scientific and Technological Understandings

and Spiritual Understanding ❖ Plants – identify/describe functions of parts, water transportation, life ❖ Fitness and health – stamina, flexibility cycles, what they need to grow, pollination, seed formation/dispersal ❖ Games – building ball skills, marking and defending, ball control, ❖ Animals – nutrition, skeletons and muscles ❖ Identify human and physical characteristics and key topographical invasion games features, understanding that these change over time. ❖ Rocks and soils – compare/group rocks, fossil formation, soil ❖ Gymnastics – use floor, mat and apparatus to perform sequences of production/composition ❖ Understand geographical similarities and differences throughout the UK. actions and positions ❖ Use fieldwork to observe, measure, record and present the human and ❖ Forces and magnets – surfaces, contact/non-contact forces; ❖ Athletics – team events, relays, javelin, discus magnetic, attraction/repulsion, poles physical features in Lewisham. ❖ Dance ❖ The views of peace through religion. ❖ Light – light/dark/shadows, reflection, sun dangers ❖ Families and people who care for me ❖ Scientific discoveries and a range of scientists ❖ Introducing Buddhism and Sikhism. ❖ Caring relationships ❖ Christianity and Hinduism – The bible and beliefs. ❖ Develop appropriate use of internet – extracting relevant info, ❖ Respecting ourselves and others refining, presenting ❖ Timelines, dates, periods of time, BC, AD ❖ Online Relationships and internet safety/harms ❖ The achievements of the earliest civilisations -. Ancient Egypt. Compare ❖ Programming: begin to understand iteration and selection’ ❖ Being Safe ❖ Communicating and share ideas – email, blogging, MLE Egypt and Britain at the time. ❖ Physical and mental wellbeing ❖ An overview of the changes in Britain from the Stone Age to the Iron Age ❖ E-safety: reliability and security of online sources’ ❖ Growing and changing ❖ Create folders, save work, trouble-shooting ❖ Make connections, construct informed responses ❖ Structures – packaging (sandwiches) ❖ Textiles – wall hangings ❖ Mechanical control – pneumatics (moving monsters) ❖ Cooking and nutrition - sandwiches

Year 4 – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts ss – spine segment Children should have the opportunity to write at least one piece from ❖ Drawing and sculpture Addition and Subtraction: Composition and calculation of 1,000 and 4-digit each of the purposes below ❖ Painting numbers (ss: 1.22) Composition and calculation of tenths (ss: 1.23) Composition ❖ Printing and design and calculation of hundredths and thousandths (ss: 1.24) Addition and ❖ Writing to Entertain: ❖ Responding to art subtraction of money (ss: 1.25) Place Value - read and write roman numerals to Narrative writing including description (character/setting), poetry ❖ Appraise and evaluate pieces of music with increasing accuracy 100 ❖ Writing to Inform: referring to tempo, pitch, dynamics, structure and texture. Multiplication and Division: Distributive law of multiplication and using it to Report, recount, letter, instruction, explanation, biography ❖ Use simple patterns to create improvisations. derive facts (ss: 2.10) 11 and 12 times tables (ss: 2.11) Divising with remainders ❖ Writing to Persuade: ❖ Explore sounds, patterns and melodies using tuned/un-tuned (ss.2.12) Multiplying and dividing by 10 and 100 (ss. 2.13) Short multiplication Poster, letter, advert, speech method (ss: 2.14) and short division method (ss: 2.15) Multiplicative context: area percussion. ❖ Writing to discuss: and perimeter (ss: 2.16) Using measures to understand scaling (ss: 2.17) ❖ Recognise and use staff notation to read and play simple 2/3 note Fractions: Improper fractions and mixed numbers (ss. 3.5) Multiplying whole Argument, article, review melodies. numbers and fractions (ss: 3.6) ❖ Reading ❖ Record and perform own compositions. Measurement: Convert between different units of measure, Calculating area and Content domains (2a, b, c, d, e, f, g, h) perimeter of rectilinear shapes Time Read convert time between analogue and Word reading including decoding (Phonics - Letters and Sounds) ❖ Drama found within Spoken Language Curriculum digitals clocks, Estimate, compare and calculate different measures Comprehension: retrieval, deduction, inference, prediction, ❖ Dance found within PE Curriculum Geometry: Identify and describe shapes based on their properties, Identify and summarising, exploring authorial intent compare angles (acute, obtuse) Identify lines of symmetry in shapes, Draw a ❖ Vocabulary, Grammar, Punctuation, Spelling symmetric shape, Describe position of a 2-D shape on the first quadrant ❖ Handwriting Statistics: Represent discrete and continuous data using graphic methods ❖ Phonics: following Letters & Sounds Solve comparison, sum and difference problems using different data ❖ Spoken Language: Speaking, listening & responding, group representations discussion & drama ❖ MFL

Historical, Global, Social and Spiritual Physical wellbeing, health and lifestyles Scientific and Technological Understandings Understanding ❖ Animals, Inc. humans – human digestive system; teeth variety/ Animals, ❖ Fitness and health – stamina, flexibility including humans – human digestive system; teeth variety/ function and ❖ Use maps, atlases, globes and digital/computer mapping to locate and ❖ Games – building ball skills, marking and defending, ball control, care, food chains/producers/predators and prey compare the countries and major cities of Europe. invasion games ❖ Living things/habitats - classifying, using keys for identifying, naming, ❖ Compare Great Britain to the rest of Europe. ❖ Gymnastics – use floor, mat and apparatus to perform sequences of grouping; environmental change and impact ❖ Develop geographical skills though a wider range of fieldwork actions and positions ❖ States of matter – solid/liquid/gas; temperature change, heating/cooling; techniques to record evidence and begin to offer explanations. ❖ Athletics – team events, relays, javelin, discus water cycle – evaporation and condensation ❖ Sound – vibrations; ear/medium for hearing; patterns/pitch/volume; sound ❖ RE – Introduction to Judaism and life as a Buddhist. ❖ Dance ❖ Christianity and Sikhism – Places of worship. and distance ❖ Families and people who care for me ❖ Electricity - common appliances; simple series circuits; switches; ❖ Use of sources; weigh evidence and sift arguments ❖ Caring relationships ❖ Tudors – lives of all groups of people; life before and after Tudor conductors and insulators ❖ Respecting ourselves and others ❖ Scientific discoveries and a range of scientists exploration; decisions made by Henry VIII ❖ Online Relationships and internet safety/harms ❖ Invaders and settlers – Romans, Vikings and Anglo-Saxons – use of ❖ Refine internet searching skills ❖ Being Safe ❖ Understanding online communication timelines; comparison of each people using different sources, ❖ Physical and mental wellbeing ❖ Multimedia presentations, including text, images, sound, video, hyperlinks evaluating the accuracy of sources; why did people settle in Britain? ❖ Growing and changing ❖ Stop-frame animation ❖ Basic computer programming ❖ Structures – strengthening frameworks – photograph frame ❖ Textiles – decorative- money container ❖ Mechanical control – story books ❖ Cooking and nutrition - soup

13 Year 5 – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts ss – spine segment Children should have the opportunity to write at least one piece from Addition and Subtraction: Multiples of 1,000 up to 1,000,000 (ss: 1.26) Negative each of the purposes below ❖ Drawing and sculpture numbers: counting, comparing, calculating (ss: 1.27) Common structures and the ❖ Painting part-part-whole relationship (ss: 1.28) Using equivalence and the compensation ❖ Writing to Entertain: ❖ Printing and design property to calculate (ss: 1.29) Place Value – writing numbers in words, using Roman Narrative writing including description (character/setting), poetry ❖ Responding to art Numerals to 1000 and for years Multiplication and Division: Using equivalence to calculate (ss: 2.18) Multiplying ❖ Writing to Inform: ❖ Identify musical style indicators for a range of styles. and dividing decimal fractions by whole numbers (ss: 2.19) Report, recount, letter, biography, explanation ❖ Discuss families of instruments. Multiplication with three factors and volume (ss: 2.20) Factors, multiples, prime ❖ Writing to Persuade: ❖ Improvise and perform in solo and ensemble contexts using numbers and composite numbers (ss: 2.21) Combining multiplication with addition Letter, advert, speech, campaign tuned/un-tuned instruments for a clear purpose. and subtraction (ss: 2.22) Use formal algorithms to multiply 4 digit nos by 1 and 2 ❖ Writing to discuss: ❖ Recognise and use staff notation to read and play rhythms digits Argument, article, review Fractions: Finding equivalent fractions and simplifying fractions (ss: 3.7) Common ❖ Reading and melodies. denomination: more adding and subtracting (ss: 3.8) Converting fractions into Content domains (2a, b, c, d, e, f, g, h) ❖ Perform as part of an ensemble. decimals and decimals into fractions, Thousandths are the third decimal place Word reading including decoding (Phonics - Letters and Sounds) Measurement: Length – understanding proportion and solving m/km problems Comprehension: retrieval, deduction, inference, prediction, ❖ Drama found within Spoken Language Curriculum Mass – understanding proportion and reading different scales, Capacity – summarising, exploring authorial intent ❖ Dance found within PE Curriculum understanding proportion & equivalency of containers, Temperature – using ❖ Vocabulary, Grammar, Punctuation, Spelling thermometers and ordering temperatures, Money – exchanging coins/notes, addition ❖ Handwriting & subtraction of Time – Tell time to 1 minute, convert different units of time including ❖ Phonics: following Letters & Sounds days / weeks, timetables, Roman Numeral clocks ❖ Spoken Language: Speaking, listening & responding, group Geometry: Angles – naming and creating, Using a protractor, Sum of angles on a discussion & drama straight line, Sum of angles around a point Statistics: Line graphs, Two way Tables, Timetables ❖ MFL

Historical, Global, Social and Spiritual Understanding Physical wellbeing, health and lifestyles Scientific and Technological Understandings

❖ Life cycles: plant/animal reproduction; aging process in humans ❖ Identify the position and significance of latitude, longitude, Equator and ❖ Properties and changes of materials- compare/group materials, uses; solids, ❖ Fitness and health – importance, how to improve liquids and gases and changes of state, dissolving and solutions, separating both hemispheres. ❖ Games – rules and skills – tag rugby, hockey, basketball, cricket, ❖ Contrast a South American country with the UK. Understanding how mixtures, burning and acids, reversible/irreversible changes tennis, football, volleyball ❖ Earth and space - planets, sun, moon, Earth, day and night communities are diverse, how they are changing and how they are ❖ Gymnastics – complex actions, control, coordination, balances, interconnected. ❖ Forces – gravity, friction, air and water resistance; mechanisms, including sequences levers, pulleys, gears, and impact on force ❖ Develop fieldwork skills, gathering and presenting the data through ❖ Athletics – pace, targets, speed, technique ❖ Scientific discoveries and a range of scientists charts/diagrams. ❖ Dance ❖ Referencing and effective, reliable use of internet searches ❖ RE – Pilgrimages in Hinduism and Islam. ❖ Families and people who care for me ❖ Create tables and databases to analyse data ❖ Christian and Sikh lifestyles and community. ❖ Caring relationships ❖ Choose medium for sharing, playing and collaborating online; E-safety, cyber ❖ Ancient Greece – study way of life, using artefacts; democracy; compare ❖ Respecting ourselves and others bullying and digital footprint. the chronology of Greek civilisation with history of Britain. ❖ Online Relationships and internet safety/harms ❖ Using advanced tools in word/presentation ❖ The Mayans – compare civilisation with that of Greeks, Romans and ❖ Being Safe ❖ Programming: expand understanding of iteration and selection Egyptians; influence society today. ❖ Physical and mental wellbeing ❖ Structures – Kites ❖ Methods of historical enquiry. ❖ Growing and changing ❖ Textiles – slippers ❖ Mechanical control – Cams (moving toys) ❖ Cooking and nutrition – main course

14 Year 6 – Content for Learning

Maths, Economics and Enterprise Communication, Languages and Literacy Creative and Expressive Arts ss – spine segment Children should have the opportunity to write at least one piece from each of the purposes below ❖ Drawing and sculpture

❖ Painting Addition and Subtraction: Composition and Calculation of Numbers up to 10 ❖ Writing to Entertain: ❖ Printing and design 000 0000 (ss: 1.30) Problems with two unknowns (ss: 1.31) Narrative writing including description (character/setting), poetry ❖ Responding to art Multiplication and Division: Multiplication strategies for larger numbers (ss: ❖ Writing to Inform: ❖ Explore the work and influence of a chosen musical artist. 2.23) Division: Dividing by two digit divisors (ss: 2.24) Using compensation to Report, recount, letter, biography, explanation ❖ Begin to compose extended pieces of music showing accurate use calculate (ss: 2.25) Mean average and equal share (ss: 2.26) Scale factors, ❖ Writing to Persuade: of the elements of music. ratio and proportional reasoning (ss: 2.27) Combining division with addition and Letter, advert, speech, campaign subtraction (ss: 2.28) Decimal place-value knowledge, multiplication and ❖ Recognise and use staff notation. ❖ Writing to discuss: division (ss: 2.29) Multiplicative contexts: area and perimeter (2) (ss: 2.30) ❖ Prepare and perform solo and ensemble pieces with an awareness Argument, article, review, essay Fractions: Multiplying fractions and dividing fractions by a whole number (ss: of audience. ❖ Reading 3.9) Linking fractions, decimals and percentages (ss: 3.10)• Content domains (2a, b, c, d, e, f, g, h) Measurement Converting a measurement from a larger unit to a smaller unit, Word reading including decoding (Phonics - Letters and Sounds) Converting a measurement from a smaller unit to a larger unit, Converting from ❖ Drama found within Spoken Language Curriculum Comprehension: retrieval, deduction, inference, prediction, miles to kilometres, Volumes of Cubes and Cuboids• ❖ Dance found within PE Curriculum Geometry: Describe positions and vertices of shapes in all four quadrants , summarising, exploring authorial intent

Draw and translate simple shapes in all four quadrants, Draw and reflect simple ❖ Vocabulary, Grammar, Punctuation, Spelling shapes in all four quadrants, Draw any quadrilateral specified by co-ordinates ❖ Handwriting in all 4 quadrants, predict a missing co-ordinate in any shape ❖ Phonics: following Letters & Sounds Statistics: Pie charts can be interpreted using knowledge of angles, fractions ❖ Spoken Language: Speaking, listening & responding, group and percentages. discussion & drama ❖ MFL

Physical wellbeing, health and lifestyles Scientific and Technological Understandings Historical, Global, Social and Spiritual •

Understanding ❖ Fitness and health – importance, how to improve ❖ Games – rules and skills – tag rugby, hockey, basketball, cricket, ❖ Classification – including plants, animals and microorganisms using tennis, football, volleyball characteristics to sort and group ❖ Use atlases, globes and digital/computer mapping to identify the ❖ Gymnastics – complex actions, control, coordination, balances, ❖ Animals including humans – human circulatory system; diet, exercise, drugs, Tropics, the Arctic and Antarctic Circle and the Greenwich Meridian sequences lifestyle; transportation of nutrients and water in animals time zones. ❖ Athletics – pace, targets, speed, technique ❖ Light – how we see, travel in straight lines, reflection, shadows ❖ Evolution and inheritance – changes over time and fossils; ❖ Compare and contrast the human and physical Geography of North ❖ Dance America and GB. environments/adaptation/evolution in plants and animals; offspring/variation ❖ Outdoor and adventure activities ❖ Electricity – circuits, number and voltage of cells, switches, use recognised ❖ Understand the relationship between biomes and vegetation belts. ❖ Swimming symbols in drawings of simple circuits Relate this to climate change. ❖ Families and people who care for me ❖ Scientific discoveries and a range of scientists ❖ Develop fieldwork through orienteering and/or geocaching. ❖ Caring relationships ❖ E-safety: Controlling your online identity ❖ RE – Understanding the Buddhist community. ❖ Respecting ourselves and others ❖ Choose medium for sharing, playing and collaborating online ❖ Stories of Judaism. ❖ Online Relationships and internet safety/harms ❖ Using advanced tools in word/presentation, combining text, images, sound and ❖ Comparing the views and life styles of the ‘major’ religions. ❖ Being Safe video ❖ The Second World War – local history of London; turning point in ❖ Physical and mental wellbeing ❖ Creating films and animations British history (Battle of Britain); comparisons with different invasions ❖ Growing and changing ❖ Benefits of technology, influence on society ❖ Changing face of Britain – overview of history based on Empire, ❖ Structures – shelters including learning about slavery, Windrush, the Partition ❖ Textiles –incorporated into shelters ❖ The life and influence of a famous person or invention – an ❖ Mechanical and electrical control: fairground ride independent study chosen by the child ❖ Cooking and nutrition – two course meal

15

Maths, Economics and Enterprise

YEAR 1 MATHS

16 Subject Teaching Points Inspire link, NCETM National National Curriculum content steps in learning, Curriculum Statutory requirements and additional Vocabulary by the end of Year 1 resources Number, 1.1 Comparison of quantities and measures NCETM 1.1 Comparison of put together Addition and subtraction Addition & • Teaching Point 1: Items can be compared according to attributes quantities and measures add - read, write and interpret Subtraction such as length (or height or breadth), area, volume/capacity or NCETM Steps in learning. altogether mathematical statements involving weight/mass. 1:1 - 1:6 total addition (+), subtraction (–) and • Teaching Point 2: When comparing two sets of objects, one set NCETM Steps in learning. take away equals (=) signs can contain more objects than the other and one set can contain 2:1 - 2:9 distance between - represent and use number bonds fewer objects than the other, or both sets can contain the same NCETM Steps in learning. difference between and related subtraction facts within number of objects. 3:1 - 3:6 ordinal numbers: 20 • Teaching Point 3: The symbols <, > and = can be used to express first, second, third - add and subtract one-digit and two- the relative number of objects in two sets, or the relative size of two Inspire Year 1A Unit 1 equal to digit numbers to 20, including zero numbers. Compare p.11-16 more than solve one-step problems that involve less than addition and subtraction, using fewer concrete objects and pictorial most representations, and missing least number problems such as 7 = □ – 9. 1.2 Introducing 'whole' and 'parts': part–part–whole NCETM 1.2 Part-part-whole whole Number and place value • Teaching Point 1: A ‘whole’ can be represented by one object; if NCETM Steps in learning. part - count to and across 100, forwards some of the whole object is missing, it is not the ‘whole’. 1:1 - 1:3 addition and backwards, beginning with 0 or 1, • Teaching Point 2: A whole object can be split into two or more NCETM Steps in learning. subtraction or from any given number parts in many different ways. The parts might look different; each 2:1 - 2:3 - count, read and write numbers to 100 part will be smaller than the whole, and the parts can be combined NCETM Steps in learning. in numerals to make the whole. 3:1 - 3:6 - count in multiples of twos, fives and • Teaching Point 3: A ‘whole’ can be represented by a group of NCETM Steps in learning. tens discrete objects. If some of the objects in the group are missing, it is 4:1 - 4:7 - given a number, identify one more not the whole group – it is part of the whole group. and one less - identify and represent numbers using • Teaching Point 4: A whole group of objects can be composed of objects and pictorial representations two or more parts and this can be represented using a part–part– including the number line, and use the whole ‘cherry’ diagram. The group can be split in many different language of: equal to, more than, less ways. The parts might look different; each part will be smaller than than (fewer), most, least the whole group and the parts can be combined to make the whole - read and write numbers from 1 to 20 group. in numerals and words

17 1.3 Composition of numbers: 0–5 NCETM 1.3 Composition of • Teaching Point 1: Numbers can represent how many objects there numbers: 0–5 are in a set; for small sets we can recognise the number of objects NCETM Steps in learning. (subitise) instead of counting them. 1:1 - 1:5 • Teaching Point 2: Ordinal numbers indicate a single item or event, NCETM Steps in learning. rather than a quantity. 2:1 - 2:3 • Teaching Point 3: Each of the numbers one to five can be NCETM Steps in learning. partitioned in different ways. 3:1 - 3:5 • Teaching Point 4: Each of the numbers one to five can be NCETM Steps in learning. partitioned in a systematic way. 4:1 - 4:3 • Teaching Point 5: Each of the numbers one to five can be NCETM Steps in learning. partitioned into two parts; if we know one part, we can find the other 5:1 - 5:3 part. NCETM Steps in learning. • Teaching Point 6: The number before a given number is one less; 6:1 - 6:5 the number after a given number is one more. NCETM Steps in learning. • Teaching Point 7: Partitioning can be represented using the bar 7:1 - 7:5 model. 1.4 Composition of numbers: 6–10 NCETM 1.4 Composition of • Teaching Point 1: The numbers six to nine are composed of 'five numbers: 6-10 and a bit'. Ten is composed of five and five. NCETM Steps in learning. • Teaching Point 2: Six, seven, eight and nine lie between five and 1:1 - 1:10 ten on a number line. NCETM Steps in learning. • Teaching Point 3: Numbers that can be made out of groups of two 2:1 - 2:6 are even numbers; numbers that can't be made out of groups of two NCETM Steps in learning. are odd numbers. Even numbers can be partitioned into two odd 3:1 - 3:8 parts or two even parts; odd numbers can be partitioned into one NCETM Steps in learning. odd part and one even part. 4:1 - 4:3 • Teaching Point 4: Each of the numbers six to ten can be NCETM Steps in learning. partitioned in different ways. The numbers six to ten can be 5:1 - 5:2 partitioned in a systematic way. • Teaching Point 5: Each of the numbers six to ten can be Inspire Year 1A Unit 2 Number partitioned into two parts; if we know one part, we can find the other Bonds p.32-37 part.

1.5 Additive structures: introduction to aggregation and NCETM 1.5 aggregation and partitioning partitioning • Teaching Point 1: combining two or more parts to make a whole is NCETM Steps in learning. called aggregation; the addition symbol, +, can be used to represent 1:1 - 1:5 aggregation. NCETM Steps in learning. • Teaching Point 2: The equals symbol, =, can be used to show 2:1 - 2:6 equivalence between the whole and the sum of the parts. NCETM Steps in learning.

18 • Teaching Point 3: Each addend represents a part, and these are 3:1 - 3:6 combined to form the whole/sum; we can find the value of the whole NCETM Steps in learning. by adding the parts. We can represent problems with missing parts 4:1 - 4:4 using an addition equation with a missing addend. • Teaching Point 4: Breaking a whole down into two or more parts is called partitioning; the subtraction symbol, −, can be used to represent partitioning. 1.6 Additive structures: introduction to augmentation and reduction NCETM 1.6 augmentation and • Teaching Point 1: An addition context described by a ‘first…, reduction then…, now…’ story is an example of augmentation. We can link the NCETM Steps in learning. story to a numerical representation – each number represents 1:1 - 1:7 something in the story. NCETM Steps in learning. • Teaching Point 2: A subtraction context described by a ‘first…, 2:1 - 2:9 then…, now…’ story is an example of reduction. We can link the NCETM Steps in learning. story to a numerical representation – each number represents 3:1 - 3:4 something in the story. NCETM Steps in learning. • Teaching Point 3: Given any two parts of the story we can work out 4:1 - 4:6 the third part; given any two numbers in the equation we can find the third one. • Teaching Point 4: Addition and subtraction are inverse operations. 1.7 Addition and subtraction: strategies within 10 NCETM 1.7 Calculation: • Teaching Point 1: Addition is commutative: when the order of the strategies within 10 addends is changed, the sum remains the same. NCETM Steps in learning. • Teaching Point 2: Ten can be partitioned into pairs of numbers that 1:1 - 1:5 sum to ten. Recall of these pairs of numbers supports calculation. NCETM Steps in learning. • Teaching Point 3: Adding one gives one more; subtracting one 2:1 - 2:4 gives one less. NCETM Steps in learning. • Teaching Point 4: Consecutive numbers have a difference of one; 3:1 - 3:7 we can use this to solve subtraction equations where the NCETM Steps in learning. subtrahend is one less than the minuend. 4:1 - 4:5 • Teaching Point 5: Adding two to an odd number gives the next odd NCETM Steps in learning. number; adding two to an even number gives the next even number. 5:1 - 5:7 Subtracting two from an odd number gives the previous odd NCETM Steps in learning. number; subtracting two from an even number gives the previous 6:1 - 6:5 even number. NCETM Steps in learning. • Teaching Point 6: Consecutive odd / consecutive even numbers 7:1 - 7:5 have a difference of two; we can use this to solve subtraction NCETM Steps in learning. equations where the subtrahend is two less than the minuend. 8:1 - 8:3 • Teaching Point 7: When zero is added to a number, the number NCETM Steps in learning. remains unchanged; when zero is subtracted from a number, the 9:1 - 9:8 number remains unchanged. NCETM Steps in learning.

19 • Teaching Point 8: Subtracting a number from itself gives a 10:1 - 10:3 difference of zero. • Teaching Point 9: Doubling a whole number always gives an even Inspire Year 1A Units 3&4 number and can be used to add two equal addends; halving is the Addition within 10 p.48-58 inverse of doubling and can be used to subtract a number from its Subtraction within 10 p.73-87 double. Memorised doubles/halves can be used to calculate near- doubles/halves. • Teaching Point 10: Addition and subtraction facts for the pairs five and three, and six and three, can be related to known facts and strategies. 1.8 Composition of numbers: multiples of 10 up to 100 NCETM 1.8 Composition of • Teaching Point 1: One ten is equivalent to ten ones. numbers: multiples of 10 up to • Teaching Point 2: Multiples of ten can be represented using their 100 names or using numerals. We can count in multiples of ten. NCETM Steps in learning. • Teaching Point 3: Knowledge of the 0–10 number line can be used 1:1 - 1:5 to estimate the position of multiples of ten on a 0–100 number line. NCETM Steps in learning. • Teaching Point 4: Adding ten to a multiple of ten gives the next 2:1 - 2:8 multiple of ten; subtracting ten from a multiple of ten gives the NCETM Steps in learning. previous multiple of ten. 3:1 - 3:7 • Teaching Point 5: Known facts for the numbers within ten can be NCETM Steps in learning. used to add and subtract in multiples of ten by unitising. 4:1 - 4:7 NCETM Steps in learning. 5:1 - 5:9

1.9 Composition of numbers: 20–100 NCETM 1.9 Composition of • Teaching Point 1: There is a set counting sequence for counting to numbers: 20 – 100 100 and beyond. NCETM Steps in learning. • Teaching Point 2: Objects can be counted efficiently by making 1:1 groups of ten. The digits in the numbers 20–99 tell us about their NCETM Steps in learning. value. 2:1 - 2:13 • Teaching Point 3: Each number on the 0–100 number line has a NCETM Steps in learning. unique position. 3:1 - 3:7 • Teaching Point 4: The relative size of two two-digit numbers can be NCETM Steps in learning. determined by first examining the tens digits and then, if necessary, 4:1 - 4:5 examining the ones digits, with reference to the cardinal or ordinal NCETM Steps in learning. value of the numbers. 5:1 - 5:4 • Teaching Point 5: Each two-digit number can be partitioned into a NCETM Steps in learning. tens part and a ones part. 6:1 – 6:6 • Teaching Point 6: The tens and ones structure of two-digit numbers Inspire Year 1B Unit 17 can be used to support additive calculation. Numbers to 100 p.179-189

20 1.10 Composition of numbers: 11–19 NCETM 1.10 Composition: 11– • Teaching Point 1: The digits in the numbers 11–19 tell us about 19 their value. NCETM Steps in learning. • Teaching Point 2: The numbers 11–19 can be formed by 1:1 - 1:9 combining a ten and ones, and can be partitioned into a ten and NCETM Steps in learning. ones. 2:1 - 2:9 • Teaching Point 3: A number is even if the ones digit is even; NCETM Steps in learning. it can be made from groups of two. A number is odd if the ones digit 3:1 - 3:5 is odd; it can’t be made from groups of two. NCETM Steps in learning. • Teaching Point 4: Doubling the numbers 6–9 (inclusive) gives an 4:1 - 4:7 even teen number; halving an even teen number gives a number NCETM Steps in learning. from six to nine (inclusive). 5:1 - 5:7 • Teaching Point 5: Addition and subtraction facts within 10 can be applied to addition and subtraction within 20. Inspire Year 1A Unit 7 • Additional Teaching Point: read and write numbers from 1 to 20 in Numbers to 20 p.159-177 numerals and words Multiplication 2.1 Counting, unitising and coins NCETM 2.1 Counting and Groups of - solve one-step problems involving & Division • Teaching Point 1: We can count efficiently by counting in groups of unitising Count multiplication and division, by two. NCETM Steps in learning. Skip count calculating the answer using • Teaching Point 2: We can count efficiently by counting in groups of 1:1 - 1:5 Coin concrete objects, pictorial ten. NCETM Steps in learning. Number representations and arrays with the • Teaching Point 3: We can count efficiently by counting in groups of 2:1 - 2:6 Value support of the teacher. five. NCETM Steps in learning. • Teaching Point 4: A coin has a value which is independent of its 3:1 - 3:6 size, shape, colour or mass. NCETM Steps in learning. • Teaching Point 5: The number of coins in a set is different from 4:1 - 4:5 the value of the coins in a set; knowledge of counting in groups of NCETM Steps in learning. two, five or ten can be used to work out the value of a set of 5:1 - 5:7 identical low-denomination coins. NCETM Steps in learning. • Teaching Point 6: Knowledge of counting in groups of two, five or 6:1 - 6:6 ten can be used to work out how many identical low-denomination coins are needed to make a given value. Inspire Year 2A Unit 5 Skip-counting by two p.148-149 Inspire Year 2A Unit 6 Skip-counting by ten p.198-200 Inspire Year 2A Unit 6 Skip-counting by five p.191

21 Measurement Length and height Inspire Year 1A Unit 9 - lengths and Measurement • Inspire Teaching Point 1: Compare two things - the length of two Compare two things p.220-223 heights - compare, describe and solve objects can be compared using the terms tall/taller, long/longer, Inspire Year 1A Unit 9 long/short, practical problems for: lengths and short/shorter and high/higher. Compare more things p.224-226 longer/shorter, heights [for example, long/short, • Inspire Teaching Point 2: Compare more things - the length of Inspire Year 1A Unit 9 tall/short, longer/shorter, tall/short, double/half] more than two objects can be compared using the terms tallest, Using a start line p.227-228 double/half - mass/weight [for example, longest, shortest and highest. Inspire Year 1A Unit 9 - mass/weight heavy/light, heavier than, lighter • Inspire Teaching Point 3: Using a start line - a common starting Measuring things p.229-232 heavy/light than] point makes comparison of lengths easier. Inspire Year 1A Unit 9 heavier than/lighter capacity and volume [for example, • Inspire Teaching Point 4: Measuring things - length can be Finding length in units p.233-236 than full/empty, more than, less than, half, measured using objects as non-standard units. - capacity and half full, quarter] • Inspire Teaching Point 5: Finding lengths in units - length can be volume - time [for example, quicker, slower, described using the term “units” instead of other items. full/empty earlier, later] Mass Inspire Year 1B Unit 10 more than/less than - measure and begin to record the • Inspire Teaching Point 1: Comparing things – compare masses Comparing things p.4-8 - time following: lengths and heights, using pan balances Inspire Year 1B Unit 10 quicker mass/weight, capacity and volume, • Inspire Teaching Point 2: Finding the masses of things – mass can Finding the masses of things p.5- slower time (hours, minutes, seconds), be measured using objects as non-standard units. 10 earlier recognise and know the value of • Inspire Teaching Point 3: Finding mass in units – mass can be Inspire Year 1B Unit 10 later different denominations of coins and described using the term “units” Finding mass in units p.11-15 hours notes Capacity and Volume Inspire Year 2B Unit 14 minutes - sequence events in chronological • Inspire Teaching Point 1: Getting to know volume – the capacity of Getting to know volume p.137- seconds order using language [for example, a container is the maximum amount it can hold 142 before before and after, next, first, today, • Inspire Teaching Point 2: Getting to know volume – the volume of after yesterday, tomorrow, morning, a container is the amount of liquid in it next afternoon and evening] Time Inspire Year 1B Unit 16 first - recognise and use language • Inspire Teaching Point 1: Telling the time to the hour – time can be Telling the time to the hour today relating to dates, including days of used to measure the duration of an event. p.158-159 yesterday the week, weeks, months and years • Inspire Teaching Point 2: Telling the time to the half hour – Telling the time to the half hour tomorrow - tell the time to the hour and half measuring half an hour using the term half-past p.160-164 morning past the hour and draw the hands on • Additional Teaching point: Tell the time to the hour and half past afternoon a clock face to show these times. the hour and draw the hands on a clock face to show these times. ATPs: self resourced evening • Additional Teaching point: Recognise and use language related to dates, including days of the week, weeks, months and years. • Additional Teaching point: Sequence events in chronological order using language (before, after, next, first, today, yesterday, tomorrow, morning afternoon, evening).

Money Inspire Year 1B Unit 18

22 • Inspire Teaching Point 1: Getting to know our money – coins and Getting to know our money notes in pounds can be used to pay for goods and services p.229-230 • Inspire Teaching Point 2: Exchanging money – a coin or note of Exchanging money p. 231-234 one denomination can be used as the equivalent of another set of coins or notes of a smaller denomination. Geometry Properties of shapes Inspire Year 1A Unit 5 2D shapes Geometry: Properties of shapes • Inspire Teaching Point 1: Getting to know shapes – a circle has no Getting to know shapes p.106- 3D shapes - recognise and name common 2D corners and no sides; a square has four equal sides and four 108 Rectangle and 3D shapes corners; a triangle has three sides and three corner; a rectangle has Making pictures from shapes p. Square 2-D shapes: including rectangles four sides (opposite sides are equal) and four corners 109-111 Triangle (including squares), circles and • Inspire Teaching Point 2: Making pictures from shapes – shapes, Seeing shapes I things around Circle triangles such as circles, triangles, squares and rectangles can be used to us p.112-113 Cuboid 3-D shapes: cuboids (including make pictures Inspire Year 2B Unit 17 Cube cubes), pyramids and spheres • Inspire Teaching Point 3: Seeing shapes in things around us – Shapes and Patterns p.221-223 Pyramid when an object is viewed from different angles/sides, we can see Sphere different shapes. For example, the top view of a tin of soup is a Property circle. • Inspire Teaching Point 4: Shapes and patterns - shapes can be visualised as 3D shapes

YEAR 2 MATHS

23 Subject Teaching Points Inspire link, NCETM National National Curriculum content steps in learning, Curriculum Statutory and additional Vocabulary requirements by the resources end of Year 2 Number, 1.11 Addition and subtraction: bridging 10 NCETM 1.11 Addition and Addition - solve problems with addition and Addition & • Teaching Point 1: Addition of three addends can be described subtraction: bridging 10 Subtraction subtraction: Subtraction by an aggregation story with three parts. NCETM Steps in learning. Commutative • using concrete objects and • Teaching Point 2: Addition of three addends can be described 6:1 - 6:3 Associative pictorial representations, by an augmentation story with a ‘first…, then…, then…, NCETM Steps in learning. Inverse including those involving now…’ structure. 2:1 - 2:5 Addend numbers, quantities and • Teaching Point 3: The order in which addends (parts) are NCETM Steps in learning. Sum measures added or grouped does not change the sum (associative and 3:1 - 3:4 Minuend • applying their increasing commutative laws). NCETM Steps in learning. Subtrahend knowledge of mental and • Teaching Point 4: When we are adding three numbers, we 4:1 - 4:6 Difference written methods choose the most efficient order in which to add them, including NCETM Steps in learning. Digit - recall and use addition and identifying two addends that make ten (combining). 5:1 - 5:7 Odd subtraction facts to 20 fluently, NCETM Steps in learning. Even • Teaching Point 5: We can add two numbers which bridge the and derive and use 6:1 - 6:8 Consecutive tens boundary by using a ‘make ten’ strategy. related facts up to 100 Multiple - add and subtract numbers using • Teaching Point 6: We can subtract across the tens boundary by Inspire Year 1A Unit 8 Partition concrete objects, pictorial subtracting through ten or subtracting from ten. Addition and subtraction within representations, and mentally, 20 p.194-205 including: 1.12 Subtraction as difference NCETM 1.12 Subtraction as ▪ a two-digit number and ones • Teaching Point 1: Difference compares the number of objects in difference ▪ a two-digit number and tens one set with the number of objects in another set; or the NCETM Steps in learning. ▪ two two-digit numbers difference between two measures. 1:1 – 1:4 ▪ adding three one-digit numbers • Teaching Point 2: Difference is one of the structures of NCETM Steps in learning. - show that addition of two subtraction. 2:1 – 2:5 numbers can be done in any order • Teaching Point 3: Consecutive whole numbers have a NCETM Steps in learning. (commutative) and subtraction of difference of one; consecutive odd/even numbers have a 3:1 – 3:5 one number from another cannot difference of two. NCETM Steps in learning. - recognise and use the inverse • Teaching Point 4: We can apply the structure of difference to 4:1 – 4:4 relationship between addition and compare data. subtraction and use this to check calculations and solve missing number problems.

1.13 Addition and subtraction: two-digit and single-digit numbers NCETM 1.13 Calculation: 2- digit +/- 1-digit NCETM Steps in learning.

24 • Teaching Point 1: Knowledge of the number line, and quantity 1:1 – 1:9 values of numbers, can be applied to add/subtract one to/from a NCETM Steps in learning. given two-digit number. 2:1 – 2:9 • Teaching Point 2: Known facts for the numbers within ten can NCETM Steps in learning. be applied to addition/subtraction of a single-digit number to/from 3:1 – 3:6 a two-digit number. NCETM Steps in learning. • Teaching Point 3: Knowledge of numbers which sum to ten can 4:1 – 4:9 be applied to the addition of a single-digit number and two-digit number that sum to a multiple of ten, or subtraction of a single- Inspire Year 1B Unit 12 digit number from a multiple of ten. Simple addition p.59-60 • Teaching Point 4: Known strategies for addition or subtraction bridging ten can be applied to addition or subtraction bridging a multiple of ten. 1.14 Addition and subtraction: two-digit numbers and multiples of NCETM 1.14 Calculation: 2- ten digit +/- tens • Teaching Point 1: When finding ten more or ten less than any two- NCETM Steps in learning. digit number, the ones digit does not change. 1:1 – 1:5 • Teaching Point 2: When ten is added or subtracted to/from a two- NCETM Steps in learning. digit number, the tens digit changes and the ones digit stays the 2:1 – 2:6 same. NCETM Steps in learning. • Teaching Point 3: Knowledge of number facts within ten can be 3:1 – 3:9 applied to adding or subtracting multiples of ten to/from a two-digit NCETM Steps in learning. number. 4:1 – 4:4 • Teaching Point 4: Two-digit numbers can be partitioned in different ways. 1.15 Addition: two-digit and two-digit numbers NCETM 1.15 Addition: 2-digit + • Teaching Point 1: Known strategies can be combined to add two 2-digit multiples of ten to two single-digit numbers. NCETM Steps in learning. • Teaching Point 2: Two two-digit numbers can be added by 1:1 – 1:2 partitioning one or both of them into tens and ones. NCETM Steps in learning. 2:1 – 2:8 Inspire Year 1B Unit 12 Simple addition/More addition p.61-68 Inspire Year 1B Unit 13 Mental addition p.109-110 Inspire Year 1B Unit 17 Simple addition/More addition p.190-197

25 1.16 Subtraction: two-digit and two-digit numbers NCETM 1.16 Subtraction: 2- • Teaching Point 1: Known strategies can be used to subtract a digit - 2-digit multiple of ten and a single-digit number from a two-digit number. NCETM Steps in learning. • Teaching Point 2: A two-digit number can be subtracted from a 1:1 – 1:3 two-digit number by partitioning the subtrahend into tens and ones. NCETM Steps in learning. 2:1 – 2:9

Inspire Year 1B Unit 12 Simple subtraction/More subtraction p.69-78 Inspire Year 1B Unit 12 Mental subtraction p.111-114 Inspire Year 1B Unit 17 Simple subtraction/More subtraction p.198-205 Place Value Additional Teaching Point: Recognise the place value of each digit in a ATPs: self resourced Ones - count in steps of 2, 3, and 5 from two-digit number (tens, ones) Tens 0, and in tens from any number, Additional Teaching Point: Identify, represent and estimate numbers Hundreds forward and backward using different representations including the number line. Digit - recognise the place value of Additional Teaching Point: Compare and order numbers from 0 up to Numerals each digit in a two-digit number 100; use less than (<), greater than (>), and equals (=) signs. One digit (tens, ones) Additional Teaching Point: Read and write numbers to at least 100 in Two-digit - identify, represent and estimate numerals and in words. Representation numbers using different Estimation representations, including Compare the number line Greater than - compare and order numbers More than from 0 up to 100; use <, > and = Less than signs Fewer than - read and write numbers to at Equals least 100 in numerals and in words - use place value and number facts to solve problems.

Multiplication 2.2 Structures: multiplication representing equal groups NCETM 2.2 Multiplication: Odd - recall and use multiplication and and Division • Teaching Point 1: Objects can be grouped into equal or unequal equal groups Even division facts for the 2, 5 and 10 groups. NCETM Steps in learning. Multiplication multiplication tables, including • Teaching Point 2: When describing equally grouped objects, the 1:1 – 1:4 Division recognising odd and even number of groups and the size of the groups must both be defined. NCETM Steps in learning. Commutative numbers • Teaching Point 3: Equal groups can be represented with a 2:1 – 2:4 Inverse - calculate mathematical repeated addition expression. NCETM Steps in learning. Repeated addition statements for multiplication and

26 • Teaching Point 4: Equal groups can be represented with a 3:1 – 3:4 Arrays division within the multiplication multiplication expression. NCETM Steps in learning. Multiples tables and write them using the • Teaching Point 5: Multiplication expressions can be written for 4:1 – 4:4 Factors multiplication (×), division (÷) and cases where the groups each contain zero items, and for cases NCETM Steps in learning. Product equals (=) signs where the groups each contain one item. 5:1 – 5:4 Double - show that multiplication of two Half numbers can be done in any order Inspire Year 1B Unit 14 Equal groups (commutative) and division of one Multiplication p.122-130 Unequal groups number by another cannot Inspire Year 2A Unit 4 Expression - solve problems involving How to multiply p.131-132 Remainder multiplication and division, using Quotient materials, arrays, repeated Divisor addition, mental methods, and Dividend multiplication and division facts, including problems in contexts.

2.3 Times tables: groups of 2 and commutativity (part 1) NCETM 2.3 The 2 times table • Teaching Point 1: For equally grouped objects, the number of and commutativity groups is a factor, the group size is a factor, and the overall number NCETM Steps in learning. of objects is the product; this can be represented with a 1:1 – 1:6 multiplication equation. Counting in multiples of two can be used to NCETM Steps in learning. find the product when the group size is two. 2:1 – 2:8 • Teaching Point 2: Counting in multiples of two can be represented NCETM Steps in learning. by the two times table. Adjacent multiples of two have a difference 3:1 – 3:4 of two. Facts from the two times table can be used to solve problems about groups of two. Inspire Year 2A Unit 5 • Teaching Point 3: Factor pairs can be written in either order, with Multiplying by 2 p.148-156 the product remaining the same (commutativity). 2.4 Times tables: groups of 10 and of 5, and factors of 0 and 1 NCETM 2.4 The 10 and 5 times • Teaching Point 1: Counting in multiples of ten can be represented tables by the ten times table. Adjacent multiples of ten have a difference of NCETM Steps in learning. ten. Facts from the ten times table can be used to solve problems 1:1 – 1:9 about groups of ten. NCETM Steps in learning. • Teaching Point 2: Counting in multiples of five can be represented 2:1 – 2:9 by the five times table. Adjacent multiples of five have a difference NCETM Steps in learning. of five. Facts from the five times table can be used to solve 3:1 – 3:7 problems about groups of five. NCETM Steps in learning. 4:1 – 4:6

27 • Teaching Point 3: Skip counting and grouping can be used to explore the relationship between the five times table and the ten Inspire Year 2A Unit 6 times table. Multiplying by 10 p.198-201 • Teaching Point 4: When zero is a factor, the product is zero. When Inspire Year 2A Unit 6 one is a factor, the product is equal to the other factor (if there are Multiplying by 5 p.191-197 only two factors). 2.5 Commutativity (part 2), doubling and halving NCETM 2.5 Commutativity: • Teaching Point 1: The same multiplication equation can have two doubling and halving different grouping interpretations. Problems about two/five/ten equal NCETM Steps in learning. groups can be solved using facts from the two/five/ten times table. 1:1 – 1:13 (commutativity) NCETM Steps in learning. • Teaching Point 2: If two is a factor, knowledge of doubling facts 2:1 – 2:9 can be used to find the product; problems about doubling can be NCETM Steps in learning. solved using facts from the two times table. 3:1 – 3:9 • Teaching Point 3: Halving is the inverse of doubling; problems NCETM Steps in learning. about halving can be solved using facts from the two times table and 4:1 – 4:7 known doubling facts. • Teaching Point 4: Products in the ten times table are double the products in the five times table; products in the five times table are half of the products in the ten times table. 2.6 Structures: quotitive and partitive division NCETM 2.6 Quotitive and • Teaching Point 1: Objects can be grouped equally, sometimes with partitive division a remainder. NCETM Steps in learning. • Teaching Point 2: Division equations can be used to represent 1:1 – 1:4 ‘grouping’ problems, where the total quantity (dividend) and the NCETM Steps in learning. group size (divisor) are known; the number of groups (quotient) can 2:1 – 2:12 be calculated by skip counting in the divisor. (quotitive division) NCETM Steps in learning. • Teaching Point 3: Division equations can be used to represent 3:1 – 3:10 ‘sharing’ problems, where the total quantity (dividend) and the NCETM Steps in learning. number we are sharing between (divisor) are known; the size of the 4:1 – 4:13 shares (quotient) can be calculated by skip counting in the divisor. NCETM Steps in learning. (partitive division) 5:1 – 5:6 • Teaching Point 4: Strategies for finding the quotient, that are more efficient than skip counting, include using known multiplication facts Inspire Year 1B Unit 15 and, when the divisor is two, using known halving facts. Division p. 143-147 • Teaching Point 5: When the dividend is zero, the quotient is zero; Inspire Year 2A Unit 4 when the dividend is equal to the divisor, the quotient is one; when How to divide p.133-137 the divisor is equal to one, the quotient is equal to the dividend. Inspire Year 2A Unit 7 Division p.226-228

28 Fractions 3 Teaching Fractions in KS1 Refer to NCETM - Teaching Equivalence - recognise, find, name and write • Teaching Point 1: Name the fractions ‘one-half’, ‘one-quarter’ and fractions in KS1 document Equal part fractions (1, 1, 1, 2, 3) of a length, ‘one-third’ in relation to a fraction of a length, shape or set of objects Self-resourced Equal sharing 2 3 4 4 4 shape, set of objects or quantity. • Teaching Point 2: Read and write the fraction notation 1, 1 and , Unit fractions 2 3 - Write simple fractions for 1 Non-unit fraction and relate this to a fraction of a length, shape or set of objects. example, 1 of 6 = 3 and recognise 4 Whole–hole 2 • Teaching Point 3: Find half of numbers. distinction the equivalence of 2 and 1. • Teaching Point 4: Find 1 or 1 of a number. One half 4 2 3 4 One third • Teaching Point 5: Find 2 and 3 of an object, shape, set of objects, One quarter 4 4 Division length or quantity; recognise the equivalence of 2 and 1. 4 2

Measurement Length Inspire Year 2A Unit 8 Estimate - choose and use appropriate • Inspire Teaching Point 1: Measuring in metres – length is a Measuring in metres p. 239-241 Measure standard units to estimate and concept of measurement to determine how long or short an object Inspire Year 2A Unit 8 Units measure length/height in any is. Comparing lengths in metres p. Length direction (m/cm); mass (kg/g); • Inspire Teaching Point 2: Measuring in metres – the metre (m) is a 242-243 Height temperature (°C); capacity unit of measurement for length. Inspire Year 2A Unit 8 Metre (litres/ml) to the nearest • Inspire Teaching Point 3: Comparing lengths in metres – the metre Measuring in centimetres p. 244- Centimetre appropriate unit, using rulers, is a medium for measuring and comparing 247 scales, thermometers and • Inspire Teaching Point 4: Measuring in centimetres – length is a Inspire Year 2A Unit 8 measuring vessels concept of measurement to determine how long or short an object is Comparing in centimetres p. 248- - compare and order lengths, • Inspire Teaching Point 5: Measuring in centimetres – the 251 mass, volume/capacity and record centimetre (cm) is a unit of measurement for length. Inspire Year 2A Unit 8 the results using >, < and = • Inspire Teaching Point 6: Comparing lengths in centimetres – the Addition and subtraction of - recognise and use symbols for centimetre is used to measure and compare the lengths of two or length p. 252-253 pounds (£) and pence (p); more objects combine amounts to make a • Inspire Teaching Point 7: Addition and subtraction of length – The particular value addition and subtraction of numbers’ concepts and techniques are - find different combinations of applied in this section. coins that equal the same Mass Inspire Year 2A Unit 9 Mass amounts of money - solve simple • Inspire Teaching Point 1: Measuring in kilograms – the kilogram Measuring in kilograms p. 273- Kilogram problems in a practical context (kg) is a unit of measurement for mass. 277 Gram involving addition and subtraction • Inspire Teaching Point 2: Comparing masses in kilograms – the Inspire Year 2A Unit 9 of kilogram (kg) is used as a medium to find the masses of objects and Comparing masses in kilograms money of the same unit, including compare masses p. 278-279 giving change • Inspire Teaching Point 3: Measuring in grams – the gram (g) is a Inspire Year 2A Unit 9 - compare and sequence intervals unit of measurement for mass Measuring in grams p. 280-282 of time Inspire Year 2A Unit 9

29 • Inspire Teaching Point 4: Comparing masses in grams – an object Comparing masses in grams p. - tell and write the time to five can be heavier or lighter than another based on the masses of the 283-286 minutes, including quarter past/to two objects. Inspire Year 2A Unit 9 the hour and draw the hands on a • Inspire Teaching Point 5: Addition and subtraction of mass – the Addition and subtraction of mass clock face to show these times process of addition and subtraction of mass is similar to addition and p. 287-290 - know the number of minutes in subtraction of whole numbers. an hour and the number of hours Capacity ATPs: Self resourced Capacity in a day. • Additional Teaching Point 1: Choose and use appropriate Volume standard units to estimate and measure capacity using Litres measuring vessels. Millilitres • Additional Teaching Point 2: Compare and order volumes/capacities and record results using greater than (>), less than (<) and equal to (=). Temperature ATPs: Self resourced Temperature • Additional Teaching Point 1: Choose and use appropriate Thermometer standard units to estimate and measure temperature using Degrees Celsius thermometers. • Additional Teaching Point 2: Compare and order temperatures and record results using greater than (>), less than (<) and equal to (=). Money Inspire Year 1B Unit 18 Money • Inspire Teaching Point 1: Exchanging money – a coin or note of Exchanging money p. 231-234 Coins one denomination can be used as the equivalent of another. Inspire Year 1B Unit 18 Notes • Inspire Teaching Point 2: Work out the amount of money – the Working out the amount of Value amount of money can be counted in pence up to one pound and money p. 235-239 Combination pounds up to one hundred. Inspire Year 1B Unit 18 Pounds • Inspire Teaching Point 3: Adding and subtracting in pence – +/- in pence p. 252-255 Pence addition and subtraction concepts in numbers are used in money. Inspire Year 1B Unit 18 • Inspire Teaching Point 4: Adding and subtracting in pounds – +/- in pounds p. 256-257 addition and subtraction concepts in numbers are used in money. Inspire Year 1B Unit 18 • Inspire Teaching Point 5: Solving word problems – the part-whole, Word problems p. 258-263 adding-on, taking away, comparing concepts are used in solving word problems. Time Inspire Year 2B Unit 13 Interval • Inspire Teaching Point 1: Minute hand – recite the five times table The minute hand p. 100-103 Minute and relate to the minute hand. Inspire Year 2B Unit 13 Hour • Inspire Teaching Point 2: Reading and writing the time – hours Reading and writing the time Day and minutes are measures of time. p. 104-108 Quarter-past Inspire Year 2B Unit 13 Half-past Quarter-to

30 • Inspire Teaching Point 3: Time taken in hours and minutes – time Time taken in hours and minutes taken between two given times in measured in hours (h) and p. 114-118 minutes (m) • Additional teaching point 4: Know how many minutes there are ATPs: self resourced in an hour, and hours in a day. • Additional teaching point 5: Tell the time to five minutes, including quarter hours • Additional teaching point 6: Draw these times on a clock face. Geometry Properties of shapes ATPs: self resourced 2D - identify and describe the • Additional Teaching Point 1: identify and describe the properties Two-dimensional properties of 2-D shapes, including of 2-D shapes, including the number of sides and line symmetry Dimension the number of sides and line in a vertical line Side symmetry in a vertical line • Additional Teaching Point 2: identify and describe the properties Symmetry - identify and describe the of 3-D shapes, including the number of edges, vertices and 3D properties of 3-D shapes, including faces Faces the number of edges, vertices and • Additional Teaching Point 3: identify 2-D shapes on the surface edges faces of 3-D shapes, [for example, a circle on a cylinder and a triangle Vertex/vertices - identify 2-D shapes on the on a pyramid] Surface surface of 3-D shapes, [for • Additional Teaching Point 4: compare and sort common 2-D Names of example, a circle on a cylinder and and 3-D shapes and everyday objects. appropriate a triangle on a pyramid] shapes - compare and sort common 2-D and 3-D shapes and everyday objects.

Position and direction ATP1: self resourced Position - order and arrange combinations • Additional Teaching Point 1: Describe position, direction and TP2: Inspire Year 2B Unit 17 Direction of mathematical objects in patterns movement, including whole, half, quarter and three-quarter turns Making patterns p.224 – 227 Movement and sequences • Inspire Teaching Point 2: Order and arrange combinations of ATP3: self resourced Whole, half, - use mathematical vocabulary to mathematical objects in patterns and sequences quarter and three- describe position, direction and • Additional Teaching Point 3: Use mathematical vocabulary to quarter turns movement, including movement in describe position, direction and movement, including movement in a Motion a straight line and distinguishing straight line and distinguishing between rotation as a turn and in Left, right between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns Appropriate terms of right angles for quarter, (clockwise and anticlockwise). positional half and three-quarter turns vocabulary (clockwise and anti- clockwise). Pattern Sequence, Order Arrange Rotation Right-angles

31 Statistics • Inspire Teaching Point 1: Interpret and construct simple Inspire Year 1B Unit 11 Pictogram - interpret and construct simple pictograms Simple picture graphs p.28 – 30 Tally chart pictograms, tally charts, block • Inspire Teaching Point 2: Data can be collected and organised into Inspire Year 1B Unit 11 Bar chart diagrams and simple tables a horizontal or vertical pictograms for interpretation. More picture graphs p.31 – 35 Object - ask and answer simple questions • Additional Teaching Point 3: Link tally charts, block diagrams and Quantity by counting the number of objects simple tables with science investigations. ATPs: Self resourced Interpret in each category and sorting the • Additional Teaching Point 4: Ask and answer simple questions Compare categories by quantity about the data. Organise - ask and answer questions about Collect totalling and comparing categorical data.

32 YEAR 3 MATHS

Subject Teaching Points Inspire link, NCETM National National Curriculum content steps in learning, Curriculum Statutory and additional Vocabulary requirements by the resources end of Year 3 Number, 1.17 Composition and calculation: 100 and bridging 100 NCETM 1.17 Composition and estimation Addition and subtraction Addition & • Teaching Point 1: There are ten tens in 100; there are 100 ones in calculation: 100/bridging 100 approximation - add and subtract numbers Subtraction 100. 100 can also be composed multiplicatively from 50, 25 or 20, NCETM Steps in learning. multiple mentally, including: units that are commonly used in graphing and measures. 1:1 - 1:7 more than ▪ a three-digit number and ones • Teaching Point 2: Known addition facts can be used to calculate NCETM Steps in learning. less than ▪ a three-digit number and tens complements to 100. 2:1 - 2:11 digit ▪ a three-digit number and • Teaching Point 3: Known strategies for addition and subtraction NCETM Steps in learning. numeral hundreds across the tens boundary can be combined with unitising to count 3:1 - 3:13 addend - add and subtract numbers with and calculate across the hundreds boundary in multiples of ten. NCETM Steps in learning. minuend up to three digits, using formal • Teaching Point 4: Knowledge of two-digit numbers can be 4:1 – 4:10 subtrahend written methods of columnar extended to count and calculate across the hundreds boundary equation addition and subtraction from/to any two-digit number in ones or tens. compare - estimate the answer to a mental strategy calculation and use inverse difference operations to check answers redistribution - solve problems, including column addition missing number problems, using column subtraction number facts, place value, and regroup more complex addition and algorithm subtraction. exchange

1.18 Composition and calculation: three-digit numbers NCETM 1.18 Three-digit Number and place value numbers - count from 0 in multiples of 4, 8, • Teaching Point 1: Three-digit numbers can be composed additively NCETM Steps in learning. 50 and 100; find 10 or 100 more from hundreds, tens and ones; this structure can be used to support 1:1 - 1:12 or less than a given number additive calculation. NCETM Steps in learning. - recognise the place value of • Teaching Point 2: Each number on the 0 to 1,000 number line has 2:1 - 2:8 each digit in a three-digit number a unique position. NCETM Steps in learning. (hundreds, tens, ones) • Teaching Point 3: The smallest three-digit number is 100, and the 3:1 - 3:4 - compare and order numbers up largest three-digit number is 999; the relative size of two three-digit NCETM Steps in learning. to 1000 numbers can be determined by examining the hundreds digits, then 4:1 - 4:3 - identify, represent and estimate the tens digits, and then the ones digits, as necessary. NCETM Steps in learning. numbers using different • Teaching Point 4: Three-digit multiples of ten can be expressed 5:1 – 5:15 representations multiplicatively and additively, in terms of tens or hundreds. NCETM Steps in learning.

33 • Teaching Point 5: Known facts and strategies for addition and 6:1 – 6:2 - read and write numbers up to subtraction within and across ten, and within and across 100, can be 1000 in numerals and in words used to support additive calculation within 1,000. Inspire Year 2 Unit 1 - solve number problems and • Teaching Point 6: Familiar counting sequences can be extended Counting and place value p.6 - practical problems involving up to 1,000. 13 these ideas. Inspire Year 2 Unit 1 Comparing numbers within 1000 p.14 - 18 1.19 Securing mental strategies: calculation up to 999 NCETM 1.19 mental strategies: • Teaching Point 1: Known partitioning strategies for adding two-digit calculation up to 999 numbers within 100 can be extended to the mental addition of two- NCETM Steps in learning. digit numbers that bridge 100, and addition of three-digit numbers. 1:1 - 1:3 • Teaching Point 2: Transforming addition calculations into NCETM Steps in learning. equivalent calculations can support efficient mental strategies. 2:1 - 2:12 • Teaching Point 3: Subtraction calculations can be solved using a NCETM Steps in learning. ‘finding the difference’ strategy; this can be thought of as ‘adding on’ 3:1 - 3:11 to find a missing part. NCETM Steps in learning. • Teaching Point 4: The order of addition and subtraction steps in a 4:1 - 4:4 multi-step calculation can be chosen or manipulated such as to simplify the arithmetic. Inspire Year 2B Unit 10 Mental addition p.4 – 10 Inspire Year 2B Unit 10 Mental subtraction p. 11 - 16

1.20 Algorithms: column addition NCETM 1.20 column addition • Teaching Point 1: Any numbers can be added together using an NCETM Steps in learning. algorithm called ‘column addition’. 1:1 - 1:3 • Teaching Point 2: The digits of the addends must be aligned NCETM Steps in learning. correctly before the algorithm is applied. 2:1 - 2:4 • Teaching Point 3: In column addition, the digits of the addends are NCETM Steps in learning. added working from the least significant digit (on the right) to the 3:1 - 3:5 most significant digit (on the left). NCETM Steps in learning. • Teaching Point 4: If any column sums to ten or greater, we must 4:1 - 4:7 ‘regroup’. NCETM Steps in learning. • Teaching Point 5: The numbers within each column should be 5:1 - 5:5 added in the most efficient order. Inspire Year 2A Unit 2 Simple addition p.43 – 46 Addition with regrouping the ones p.51 – 53

34 Addition with regrouping the tens p.54 – 55 Addition with regrouping the tens and ones p.56 - 59

1.22 Algorithms: column subtraction NCETM 1.21 column • Teaching Point 1: One number can be subtracted from another subtraction using an algorithm called ‘column subtraction’; the digits of the NCETM Steps in learning. minuend and subtrahend must be aligned correctly; the algorithm is 1:1 - 1:6 applied working from the least significant digit (on the right) to the NCETM Steps in learning. most significant digit (on the left). 2:1 - 2:10 • Teaching Point 2: If there is an insufficient number of any unit to subtract from in a given column, we must exchange from the column Inspire Year 2A Unit 2 to the left. Simple Subtraction p.47 – 50 Subtraction with regrouping the tens and ones p.60 – 62 Subtraction with regrouping the hundreds and tens p.63 – 67 Subtraction with regrouping the hundreds, tens and ones p.68 – 71 Subtraction with numbers that have zeros p.72 - 74 Inspire Teaching Point Inspire Year 2A Unit 3 Using Models: Addition and Subtraction p.100 - 118 Multiplication 2.7 Times tables: 2, 4 and 8, and the relationship between them NCETM 2.7 Times tables: 2, 4, Multiple Multiplication and division & Division • Teaching Point 1: Counting in multiples of four can be 8 Commutativity - recall and use multiplication and represented by the four times table. Adjacent multiples of four NCETM Steps in learning. Associativity division facts for the 3, 4 and 8 have a difference of four. Facts from the four times table can be 1:1 - 1:11 Product multiplication tables used to solve multiplication and division problems with different NCETM Steps in learning. Factor - write and calculate structures. 2:1 - 2:8 Double mathematical statements for • Teaching Point 2: Products in the four times table are double NCETM Steps in learning. Half multiplication and division using the products in the two times table; products in the two times 3:1 - 3:10 Divisibility the multiplication tables that they table are half of the products in the four times table. NCETM Steps in learning. Divisor know, including for two-digit • Teaching Point 3: Counting in multiples of eight can be 4:1 - 4:13 Quotient numbers times one-digit represented by the eight times table. Adjacent multiples of eight NCETM Steps in learning. Dividend numbers, using mental (and have a difference of eight. Facts from the eight times table can 5:1 - 5:7 Adjacent progressing to formal written Relationship methods – see Y4)

35 be used to solve multiplication and division problems with Inspire Year 2A Unit 5 Pattern - solve problems, including different structures. Multiplying by 2 p.148 – 156 Odd missing number problems, • Teaching Point 4: Products in the eight times table are double Inspire Year 2A Unit 6 Even involving multiplication and the products in the four times table; products in the four times Multiplying by 4 p.182 – 190 Square number division, including positive integer table are half of the products in the eight times table. Products Inspire Year 3A Unit 5 scaling problems and that are in the two, four and eight times tables share the same Multiplying by 8 p.123 - 124 correspondence problems in factors. which n objects are connected to • Teaching Point 5: Divisibility rules can be used to find out m objects. whether a given number is divisible (to give a whole number) by two, four or eight. 2.8 Times tables: 3, 6 and 9, and the relationship between them NCETM 2.8 Times tables: 3, 6, • Teaching Point 1: Counting in multiples of three can be 9 represented by the three times table. Adjacent multiples of three NCETM Steps in learning. have a difference of three. Facts from the three times table can be 1:1 - 1:10 used to solve multiplication and division problems with different NCETM Steps in learning. structures. 2:1 - 2:11 • Teaching Point 2: Counting in multiples of six can be represented NCETM Steps in learning. by the six times table. Adjacent multiples of six have a difference of 3:1 - 3:8 six. Facts from the six times table can be used to solve multiplication NCETM Steps in learning. and division problems with different structures. 4:1 - 4:11 • Teaching Point 3: Products in the six times table are double the NCETM Steps in learning. products in the three times table; products in the three times table 5:1 - 5:8 are half of the products in the six times table. NCETM Steps in learning. • Teaching Point 4: Counting in multiples of nine can be represented 6:1 – 6:7 by the nine times table. Adjacent multiples of nine have a difference

of nine. Facts from the nine times table can be used to solve multiplication and division problems with different structures. Inspire Year 2A Unit 5 • Teaching Point 5: Products in the nine times table are triple the Multiplying by 3 p.157 - 163 products in the three times table. Products that are in the three, six Inspire Year 3A Unit 5 and nine times tables share the same factors. Multiplying by 6 p.118 – 120 • Teaching Point 6: Divisibility rules can be used to find out whether Inspire Year 3A Unit 5 a given number is divisible (to give a whole number) by three, six or Multiplying by 9 p.125 - 127 nine.

36 2.9 Times tables: 7 and patterns within/across times tables NCETM 2.9 Times tables: 7 and • Teaching Point 1: Counting in multiples of seven can be patterns across x tables represented by the seven times table. Adjacent multiples of seven NCETM Steps in learning. have a difference of seven. Facts from the seven times table can be 1:1 - 1:11 used to solve multiplication and division problems with different NCETM Steps in learning. structures. 2:1 - 2:4 • Teaching Point 2: When both factors are odd numbers, the product NCETM Steps in learning. is an odd number; when one factor is an odd number and the other 3:1 - 3:4 is an even number, the product is an even number; when both NCETM Steps in learning. factors are even numbers, the product is an even number. 4:1 - 4:3 • Teaching Point 3: When both factors have the same value, the product is called a square number; square numbers can be Inspire Year 3A Unit 5 represented by objects arranged in square arrays. Multiplying by 7 p.121 - 122 • Teaching Point 4: Divisibility rules can be used to find out whether a given number is divisible (to give a whole number) by particular divisors. Fractions 3.1 Preparing for fractions: the part-whole relationship NCETM 3.1 The part-whole Unit fraction - count up and down in tenths; relationship Non-unit fraction recognise that tenths arise from • Teaching Point 1: Any element of a whole is a part; if a whole is NCETM Steps in learning. Whole dividing an object into 10 equal defined, then a part of this whole can be defined. 1:1 - 1:7 Part parts and in dividing one-digit • Teaching Point 2: A whole can be divided into equal parts or NCETM Steps in learning. Equal parts numbers or quantities by 10 unequal parts. 2:1 - 2:7 Unequal parts - recognise, find and write • Teaching Point 3: The relative size of parts can be compared. NCETM Steps in learning. Relative fractions of a discrete set of • Teaching Point 4: If one of the equal parts and the number of equal 3:1 - 3:6 Tenth objects: unit fractions and non- parts are known, these can be used to construct the whole. NCETM Steps in learning. Numerator unit fractions with small 4:1 - 4:5 Denominator denominators Equivalence - recognise and use fractions as 3.2 Unit fractions: identifying, representing and comparing NCETM 3.2 Unit fractions Equivalent fractions numbers: unit fractions and non- • Teaching Point 1: A whole can be divided into any number of equal NCETM Steps in learning. Fifth unit fractions with small parts. 1:1 - 1:2 Sixth denominators • Teaching Point 2: Fraction notation can be used to describe an NCETM Steps in learning. Seventh - recognise and show, using equal part of the whole. One equal part of a whole is called a unit 2:1 - 2:6 diagrams, equivalent fractions fraction. Each unit fraction has a name. NCETM Steps in learning. with small denominators • Teaching Point 3: Fractional notation can be applied to represent 3:1 - 3:8 - add and subtract fractions with one part of a whole in different contexts. NCETM Steps in learning. the same denominator within one • Teaching Point 4: Equal parts do not need to look the same. 4:1 - 4:6 whole [for example, • Teaching Point 5: Unit fractions can be compared and ordered by NCETM Steps in learning. 5/7 + 1/7 = 6/7] looking at the denominator. The greater the denominator, the 5:1 - 5:4 - compare and order unit smaller the fraction. NCETM Steps in learning. fractions, and fractions with the 6:1 – 6:9 same denominators

37 • Teaching Point 6: If the size of a unit fraction is known, the size of Inspire Year 2B unit 12 - solve problems that involve all the whole can be worked out by repeated addition of that unit Understanding fractions p.56 - 61 of the above. fraction.

3.3 Non-unit fractions: identifying, representing and comparing NCETM 3.3 Non-unit fractions NCETM Steps in learning. Non-unit fractions 1:1 - 1:6 • Teaching Point 1: All non-unit fractions are made up of more than NCETM Steps in learning. one of the same unit fraction. 2:1 - 2:7 • Teaching Point 2: Non-unit fractions are written using the same NCETM Steps in learning. convention as unit fractions. A non-unit fraction has a numerator 3:1 - 3:5 greater than one. Inspire Year 2B unit 12 • Teaching Point 3: When the numerator and the denominator in a More fractions p.62 - 67 fraction are the same, the fraction is equivalent to one whole.

Fractions as numbers NCETM Steps in learning. • Teaching Point 4: All unit and non-unit fractions are numbers that 4:1 - 4:5 can be placed on a number line. NCETM Steps in learning. • Teaching Point 5: Repeated addition of a unit fraction results in a 5:1 - 5:6 non-unit fraction. NCETM Steps in learning. • Teaching Point 6: When the numerator and the denominator are 6:1 – 6:6 the same, the value of the fraction is one. Comparing fractions

NCETM Steps in learning. Teaching Point 7: Non-unit fractions with the same denominator • 7:1 - 7:6 can be compared. If the denominators are the same, then the NCETM Steps in learning. greater the numerator, the greater the fraction. 8:1 – 8:13 • Teaching Point 8: Non-unit fractions with the same numerator can be compared. If the numerators are the same, then the greater the Inspire Year 2B Unit 12 denominator, the smaller the fraction. Comparing and ordering p.68 - 73

38 3.4 Adding and subtracting within one whole NCETM 3.4 + and - within one • Teaching Point 1: When adding fractions with the same whole denominators, just add the numerators. NCETM Steps in learning. • Teaching Point 2: When subtracting fractions with the same 1:1 - 1:15 denominators, just subtract the numerators. NCETM Steps in learning. • Teaching Point 3: Addition and subtraction of fractions are the 2:1 - 2:8 inverse of each other, just as they are for whole numbers. NCETM Steps in learning. • Teaching Point 4: To subtract from one whole, first convert the 3:1 - 3:5 whole to a fraction where the denominator and numerator are the NCETM Steps in learning. same. 4:1 - 4:5

Inspire Year 2B Unit 12 Adding and subtracting like fractions p.74 – 77 Word problems p.80 - 83

Measurement Length TP1: Inspire Year 3B Unit 11 Measure Measurement • Inspire Teaching Point 1: Visualising and measuring in compound Metres and centimetres p.39 – 41 Compare - measure, compare, add and units, metres (m) and centimetres (cm). TP2: Inspire Year 3B Unit 11 Estimate subtract: lengths (m/cm/mm); • Inspire Teaching Point 2: Visualising and measuring in compound Kilometres and metres p.42 - 44 Length mass (kg/g); volume/capacity units, kilometres (km) and metres (m). Distance (l/ml) • Additional Teaching Point: Solve problems involving adding and ATP: Self resourced Millimetre (mm) - measure the perimeter of subtracting lengths Centimetre (cm) simple 2-D shapes Metre (m) - add and subtract amounts of money to give change, using Mass TP1: Inspire Year 3B Unit 11 Measure both £ and p in practical contexts • Inspire Teaching point 1: Visualisation and measurement of a Kilograms and grams p.45 -49 Compare - tell and write the time from an kilogram (kg) and a gram (g). Estimate analogue clock, including using • Additional teaching point: Solve problems involving adding and ATP: Self resourced Mass Roman numerals from I to XII, subtracting lengths, mass and volume. Kilogram (kg) and 12-hour and 24-hour clocks Gram (g) - estimate and read time with increasing accuracy to the Volume TP1: Inspire Year 2B Unit 14 Measure nearest minute; record and • Inspire Teaching Point 1: Getting to know volume Getting to know volume p.137 – Compare compare time in terms of • Inspire Teaching Point 2: Measuring in litres 142 Estimate seconds, minutes and hours; use • Inspire Teaching Point 3: Addition and subtraction of volumes TP2: Inspire Year 2B Unit 14 Volume vocabulary such as o’clock, • Inspire Teaching Point 4: Litres and millilitres Measuring in litres p.143 – 146 Capacity a.m./p.m., morning, afternoon, TP3: Inspire Year 2B Unit 14 Millilitre (ml) noon and midnight + and – of volumes p.147 - 149 Litre (l) - know the number of seconds in TP4: Inspire Year 3B Unit 11 a minute and the number of days Litres and millilitres p.50 - 55

39 Area and perimeter TP1: Inspire Year 3B Unit 18 Area in each month, year and leap • Inspire Teaching Point 1: Area is the amount of space that covers Area p. 253 – 257 Perimeter year the surface of a shape. TP2: Inspire Year 3B Unit 18 Square centimetre - compare durations of events • Inspire Teaching Point 2: The amount of space is measured by the Area p. 253 – 257 (cm2) [for example to calculate the time number of standard units. TP3: Inspire Year 3B Unit 18 Square metre (m2) taken by particular events or • Inspire Teaching Point 3: A square centimetre is a standard unit Square cms p. 258 – 261 tasks] for measuring area. TP4: Inspire Year 3B Unit 18 • Inspire Teaching Point 4: A square metre is a standard unit for Square ms p.262 – 266 measuring bigger areas. TP5: Inspire Year 3B Unit 18 • Inspire Teaching Point 5: Perimeter is the distance around a Perimeter and area p. 267 - 272 shape. Money ATP: Self resourced Pounds • Additional Teaching Point 1: Money can be added and subtracted Pence to give change, using both £ and p. Change NB: Use whole amounts of money (e.g. 75p – 36p; £78 + £24) as decimal Cost notation is introduced in Y4. Buy Spend

Time TP1: Inspire Year 3B Unit 15 Second • Inspire Teaching Point 1: Telling the time Telling the time p.159 - 162 Minute • Inspire Teaching Point 2: Conversion of hours and minutes TP2: Inspire Year 3B Unit 15 Hour • Inspire Teaching Point 3: Addition – hours and minutes can be Conversion of hours and minutes Day added like whole numbers p.163 – 166 Month • Inspire Teaching Point 4: Subtraction - hours and minutes can be TP3: Inspire Year 3B Unit 15 Year subtracted like whole numbers Addition p.167 – 169 Leap Year • Inspire Teaching Point 5: Duration in hours and minutes TP4: Inspire Year 3B Unit 15 O’clock • Additional Teaching Point: Using Roman numerals from I to XII Subtraction p.170 – 172 A.M • Additional Teaching Point: Tell the time using 24 hour clocks TP5: Inspire Year 3B Unit 15 P.M • Additional Teaching Point: Know the number of seconds in a Duration in hours and mins p.173 Morning minute – 178 Afternoon • Additional Teaching Point: Know the number of days in each Noon month, year and leap year ATPs: self-resourced Midnight

40 Geometry 2D and 3D shapes ATP1: Self resourced 2D shapes Geometry: Properties of • Additional Teaching Point 1: Identify, name and draw common 2D TP2: Inspire Year 2B Unit 17 3D shapes shapes shapes. 2D shapes p.212 – 220 Rectangle - draw 2-D shapes and make 3-D • Inspire Teaching Point 2: Identifying semicircles and quarter ATPs 3 & 4: Self resourced Square shapes using modelling circles. Triangle materials; recognise 3-D shapes • Additional Teaching Point 3: Recognise and describe different 3D Trapezium in different orientations and shapes in different orientations Rhombus describe them • Additional Teaching Point 4: Make 3D shapes using modelling Quadrilateral - recognise angles as a property Circle of shape or a description of a Semicircle turn Quarter circle - identify right angles, recognise Cuboid that two right angles make a half- Cube turn, three make three quarters Pyramid of a turn and four a complete Sphere turn; identify whether angles are Property greater than or less than a right angle - identify horizontal and vertical Angles TP1: Inspire Year 3B Unit 16 Angle lines and pairs of perpendicular • Inspire Teaching Point 1: An angle is a measure of the amount of Understanding angles p.197 – Right Angle and parallel lines turning 200 Turn • Inspire Teaching Point 2: Identifying angles – angles are TP2: Inspire Year 3B Unit 16 Half turn measurements of turning which can also be made using 2D shapes Identifying angles p.201 – 204 Three quarters of a • Inspire Teaching Point 3: Right Angles TP3: Inspire Year 3B Unit 16 turn • Additional Teaching Point 4: Two right angles make a half-turn, Right angles p. 205 – 208 Complete turn three make three quarters of a turn and four a complete turn ATP4: Self resourced Greater than Less than

Lines TP1: Self Resourced Line • Additional Teaching Point 1: Identify horizontal and vertical lines TP2: Inspire Year 3B Unit 17 Straight • Inspire Teaching Point 2: When two straight lines intersect each Perpendicular lines p.219 – 223 Intersect(ion) other at right angles, they are perpendicular to each other. TP3: Inspire Year 3B Unit 17 Horizontal • Inspire Teaching Point 3: Perpendicular lines are made when two Drawing perpendicular lines Vertical lines meet at a right angle. p.224 – 229 Perpendicular • Inspire Teaching Point 4: Parallel lines are two straight lines drawn TP4: Inspire Year 3B Unit 17 Parallel in such a way that they will never meet and the distance between Parallel lines p.230 – 234 them will always be the same. TP5: Inspire Year 3B Unit 17 • Inspire Teaching Point 5: Drawing parallel lines Drawing // lines p.235 - 240

41 Statistics • Inspire Teaching Point 1: Picture graphs represented by symbols TP1: Inspire Year 2B Unit 15 Represent - interpret and present data using can be compared and interpreted Reading picture graphs p.165 – Data bar charts, pictograms and tables • Inspire Teaching Point 2: Picture graphs can be made using 171 Symbol - solve one-step and two-step different symbols and scales TP2: Inspire Year 2B Unit 15 Scale questions [for example, ‘How • Inspire Teaching Point 3: A bar graph represents synthesised data Making picture graphs p. 172 – Graph many more?’ and ‘How many for presentation 175 Picture graph fewer?’] using information • Inspire Teaching Point 4: Reading and interpreting bar graphs TP3: Inspire Year 3B Unit 13 Bar graph presented in scaled bar charts • Additional Teaching Point 5: Interpret and present data using Making bar graphs with scales Table and pictograms and tables. tables p.92 – 97 X-axis NB: Where possible, the teaching of data should be linked to Science TP4: Inspire Year 3B Unit 13 Y-axis investigations and Geography to provide a practical context. Reading and interpreting bar graphs p.98 – 103 ATP5: Self resourced

42 YEAR 4 MATHS

Subject Teaching Points Inspire link, NCETM National National content steps in learning, Curriculum Curriculum and additional Vocabulary Statutory resources requirements by the end of Year 4 Number, 1.22 Composition and calculation: 1,000 and four-digit numbers NCETM 1.22 Composition and estimation Number and place value Addition & • Teaching Point 1: Addition of three addends can be described calculation: 1,000 and four- approximation Pupils should be taught to - Subtraction by an aggregation story with three parts. digit numbers multiple count in multiples of 6, 7, 9, • Teaching Point 2: When multiples of 100 are added or NCETM Steps in learning. more than 25 and 1000 subtracted, the sum or difference is always a multiple of 100. 1:1 - 1:8 less than - find 1000 more or less than • Teaching Point 3: Numbers over 1,000 have a structure that NCETM Steps in learning. digit a given number relates to their size. This means they can be ordered, composed 2:1 - 2:9 numeral - count backwards through and decomposed. NCETM Steps in learning. addend zero to include negative • Teaching Point 4: Numbers can be rounded to simplify 3:1 - 3:8 minuend numbers calculations or to indicate approximate sizes. NCETM Steps in learning. subtrahend - recognise the place value of 4:1 - 4:13 equation each digit in a four-digit • Teaching Point 5: Calculation approaches learnt for three-digit NCETM Steps in learning. compare number (thousands, numbers can be applied to four-digit numbers. 5:1 - 5:6 mental strategy hundreds, tens, and ones) • Teaching Point 6: 1,000 can also be composed multiplicatively NCETM Steps in learning. difference - order and compare numbers from 500s, 250s or 200s, units that are commonly used in 6:1 - 6:5 redistribution beyond 1000 • graphing and measures. column addition - identify, represent and column subtraction estimate numbers using regroup different representations algorithm - round any number to the exchange nearest 10, 100 or 1000 represent - solve number and practical exact problems that involve all of the round up/down above and with increasingly value large positive numbers positive - read Roman numerals to negative 100 (I to C) and know that through zero over time, the numeral system changed to include the concept of zero and place value.

43 1.23 Composition and calculation: tenths NCETM 1.23 Composition and One whole Addition and subtraction • Teaching Point 1: When one is divided into ten equal parts, each calculation: tenths Tenth - add and subtract numbers part is one tenth of the whole. NCETM Steps in learning. Hundredth with up to 4 digits using the • Teaching Point 2: Tenths can be expressed as decimal fractions; 1:1 - 1:3 Thousandth formal written methods of the number written ‘0.1’ is one tenth; one is ten times the size of 0.1. NCETM Steps in learning. Decimal columnar addition and • Teaching Point 3: We can count in tenths up to and beyond one. 2:1 - 2:4 Digit subtraction where appropriate • Teaching Point 4: Numbers with tenths can be composed additively NCETM Steps in learning. Equal part - estimate and use inverse and multiplicatively. 3:1 - 3:13 Value operations to check answers • Teaching Point 5: Known facts and strategies, including column NCETM Steps in learning. Divided to a calculation algorithms, can be applied to calculations for numbers with tenths. 4:1 - 4:5 Round up/down - solve addition and • Teaching Point 6: Numbers with tenths can be rounded to the NCETM Steps in learning. subtraction two-step problems nearest whole number by examining the value of the tenths digit. 5:1 - 5:7 in contexts, deciding which NCETM Steps in learning. operations and methods to 6:1 - 6:6 use and why.

Inspire Year 4B Unit 9 Understanding Tenths p.6-11 Rounding p.34 Inspire Year 4B Unit 10 Addition p.64 - 65 Subtraction p.68 – 70 1.24 Composition and calculation: hundredths and thousandths NCETM 1.24 Composition and • Teaching Point 1: When one is divided into 100 equal parts, each calculation: hundredths and part is one hundredth of the whole. When one tenth of a whole is thousandths divided into ten equal parts, each part is one hundredth of the NCETM Steps in learning. whole. 1:1 - 1:4 • Teaching Point 2: Hundredths can be expressed as decimal NCETM Steps in learning. fractions; the number written ‘0.01’ is one hundredth; one is one 2:1 - 2:5 hundred times the size of 0.01; 0.1 is ten times the size of 0.01. NCETM Steps in learning. • Teaching Point 3: We can count in hundredths up to and beyond 3:1 - 3:8 one. NCETM Steps in learning. • Teaching Point 4: Numbers with hundredths can be composed 4:1 - 4:4 additively and multiplicatively. NCETM Steps in learning. • Teaching Point 5: Numbers with tenths and hundredths are 5:1 - 5:9 commonly used in measurement, scales and graphing contexts. NCETM Steps in learning. • Teaching Point 6: Known facts and strategies, including column 6:1 - 6:7 algorithms, can be applied to calculations for numbers with NCETM Steps in learning. hundredths; the same approaches can be used for numbers with 7:1 - 7:3 hundredths as are used for numbers with tenths. NCETM Steps in learning. 8:1 - 8:1

44 • Teaching Point 7: Numbers with hundredths can be rounded to the Inspire Year 4B Unit 9 nearest tenth by examining the value of the hundredths digit or to Understanding Hundredths p.12- the nearest whole number by examining the value of the tenths digit. 18 • Teaching Point 8: When one is divided into 1,000 equal parts, each Understanding Thousandths part is one thousandth of the whole. Knowledge and strategies for p.19-25 numbers with tenths and hundredths can be applied to numbers Comparing decimals p.26-31 with thousandths. Rounding p.33-37 Inspire Year 4B Unit 10 Addition p.66 - 67 Subtraction p.74-76

1.25 Addition and subtraction: money NCETM 1.25 Addition and Pounds • Teaching Point 1: One penny is one hundredth of a pound; subtraction: money Pence conventions for expressing quantities of money are based on NCETM Steps in learning. Change expressing numbers with tenths and hundredths. 1:1 – 1:8 Cost • Teaching Point 2: Equivalent calculation strategies for addition can NCETM Steps in learning. Coin be used to efficiently add commonly-used prices. 2:1 – 2:5 Note • Teaching Point 3: The ‘working forwards’/‘finding the difference’ NCETM Steps in learning. Price strategy for subtraction is an efficient way to calculate the change 3:1 – 3:3 Cost due when paying in whole pounds or notes. NCETM Steps in learning. Buy • Teaching Point 4: Column methods can be used to add and 4:1 – 4:6 Bought subtract quantities of money. NCETM Steps in learning. Sell, • Teaching Point 5: Finding change when purchasing several items 5:1 – 5:3 Sold uses the part–part–(part–) whole structure. Inspire Year 2B Unit 11 Spend Counting pounds and pence Pay p.25-29 Changing pounds and pence p.30-31 Comparing amounts of money p.32-33 Word problems p.34-37 Inspire Year 3B Unit 10 Addition p.4-11 Subtraction p.12-19 Word problems p.20-24 Roman Numerals ATP: self resourced Numeral • Additional Teaching Point: Read Roman numerals to 100 (I to C) Roman and know that over time, the numeral system changed to include the Zero concept of zero and place value.

45 Multiplication 2.10 Connecting multiplication and division, and the distributive law NCETM 2.10 Connecting Distributive law Multiplication and division and Division • Teaching Point 1: Multiplication is commutative; division is not multiplication and division, Commutativity - recall multiplication and commutative. and the distributive law Associativity division facts for multiplication • Teaching Point 2: Multiplication is distributive: multiplication facts NCETM Steps in learning. Multiple tables up to 12 × 12 can be derived from related known facts by partitioning one of the 1:1 – 1:8 Factor - use place value, known and factors, and this can be interpreted as partitioning the number of NCETM Steps in learning. Double derived facts to multiply and groups; two-part problems that involve addition/subtraction of 2:1 – 2:10 Half/halve divide mentally, including: products with a common factor can be efficiently solved by applying NCETM Steps in learning. Divisibility multiplying by 0 and 1; the distributive law. 3:1 – 3:3 Divisor dividing by 1; multiplying • Teaching Point 3: The distributive law can be used to derive Quotient together three numbers multiplication facts beyond known times tables. Inspire Year 3A Unit 5 Dividend - recognise and use factor Short cut method for multiplying Multiplier pairs and commutativity in by 6, 7, 8 and 9 p.128-129 Multiplicand mental calculations Division: finding the number of Product - multiply two-digit and three- items in each group p.130-131 Adjacent digit numbers by a one-digit Division: making equal groups Relationship number using formal written p.132-134 Pattern layout Dis Odd - solve problems involving 2.11 Times tables: 11 and 12 NCETM 2.11 Times tables: 11 Even multiplying and adding, • Teaching Point 1: The distributive law can be used to build up the and 12 Square number including using the distributive 11 times table by partitioning 11 into 10 and 1. Adjacent multiples of NCETM Steps in learning. Array law to multiply two digit 11 have a difference of 11. 1:1 – 1:9 Remainder numbers by one digit, integer • Teaching Point 2: The distributive law can be used to build up the NCETM Steps in learning. Regroup scaling problems and harder 12 times table by partitioning 12 into 10 and 2. Adjacent multiples of 2:1 – 2:8 Short multiplication correspondence problems 12 have a difference of 12. NCETM Steps in learning. Exchange such as n objects are • Teaching Point 3: Products in the 12 times table are double the 3:1 – 3:2 Short division connected to m objects. products in the six times table; products in the six times table are NCETM Steps in learning. half of the products in the 12 times table. 4:1 – 4:3 • Teaching Point 4: Divisibility rules can be used to find out whether a given number is divisible (to give a whole number) by 11 or 12.

46 2.12 Division with remainders NCETM 2.12 Division with • Teaching Point 1: Objects can be divided into equal groups, remainders sometimes with a remainder; objects can be shared equally, NCETM Steps in learning. sometimes with a remainder; a remainder can be represented as 1:1 – 1:8 part of a division equation. NCETM Steps in learning. • Teaching Point 2: If the dividend is a multiple of the divisor, there 2:1 – 2:6 is no remainder; if the dividend is not a multiple of the divisor, NCETM Steps in learning. there is a remainder. The remainder is always less than the divisor. 3:1 – 3:5 • Teaching Point 3: When solving contextual problems involving Inspire Year 3A Unit 7 remainders, the answer to a division calculation must be interpreted Quotient and remainder p.175- carefully to determine how to make sense of the remainder. 178 Inspire Year 3A Unit 8 Division: one step word problems p.211-213 Division: two step word problems p.214-217

2.13 Calculation: multiplying and dividing by 10 or 100 NCETM 2.13 Calculation: • Teaching Point 1: Finding 10 times as many is the same as multiplying and dividing by 10 multiplying by 10 (for positive numbers); to multiply a whole number or 100 by 10, place a zero after the final digit of that number. NCETM Steps in learning. • Teaching Point 2: To divide a multiple of 10 by 10, remove the final 1:1 – 1:9 zero digit (in the ones place) from that number. NCETM Steps in learning. • Teaching Point 3: Finding 100 times as many is the same as 2:1 – 2:8 multiplying by 100 (for positive numbers); to multiply a whole NCETM Steps in learning. number by 100, place two zeros after the final digit of that number. 3:1 – 3:8 • Teaching Point 4: To divide a multiple of 100 by 100, remove the NCETM Steps in learning. final two zero digits (in the tens and ones places) from that number. 4:1 – 4:7 • Teaching Point 5: Multiplying a number by 100 is equivalent to NCETM Steps in learning. multiplying by 10, and then multiplying the product by 10. Dividing a 5:1 – 5:7 multiple of 100 by 100 is equivalent to dividing by 10, and then NCETM Steps in learning. dividing the quotient by 10. 6:1 – 6:7 • Teaching Point 6: If one factor is made 10 times the size, the NCETM Steps in learning. product will be 10 times the size. If the dividend is made 10 times 7:1 – 7:8 the size, the quotient will be 10 times the size. Inspire Year 5A Unit 2 • Teaching Point 7: If one factor is made 100 times the size, the Multiplying by tens, hundreds product will be 100 times the size. If the dividend is made 100 times and thousands p.53-61 the size, the quotient will be 100 times the size. Dividing by tens, hundreds and thousands p.62-69

47 2.14 Multiplication: partitioning leading to short multiplication NCETM 2.14 Multiplication: • Teaching Point 1: The distributive law can be applied to multiply partitioning leading to short any two-digit number by a single-digit number, by partitioning the multiplication two-digit number into tens and ones, multiplying the parts by the NCETM Steps in learning. single-digit number, then adding the partial products. 1:1 – 1:7 • Teaching Point 2: Any two-digit number can be multiplied by a NCETM Steps in learning. single-digit number using an algorithm called ‘short multiplication’; 2:1 – 2:15 the digits of the factors must be aligned correctly; the algorithm is NCETM Steps in learning. applied working from the least significant digit (on the right) to the 3:1 – 3:4 most significant digit (on the left); if the product in any column is ten NCETM Steps in learning. or greater, we must ‘regroup’. 4:1 – 4:7 • Teaching Point 3: The distributive law can be applied to multiply any three-digit number by a single-digit number, by partitioning the Inspire Year 3A Unit 6 three-digit number into hundreds, tens and ones, multiplying the Multiplication without regrouping parts by the single-digit number, then adding the partial products. p.147-150 • Teaching Point 4: Any three-digit number can be multiplied by a Multiplication with regrouping in single-digit number using the short multiplication algorithm. ones, tens and hundreds p.151- 155 Multiplication with regrouping in ones, tens, hundreds and thousands p.156-160 Inspire Year 3A Unit 8 Multiplication: one step word problems p.205-206 Multiplication: two step word problems p.207-210

48 2.15 Division: partitioning leading to short division NCETM 2.15 Division: • Teaching Point 1: Any two-digit number can be divided by a single- partitioning leading to short digit number, by partitioning the two-digit number into tens and division ones, dividing the parts by the single-digit number, then adding the NCETM Steps in learning. partial quotients; if dividing the tens gives a remainder of one or 1:1 – 1:7 more tens, we must exchange the remaining tens for ones before NCETM Steps in learning. dividing the resulting ones value by the single-digit number. 2:1 – 2:10 • Teaching Point 2: Any two-digit number can be divided by a single- NCETM Steps in learning. digit number using an algorithm called ‘short division’; the algorithm 3:1 – 3:4 is applied working from the most significant digit (on the left) to the NCETM Steps in learning. least significant digit (on the right); if there is a remainder in the tens 4:1 – 4:11 column, we must ‘exchange’. • Teaching Point 3: Any three-digit number can be divided by a Inspire Year 3A Unit 7 single-digit number, by partitioning the two-digit number into Division without remainder and hundreds, tens and ones, dividing the parts by the single-digit regrouping p.181-182 number, then adding the partial quotients; if dividing the hundreds Division with regrouping in tens gives a remainder of one or more hundreds, we must exchange the and ones p. 183-185 remaining hundreds for tens before dividing the resulting tens value Division with regrouping in by the single-digit number. hundreds tens and ones p.186- • Teaching Point 4: Any three-digit number can be divided by a 192 single-digit number using the short-division algorithm. 2.16 Multiplicative contexts: area and perimeter 1 NCETM 2.16 Multiplicative Area • Teaching Point 1: Perimeter is the distance around the edge of a contexts: area and perimeter 1 Perimeter two-dimensional (2D) shape. NCETM Steps in learning. Square • Teaching Point 2: Perimeter is measured in units of length and can 1:1 – 1:4 Rectangle be calculated by adding together the lengths of the sides of a 2D NCETM Steps in learning. Rectilinear shape. 2:1 – 2:4 Polygon • Teaching Point 3: Multiplication can be used to calculate the NCETM Steps in learning. Unit perimeter of a regular polygon; when the perimeter is known, side- 3:1 – 3:9 Square centimetre lengths can be calculated using division. NCETM Steps in learning. (cm2) • Teaching Point 4: Area is the measurement of the surface of a flat 4:1 – 4:7 Square metre (m2) item. NCETM Steps in learning. Surface • Teaching Point 5: Area is measured in square units, such as 5:1 – 5:5 Length square centimetres (cm2) and square metres (m2). NCETM Steps in learning. Breadth • Teaching Point 6: The area of a rectangle can be calculated using 6:1 – 6:9 Width multiplication; the area of a composite rectilinear shape can be Inspire Year 3B Unit 18 found by splitting the shape into smaller rectangles. Area p.253-257 Square centimetres p.258-261 Square metres p.262-266 Perimeter and area p.267-269 More perimeter p.270-272 Area of a rectangle p.273-278

49 2.17 Structures: using measures and comparison to understand NCETM 2.17 Structures: using Length scaling measures and comparison to Times • Teaching Point 1: A longer length can be described in terms of a understand scaling Scaling shorter length using the language of ‘times’; the longer length can NCETM Steps in learning. be calculated, if the shorter length is known, using multiplication. 1:1 – 1:7 • Teaching Point 2: A shorter length can be described in terms of a NCETM Steps in learning. longer length using the language of fractions; the shorter length can 2:1 – 2:6 be calculated, if the longer length is known, using division. NCETM Steps in learning. • Teaching Point 3: Other measures can be compared using the 3:1 – 3:3 language of ‘times’ and fractions, and calculated using multiplication or division.

Fractions 3.5 Working across one whole: improper fractions and mixed NCETM 3.5 Working across Unit fraction Fractions numbers one whole: improper fractions Non-unit fraction - recognise and show, using • Teaching Point 1: Quantities made up of both wholes and parts and mixed numbers Proper fraction diagrams, families of common can be expressed as mixed numbers. NCETM Steps in learning. Improper fraction equivalent fractions • Teaching Point 2: Mixed numbers can be placed on a number line. 1:1 – 1:5 Mixed number - count up and down in • Teaching Point 3: Understanding how to compare and order proper NCETM Steps in learning. Whole hundredths; recognise that fractions supports the comparison and ordering of mixed numbers. 2:1 – 2:11 Part hundredths arise when • Teaching Point 4: Mixed numbers can be partitioned and combined NCETM Steps in learning. Equal parts dividing an object by one in the same way as whole numbers. 3:1 – 3:7 Unequal parts hundred and dividing tenths • Teaching Point 5: Mixed numbers can be written as improper NCETM Steps in learning. Relative by ten. fractions. 4:1 – 4:8 Tenth - solve problems involving • Teaching Point 6: Improper fractions can be added and subtracted NCETM Steps in learning. Numerator increasingly harder fractions in the same way as proper fractions. 5:1 – 5:17 Denominator to calculate quantities, and NCETM Steps in learning. Equivalence fractions to divide quantities, 6:1 – 6:12 Equivalent fractions including non-unit fractions Fifth where the answer is a whole Inspire Year 4A Unit 5 Sixth number Mixed numbers p.137-141 Seventh - add and subtract fractions Improper fractions p.142-145 Decimal with the same denominator Conversion of fractions p.146- - recognise and write decimal 150 equivalents of any number of Adding and subtracting fractions tenths or hundredths p.151-153 - recognise and write decimal Word problems p.158-167 equivalents to 1, 1, 3. 4 2 4 - find the effect of dividing a one- or two-digit number by

50 3.6 Multiplying whole numbers and fractions NCETM 3.6 Multiplying whole 10 and 100, identifying the • Teaching Point 1: Repeated addition of proper and improper numbers and fractions value of the digits in the fractions can be expressed as multiplication of a fraction by a whole NCETM Steps in learning. answer as ones, tenths and number. 1:1 – 1:18 hundredths • Teaching Point 2: Repeated addition of a mixed number can be NCETM Steps in learning. - round decimals with one expressed as multiplication of a mixed number by a whole number. 2:1 – 2:6 decimal place to the nearest • Teaching Point 3: Finding a unit fraction of a quantity can be NCETM Steps in learning. whole number expressed as a multiplication of a whole number by a fraction. 3:1 – 3:12 - compare numbers with the • Teaching Point 4: A non-unit fraction of a quantity can be NCETM Steps in learning. same number of decimal calculated by first finding a unit fraction of that quantity. 4:1 – 4:8 places up to two decimal • Teaching Point 5: If the size of a non-unit fraction is known, the NCETM Steps in learning. places size of the unit fraction and then the size of the whole can be found. 5:1 – 5:11 - solve simple measure and money problems involving fractions and decimals to two decimal places. Measurement Length ATPs: self resourced Measure Measurement • Additional Teaching Point 1: Convert between different units of Compare - Convert between different measure (e.g. kilometre to metre; metre to centimetre). Estimate units of measure [for example, • Additional Teaching Point 2: estimate, compare and calculate Length kilometre to metre; hour to different measures. Distance minute] Millimetre (mm) - measure and calculate the Centimetre (cm) perimeter of a rectilinear Metre (m) figure (including squares) in Width centimetres and metres Height - find the area of rectilinear Depth shapes by counting squares ( Breadth - estimate, compare and calculate different measures, Mass ATPs: self resourced Measure including money in pounds • Additional Teaching Point 1: Convert between different units of Compare and pence measure (e.g. kilogram to gram). Estimate - read, write and convert time • Additional Teaching Point 2: estimate, compare and calculate Mass between analogue and digital different measures. Kilogram (kg) 12- and 24-hour clocks Gram (g) - solve problems involving Balance converting from hours to Scales minutes; minutes to seconds; years to months; weeks to days.

Capacity ATPs: self resourced Measure

51 • Additional Teaching Point 1: Convert between different units of Compare measure (e.g. litres to millilitres). Estimate • Additional Teaching Point 2: estimate, compare and calculate Volume different measures Capacity Container Contains Millilitre (ml) Litre (l) Time Inspire Year 4B Unit 11 Second • Inspire Teaching point 1: A second is a unit of measurement of Seconds p.121-125 Minute time. Inspire Year 4B Unit 11 Hour • Inspire Teaching point 2: 60 seconds = 1 minute 24-hour clock p.126-127 Day • Inspire Teaching point 3: Time can be expressed using the 12- Month hour or the 24hr clock notation ATP: self resourced Year • Inspire Teaching point 4: Duration can be measured in hours and Leap Year minutes. O’Clock • Additional Teaching point 1: solve problems involving converting A.M from hours to minutes; minutes to seconds; years to months; weeks P.M to days. Morning Afternoon Noon Midnight Timetable Digital/analogue

Geometry Properties of shapes ATP1: self resourced 2D shapes Geometry - Properties of • Additional Teaching Point 1: compare and classify geometric Inspire Year 4B Unit 13 3D shapes shapes shapes, including quadrilaterals and triangles, based on their Identifying symmetrical shapes Rectangle - compare and classify properties and sizes p.179-184 Square geometric shapes, including • Inspire Teaching Point 1: A symmetrical shape has a line of Inspire Year 4B Unit 13 Triangle quadrilaterals and triangles, symmetry which divides the shape into two equal parts Identifying lines of symmetry p. Trapezium based on their properties and • Inspire Teaching Point 2: When folded along the line of symmetry, 185-188 Rhombus sizes the two parts fit exactly Inspire Year 4B Unit 13 Quadrilateral - identify acute and obtuse • Inspire Teaching Point 3: A line of symmetry divides the shape Making symmetrical shapes and Circle angles and compare and into two equal parts so that the two parts fit exactly when the shape patterns p. 189-196 Semicircle order angles up to two right is folded along this line Inspire Year 4A Unit 6 Quarter circle angles by size • Inspire Teaching Point 4: A shape is symmetrical along a line I the Understanding angles p. 186-189 Cuboid - identify lines of symmetry in line divides the shape into two equal parts and the parts fit exactly Inspire Year 4A Unit 6 Cube 2-D shapes presented in when the shape is folded along this line Drawing angles to 180° p. 190- Pyramid different orientations • Inspire Teaching Point 5: an angle is an amount of turning and not 192 Sphere the amount of space Inspire Year 4A Unit 6 Property

52 • Inspire Teaching Point 6: angles are named as ∠ABC or ∠a Turns and right angles p.193-194 Symmetry - complete a simple symmetric • Additional Teaching Point 2: Identify acute and obtuse angles Line of symmetry figure with respect to a and compare and order angles up to two right angles by size. ATP2: self resourced Angle specific line of symmetry. Right Angle Turn Half turn Three quarters of a turn Complete turn Degree Vertex Greater than Less than Acute Obtuse

Position and direction ATPs: self resourced 2 dimensional Geometry - position and • Additional Teaching Point 1: describe positions on a 2-D grid as grid direction coordinates in the first quadrant coordinate - describe positions on a 2-D • Additional Teaching Point 2: describe movements between quadrant grid as coordinates in the first positions as translations of a given unit to the left/right and up/down x axis quadrant • Additional Teaching Point 3: plot specified points and draw sides y axis - describe movements to complete a given polygon. position between positions as direction translations of a given unit to left the left/right and up/down right - plot specified points and translation draw sides to complete a plot given polygon polygon Statistics • Inspire Teaching Point 1: A bar graph (chart) represents Inspire Year 3B Unit 13 Represent Statistics synthesised data for presentation Making bar graphs with scales p. Data - interpret and present • Inspire Teaching Point 2: Whole number concepts are applied to 92- 97 Symbol discrete and continuous data bar graphs in reading and interpretation of concepts Inspire Year 3B Unit 13 Scale using appropriate graphical • Additional Teaching Point 1: interpret and present discrete and Reading and interpreting bar Graph methods, including bar charts continuous data using appropriate graphical methods, including bar graphs p. 98-103 Picture graph and time graphs. charts and time graphs. Bar graph (chart) - solve comparison, sum and • Additional Teaching Point 2: solve comparison, sum and ATPs: self resourced Tally difference problems using difference problems using information presented in bar charts, Table information presented in bar pictograms, tables and other graphs. X-axis charts, pictograms, tables and Y-axis other graphs. Common

53 NB: Where possible, the teaching of data should be linked to Science Popular investigations and Geography to provide a practical context. Sort Vote

YEAR 5 MATHS

Subject Teaching Points Inspire link, NCETM steps National National Curriculum content in learning, and additional Curriculum Statutory requirements resources Vocabulary by the end of Year 5 Number, 1.26 Multiples of 1,000 up to 1,000,000 NCETM 1.26 Multiples of 1,000 Digit Place Value: Addition & • Teaching Point 1: Understanding of numbers composed of hundred up to 1,000,000 Numerals To read, write, order and Subtraction thousands, ten thousands and one thousands can be supported by making NCETM Steps in learning. Sequence compare numbers to at least links to numbers composed of hundreds, tens and ones. 1:1 – 1:12 Ascending/descending 1 000 000 and determine the • Teaching Point 2: Multiples of 1,000 up to 1,000,000 can be placed in the NCETM Steps in learning. Approximately value of each digit. linear number system by drawing on knowledge of the place of numbers up 2:1 – 2:6 (refer to 1.22 composition to 1,000 in the linear number system. of four-digit numbers) To understand number in • Teaching Point 3: Numbers can be ordered and compared using knowledge NCETM Steps in learning. context, including of their composition and their place in the linear number system. 3:1 - 3:3 (refer to 1.9 composition measurement. • Teaching Point 4: Calculation approaches for numbers up to 1,000 can be of numbers 20-100, and1.18 applied to multiples of 1,000 up to 1,000,000. composition of three-digit numbers) To count forwards or • Teaching Point 5: Numbers can be rounded to simplify calculations or to NCETM Steps in learning. Additional resources backwards in steps of powers indicate approximate sizes. 4:1 - 4:8 (refer to 1.18 composition PV counters of 10 for any given number up of three-digit numbers, and 1.19 to 1 000 000. • Teaching Point 6: Known patterns can be used to divide 10,000 and PV chart 100,000 into two, four and five equal parts. These units are commonly used securing mental strategies) Comparing with cubes in graphing and measures. NCETM Steps in learning. To round any number up to 1 5:1 - 5:8 (refer to 1.22 composition 000 000 to the nearest 10, of four-digit numbers) 100, 1000, 10 000 and 100 NCETM Steps in learning. 000 6:1 - 6:4 (refer to 1.17 and 1.22) To solve number problems and practical problems that involve all of the above.

1.27 Negative numbers: counting, comparing, calculating NCETM 1.27 Negative numbers: Difference To interpret negative numbers • Teaching Point 1: Positive and negative numbers can be used to represent counting, comparing, calculating Negative in context, count forwards and change. NCETM Steps in learning. Celsius backwards with positive and 1:1 – 1:4 Coordinates negative whole numbers, NCETM Steps in learning. Quadrant including through zero.

54 • Teaching Point 2: Our number system includes numbers that are less than 2:1 – 2:3 x-axis, y-axis zero; these are negative numbers. Numbers greater than zero are positive NCETM Steps in learning. Translate numbers. 3:1 – 3:5 • Teaching Point 3: Consecutive whole numbers have a difference of one; NCETM Steps in learning. consecutive odd/even numbers have a difference of two. 4:1 – 4:8 • Teaching Point 4: Negative numbers can be shown on horizontal scales; NCETM Steps in learning. numbers to the left of zero are negative and numbers to the right of zero are 5:1 – 5:3 positive. The larger the value of the numeral after the negative/minus NCETM Steps in learning. symbol, the further the number is from zero. 6:1 – 6:4 • Teaching Point 5: Knowledge of the positions of positive and negative numbers in the number system can be used to calculate intervals across zero. • Teaching Point 6: Negative numbers are used in coordinate and graphing context. 1.28 Common structures and the part-part-whole relationship NCETM 1.28 Common Additive • Teaching Point 1: Mathematical relationships encountered at primary level structures and the part-part- Multiplicative are either additive or multiplicative, both of these can be observed within the whole relationship NCETM Steps Partition structures of part-part-whole relationships. in learning. addend • Teaching Point 2: Problems in many different contexts can be solved by 1:1 – 1:7 adding together the parts to find a whole. Different strategies can be used to NCETM Steps in learning. calculate the whole, but the structure of the problem remains the same. 2:1 – 2:7 • Teaching Point 3: If the value of the whole is known, along with the values NCETM Steps in learning. of all but one of the parts, the value of the missing part can be calculated. 3:1 – 3:7 Different strategies can be used to calculate the missing part, but the NCETM Steps in learning. structure of the problem remains the same. 4:1 – 4:6 • Teaching Point 4: Problems in many different contexts have the ‘missing part’ structure. (Geometry, Statistics, Money)

1.29 Using equivalence and the compensation property to calculate NCETM 1.29 Using equivalence Addend Addition and Subtraction • Teaching Point 1: If one addend is increased and the other is decreased by the and the compensation property Sum To add and subtract whole same amount, the sum stays the same. to calculate Increase numbers with more than 4 • Teaching Point 2: If one addend is increased (or decreased) and the other is NCETM Steps in learning. Decrease digits, including using formal kept the same, the sum increases (or decreases) by the same amount). 1:1 – 1:10 (refer to 1.19 securing Minuend written methods (columnar • Teaching Point 3: If the minuend and subtrahend are changed by the same mental strategies) Subtrahend addition and subtraction). amount, the difference stays the same. NCETM Steps in learning. Difference • Teaching Point 4: If the minuend is increased (or decreased) and the 2:1 – 2:9 (refer to 1.13 addition and Equal to To add and subtract numbers subtrahend is kept the same, the difference increases (or decreases) by the subtraction of two-digit and one- inverse mentally with increasingly same amount. digit numbers) large numbers.

55 • Teaching Point 5: If the minuend is kept the same and the subtrahend is NCETM Steps in learning. increased (or decreased), the difference decreases (or increases by the same 3:1 – 3:14 (refer to 1.12 subtraction To use rounding to check amount). as difference) answers to calculations and • Teaching Point 6: The value of the expressions on each side of an equals NCETM Steps in learning. determine, in the context of a symbol must be the same; addition and subtraction are inverse operations. We 4:1 – 4:8 (refer to 1.13 problem, levels of accuracy. can use this knowledge to balance equations and solve problems. NCETM Steps in learning. 5:1 – 5:7 NCETM Steps in learning. 6:1 – 6:8 Place Value Ones To read Roman numerals to Inspire Teaching Point 1: Children will count on in ten thousands to one hundred Inspire 5A Unit 1 p.5 - 15 Tens 1000 (M) and recognise years thousand and in one hundred thousands to one million. Inspire 5A Unit 1 p.16 - 23 Hundreds written in Roman numerals. Inspire Teaching Point 2: Read and write six and seven digit numbers in numerals Digit and words. Numerals To recognise linear One digit sequences and to find term to Additional Teaching Point 1 : Read and recognise Roman numerals up to 1000, Self-resourced Two-digit term rules. including recognising years Representation Estimation Additional Teaching Point: Children should recognise and describe linear number Self-resourced Compare sequences, including those involving fractions and decimals, and find the term-to-term Greater than rule. They should recognise and describe linear number sequences (for example, 3, (White Rose Maths More than 31/2, 4, 41/2, 5, 51/2 ...), including those involving fractions and decimals, and find the Y5 Autumn Block 1 Place Value) Less than term-to-term rule in words (for example, add 1/2). Fewer than Equals Multiplication 2.18 Using equivalence to calculate NCETM 2.18 Using equivalence Multiplication To multiply and divide and Division • Teaching Point 1: For multiplication, if there’s a multiplicative increase to one to calculate Division numbers mentally drawing factor and a corresponding decrease to the other factor, the product stays the NCETM Steps in learning. Commutative upon known facts. same. 1:1 – 1:9 (refer to 2.5 Inverse • Teaching Point 2: For division, if there is a multiplicative change to the dividend commutativity, and doubling and Multiplier als sign to indicate and a corresponding change to the divisor, the quotient stays the same. halving; 2.7 times tables for 2,4,8 Multiplicand equivalence, including in and the relationship; 2.8 times Product missing number problems (for tables 3,6,9 and the relationships) Dividend example, 13 + 24 = 12 + 25; NCETM Steps in learning. Divisor 33 = 5 x ). 2:1 – 2:11 (refer to 2.13 multiplying quotient and dividing by 10 or 100) Multiples, Factors Double Half 2.19 Multiplying and dividing decimal fractions by whole numbers NCETM 2.19 Multiplying and Decimal point To multiply and divide whole • Teaching Point 1: Decimal fractions (with a whole number of tenths or dividing decimal fractions by numbers and those involving hundredths) can be multiplied by a whole number using known multiplication whole numbers decimals by 10, 100 and facts and unitising. NCETM Steps in learning. 1000.

56 • Teaching Point 2: Multiplying by 0.1 is equivalent to dividing by 10; multiplying 1:1 – 1:13 (refer to 1.23 and 1.24) by 0.01 is equivalent to dividing by 100. Understanding of place value can be NCETM Steps in learning. To recognise and use used to divide a number by 10/100: when a number is divided by 10, the digits 2:1 – 2:5 (refer to 2.13 multiplying thousandths and relate them move one place to the right, when a number is divided by 100, the digits move an dividing by 10 or 100; 2.17 using to tenths, hundredths and two places to the right. measures and comparison to decimal equivalents • Teaching Point 3: To multiply a single-digit number by a decimal fraction with understand scaling; 3.6 fractions) up to two decimal places, convert the decimal fraction to an integer by multiplying NCETM Steps in learning. by 10 or 100, perform the resulting calculation using an appropriate strategy, 3:1 – 3:10 then adjust the product by dividing by 10 or 100. NCETM Steps in learning. • Teaching Point 4: If the multiplier is less than one, the product is less the 4:1 – 4:4 multiplicand; if the multiplier is greater than one, the product is greater than the NCETM Steps in learning. multiplicand. 5:1 – 5.10 • Teaching Point 5: To divide any decimal fraction with up to two decimal places by a single-digit number, convert the decimal fraction to an integer by multiplying by 10 or 100, perform the resulting calculation using an appropriate strategy, then adjust the quotient by dividing by 10 or 100.

2.20 Multiplication with three factors and volume NCETM 2.20 Multiplication with Multiply To recognise and use square • Teaching Point 1: Volume is the amount of space that something occupies three factors and volume Factor numbers and cube numbers, • Teaching Point 2: Volume is measured in cubic units, such as cubic centimetres NCETM Steps in learning. Multiplier and the notation for squared ( (cm3) and cubic metres (m3). 1:1 – 1:4 Multiplicand 2 ) and cubed (3 ). • Teaching Point 3: The volume of a cuboid can be calculated by multiplying the NCETM Steps in learning. Product length, width and height. 2:1 – 2:8 (refer to 2.16 area and Volume To estimate volume [for • Teaching Point 4: Both the commutative law and associative law can be applied perimeter 1) Cube example, using 1 cm3 blocks when multiplying three or more numbers. NCETM Steps in learning. Commutative to build cuboids (including • Teaching Point 5: The choice of which order to multiply in can be made 3:1 – 3:11 associative cubes)] and capacity [for according to the simplest calculation. NCETM Steps in learning. example, using water] 4:1 – 4:4 NCETM Steps in learning. To solve problems involving 5:1 - 5:4 multiplication and division including using their knowledge of factors and multiples, squares and cubes.

To solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. use and understand the terms factor, multiple and

57 prime, square and cube number interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ 4 = 4 98 = 24 r 2 = 24 2 1 = 24.5 ≈ 25)

2.21 Factors, multiples, prime numbers and composite numbers NCETM 2.21 Factors, multiples, Factor bugs To identify multiples and • Teaching Point 1: Factors are positive integers that can be multiplied together to prime numbers and composite Square numbers factors, including finding all equal a given number. numbers Factors factor pairs of a number, and • Teaching Point 2: Systematic methods can be used to find all factors of a NCETM Steps in learning. Prime numbers common factors of two number; factors come in pairs; all positive integers have an even number of 1:1 – 1:13 (refer to 2.9 for square Composite numbers numbers. factors apart from square numbers, which have an odd number of factors; numbers TP3) Common factor numbers with more than two factors are called composite numbers. NCETM Steps in learning. Prime factor To know and use the • Teaching Point 3: Prime numbers are positive integers that have exactly two 2:1 – 2:6 multiple vocabulary of prime numbers, factors. NCETM Steps in learning. prime factors and composite • Teaching Point 4: A common factor is a factor that is shared by two or more 3:1 – 3:3 (nonprime) numbers. numbers, A prime factor is a factor that is also a prime number. NCETM Steps in learning. • Teaching Point 5: A multiple of a number is the product of that number and an 4:1 – 4:3 To establish whether a integer; a common multiple is a multiple that is shared by two more numbers. NCETM Steps in learning. number up to 100 is prime • Teaching Point 6: The factor pairs of ‘100’ can be used to support efficient 5:1 – 5:6 and recall prime numbers up calculation. NCETM Steps in learning. to 19. 6:1 – 6:3

2.22 Combining multiplication with addition and subtraction NCETM 2.22 Combining • Teaching Point 1: Multiplication can be combined with addition and subtraction; multiplication with addition and To solve problems involving when there are no brackets, multiplication is completed before addition or subtraction addition, subtraction, subtraction;; when there are brackets, the calculation within brackets is NCETM Steps in learning. multiplication and division and completed first. a combination of these, • Teaching Point 2:When adding or subtracting multiplication expressions that have a common factor, the distributive law can be applied. They can construct

58 construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 1:1 – 1:5 (refer to 2.10 Connecting including understanding the 3 x 3 x 9 x 10 = 92 x 10) Distributivity can be expressed as a(b + c) = ab + multiplication and division, and the meaning of the equals sign. ac. distributive law) NCETM Steps in learning. 2:1 – 2:5

Multiplication • Inspire Teaching Point 1: To use a formal algorithm to multiply numbers up Inspire 4A: p67-71 To multiply numbers up to 4 and Division to 4 digits by a 1-digit number. digits by a one- or two-digit (Additional • Inspire Teaching Point 2: To use a formal algorithm to multiply numbers up Inspire 4A – p72-p78 number using a formal written Teaching Points) to 4 digits by a 2-digit number. method, including long • Inspire Teaching Point 3: To use a formal algorithm to divide a numbers up Inspire 4A – p79-p848 multiplication for two-digit to 4 digits by a 1-digit whole number. numbers. • Inspire Teaching Point 4: Pupils interpret non-integer answers to division Inspire 4A – p79-p84 by expressing results in different ways according to the context, including To divide numbers up to 4 with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ digits by a one-digit number 4 = 4 98 = 24 r 2 = 241/2 = 24.5 ≈ 25). using the formal written • Additional Teaching Point 1: To use regrouping in multiplication. method of short division and interpret remainders • Additional Teaching Point 2: . Pupils use and explain the equals sign to Self-resourced appropriately for the context. indicate equivalence, including in missing number problems (for example, 13 Self-resourced + 24 = 12 + 25; 33 = 5 x ). Fractions 3.7 Finding equivalent fractions and simplifying fractions NCETM 3.7 Finding equivalent Equivalence To compare and order • Teaching Point 1: When two fractions have different numerators and fractions and simplifying fractions Equal part fractions whose denominators denominators to one another but share the same numerical value, they are NCETM Steps in learning. Numerator are all multiples of the same called ‘equivalent fractions’. 1:1 – 1:10 (refer to 3.1 preparing Denominator number. • Teaching Point 2: Equivalent fractions share the same proportional for fractions: the part-whole Factor To identify, name and write (multiplicative) relationship between numerator and denominator, Equivalent relationship, and 3.3 Non-unit Common factor equivalent fractions of a given fractions can be generated by maintaining that relationship through the process fractions, identifying, representing, Multiple fraction, represented visually, of multiplication and division. comparing) Simplest form including tenths and • Teaching Point 3: Fractions can be simplified by dividing both the numerator NCETM Steps in learning. hundredths and denominator by a common factor. 2:1 – 2:23 To recognise mixed numbers NCETM Steps in learning. and improper fractions and 3:1 – 3:15 convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 5 2 + 5 4 = 5 6 = 1 5 1 ] 3.8 Common denomination: more adding and subtracting NCETM 3.8 Common Common denominator To add and subtract fractions • Teaching Point 1: In order to add related fractions, first convert one fraction so denomination: more adding and Related fractions with the same denominator that both share the same denominator (a ‘common denominator). subtracting and denominators that are NCETM Steps in learning. multiples of the same number

59 • Teaching Point 2: To subtract related fractions, first convert one fraction so that 1:1 – 1:14 both share a common denominator. NCETM Steps in learning. To multiply proper fractions • Teaching Point 3: The common denominator method can be extended to adding 2:1 – 2:10 and mixed numbers by whole and subtracting non-unit related fractions. NCETM Steps in learning. numbers, supported by • Teaching Point 4: To add and subtract non-related fractions, the product of the 3:1 – 3:8 materials and diagrams two denominators provides a common denominator. NCETM Steps in learning. • Teaching Point 5: Converting to common denominators is one of several 4:1-4:14 methods that can be used to compare fractions. NCETM Steps in learning 5:1 – 5:15

Understanding and Interpreting Decimals To read and write decimal Decimals • Inspire Teaching Point 1: represent and interpret tenths Inspire 4B Unit 9 p6 – p11 Tenths, hundredths, numbers as fractions [for (Additional • Inspire Teaching Point 2: represent and interpret hundredths Inspire 4B Unit 9 p12 - p18 thousandths example, 0.71 = 71/100] Teaching Points) • Inspire Teaching Point 3: represent and interpret thousandths Inspire 4B Unit 9 p19 – p25 Recognise and use • Inspire Teaching Point 4: comparing decimals Inspire 4B Unit 9 p26 – p31 Decimal equivalent thousandths and relate them (Link to measure) Inspire 4B Unit 9 p32 - p37 Fraction equivalent to tenths, hundredths and • Inspire Teaching Point 5: Round decimals with two decimal places to the decimal equivalents nearest whole number and to the nearest tenth Inspire 4B Unit 9 p38 - p43 Round decimals with two • Inspire Teaching Point 6: decimals are an extension of the representation of decimal places to the nearest fractions and can be converted to fractions and vice versa whole number and to one decimal place Recognise the per cent Percentages • Inspire Teaching Point 1: Know that percent means part of 100 and that Inspire 5B Unit 10 p108 – p114 Percent symbol (%) and understand percentage is another way of comparing two numbers Percentage that per cent relates to • Inspire Teaching Point 2: Express a fraction with a denominator of 10 or 100 as Numerator ‘number of parts per a percentage Denominator hundred’, and write • Inspire Teaching Point 3: Express a decimal as a percentage, a percentage as Inspire 5B Unit 10 p115 – p120 Decimal Equivalent percentages as a fraction with a decimal and a percentage as a fraction in its simplest form Fraction Equivalent denominator 100, and as a • Inspire Teaching Point 4: Solve problems that know percentage and decimal Inspire 5B Unit 10 p121 - p126 decimal equivalents of a half, a quarter, a fifth and multiples of 10 or 25. Solve problems which require knowing percentage and decimal equivalents of 2 1 , 4 1 , 5 1 , 5 2 , 5 4 and those fractions with a denominator of a multiple of 10 or 25.

Measurement Length - Converting Measures Convert To convert between different • Inspire Teaching Point 1:To convert measurements of length, mass and Inspire Year 5B Unit 8 p53 - p57 Measure units of metric measure (for volume from a larger unit to a smaller unit Units example, kilometre and • Inspire Teaching Point 2:To convert measurements of length, mass and Inspire Year 5B Unit 8 p58 - p64 Length metre; centimetre and metre; volume from a smalller unit to a larger unit Height centimetre and millimetre;

60 • Additional teaching point: Solving problems about metres and kilometres Self-resourced Width up to 3 decimal places Area Measure and calculate the Perimeter perimeter of composite Measure and calculate Area and Perimeter Metre rectilinear shapes in • Inspire Teaching Point 1: Use formulas to measure and calculate perimeter Inspire Year 4B Unit 12 p148-153 Centimetre centimetres and metres and area of squares and rectangles Metric including using the relations • Inspire Teaching Point 2: Find the length or width of a square or rectangle Imperial of perimeter or area to find given its area or perimeter Regular unknown lengths +/- • Inspire Teaching Point 3: Find the perimeter or area of composite shapes Inspire Year 4B Unit 12 p155-159 Irregular Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes

Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Mass Convert • Additional Teaching Point 1 : use measure to read, write and compare Link to decimals - Using Mass To read, write, order and numbers up to 3 decimal places measure per se self-resourced Kilogram compare numbers with up to • Additional Teaching Point: Reading different scales Gram three decimal places and use Self-Resourced Divisions/intervals measure to solve problems balance involving number up to three decimal places

Capacity Convert Estimate volume [for • Inspire Teaching Point 1: state that the volume of a cuboid is Length x Inspire Year 5B Unit 8 p278 - 281 Capacity example, using 1 cm3 blocks Width x Height Volume to build cuboids (including • Inspire Teaching Point 2: find the volume of a cube and cuboid Litres cubes)] and capacity [for • Inspire Teaching Point 3: recognise that 1 litre or 1000ml is equal to Inspire Year 5B Unit 8 p282 – 285 Millilitres example, using water] 1000cm3 Measuring cylinder Inspire Year 5B Unit 8 p286-292 Divisions/intervals

61 • Inspire Teaching Point 4: Solving problems about containers equivalency

Time Minute (hand) To solve problems involving • Teaching Point 1: Solve problems involving addition and subtraction of time Self-resourced Hour (hand) converting between units of • Teaching Point 2: Converting between units of time Analogue/digital clock time • Teaching Point 3: Reading timetables – duration of time (White Rose Maths Convert • Teaching Point 4: To convert time between weeks and days Y5 Summer Term week 9-10 Duration To use all four operations in Converting Units) timetable problems involving time and (Inspire 4B 24 hour clock) money, including conversions (for example, days to weeks, expressing the answer as weeks and days

Measurement: To understand and use Converting units approximate equivalences between metric units and common imperial units such as inches, pounds and pints

62 Geometry Properties of Shape know angles are measured in • Inspire Teaching Point 1: Naming angles; an angle is made when two Inspire Year 4A Unit 6 Angle degrees: estimate and straight lines meet at a point (or vertex). Understanding angles p. 186 Right angle compare acute, obtuse and • Inspire Teaching Point 2: A unit of measurement of angles is the degree. Inspire Year 4A Unit 6 Obtuse reflex angles • Inspire Teaching Point 3: To draw an angle we need a protractor and a ruler; Understanding angles p. 187 - 189 Acute draw given angles, and a protractor has two scales: inner and outer Inspire Year 4A Unit 6 Protractor measure them in degrees (o ) Drawing angles p. 190 – 192 Inner scale identify: angles at a point and • Inspire Teaching Point 4: Identify and name angles on a straight line Inspire Year 5B Unit 11 Outer scale one whole turn (total 360o ) • Inspire Teaching Point 5: Recognise the sum of angles on a straight line is Angles on a straight line p.154-158 Degrees angles at a point on a straight 180º Inspire Year 5B Unit 11 Parallel line and 2 1 a turn (total 180o • Inspire Teaching Point 6: Recognise the sum of angles at a point is 360º Angles on a straight line p.154-158 Perpendicular ) other multiples of 90o Inspire Year 5B Unit 11 Pupils should be taught to: Angles at a point p.159-163 identify 3-D shapes, including cubes and other cuboids, from 2-D representations • Inspire Teaching Point 7: Identify and name cubes, cuboids, prisms, Inspire Year 6A Unit 3 p66-p70 pyramids, cylinders and cones use the properties of rectangles to deduce related • Inspire Teaching Point 8: Identify and number the faces of a solid Inspire Year 6A Unit 3 p71-p77 facts and find missing lengths • Inpsire Teaching Point 9: Identify the nets of a cube, a cuboid, a prism and and angles a pyramid and to identify the solid from a given net distinguish between regular

and irregular polygons based on reasoning about equal sides and angles.

Geometry Position and direction Self-Resourced x-axis To identify, describe and • Teaching Point 1: Identify position in the first quadrant using co-ordinates y-axis represent the position of a • Teaching Point 2: Reflection in the first quadrant perpendicular shape following a reflection or • Teaching Point 3: Reflection with coordinates in the first quadrant parallel translation, using the • Teaching Point 4: Translation coordinates appropriate language, and • Teaching Point 5: Translation with coordinates in the first quadrant translation know that the shape has not reflection changed quadrant To recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.

63 Statistics • Inspire Teaching Point 1: read and present simple data presented in a table Inspire 4a p107-p114 data To solve comparison, sum • Inspire Teaching Point 2: Read and interpret line graphs. Inspire 4a p115-p119 Tally chart and difference problems • Inspire Teaching Point 3: Use line graphs to solve problems. Inspire 4a p120-p122 Bar chart/graph using information presented Interpret in a line graph. 1.28 • Additional Teaching Point 1: Two-way tables Self-Resourced Table • Additional Teaching Point 2: Reading and understanding Timetables Self-Resourced Timetable To complete, read and Line graph interpret information in tables, Carroll diagram including timetables.

They begin to decide which representations of data are most appropriate and why

4YEAR 6 MATHS

Subject Teaching Points Inspire link, NCETM National NC Statutory content steps in learning, and Curriculum requirements additional resources Vocabulary Number: 1.30 Composition and Calculation of Numbers up to 10 000 0000 NCETM 1.30 Numbers up to 10 Digit, number, place, Pupils should be taught to: Place Value • Teaching point 1: Patterns seen in other powers of ten can be extended to the unit 1,000,000. 000 000 place value stands for, • read, write, order and compare • Teaching point 2: Seven-digit numbers can be written, read and ordered by identifying the represents exchange, numbers up to 10 000 000 and number of millions, the number of thousands and the number of hundreds, tens and ones. NCETM 1.30 Steps in Learning 1:1 as many as, more, larger, determine the value of each digit (Spine 1) • Teaching point 3: The digits in a number indicate its structure so it can be composed and – 1:8 (Slides 3 - 18) bigger, greater fewer, • round any whole number to a decomposed. smaller, less, fewest, required degree of accuracy • Teaching point 4: Knowledge of crossing thousands boundaries can be used to work to and NCETM 1.30 Steps in Learning smallest, least most, • use negative numbers in context, and across millions boundaries. 2:1 – 2:10 (Slides 18 - 25) biggest, largest, greatest, calculate intervals across zero • Teaching point 5: Sometimes numbers are rounded as approximations to eliminate an equal to compare, order • solve number and practical problems unnecessary level of detail; rounded numbers are also used to give an estimate or average. At NCETM 1.30 Steps in Learning first, second, third … that involve all of the above. other times, precise readings are useful. 3:1 – 3:6 (Slides 25 - 31) twentieth twenty-first, • perform mental calculations, twenty-second … last, • Teaching point 6: Fluent calculation requires the flexibility to move between mental and written including with mixed operations and NCETM 1.30 Steps in Learning last but one, after next methods according to the specific numbers in a calculation. large numbers 4:1 – 4:8 (Slides 32 – 40) between

NCETM 1.30 Steps in Learning 5:1 – 5:13 (Slides 41 - 58)

NCETM 1.30 Steps in Learning 6:1 – 6:12 (Slides 59 – 67)

Inspire Year 5A Unit 1 Whole Numbers to 10 million

64 Number: 1.31 Problems with two unknowns NCETM 1.31 Problems with two Number Pupils should be taught to: Addition & • Teaching point 1: Problems with two unknowns can have one solution or more than one unknowns Numeral • solve addition and subtraction multi- solution (or no solution). A relationship between the two unknowns can be described in different Equal to , Equivalent to step problems in contexts, deciding Subtraction ways, including additively and multiplicatively. NCETM 1.31 Steps in learning. Most, least which operations and methods to use • Teaching point 2: Model drawing can be used to expose the structure of problems with two 1:1 – 1:3 (Slides 3 - 6) Tally and why (Spine 1) unknowns. NCETM 1.31 Steps in learning. Multiple of, Factor of • use estimation to check answers to • Teaching point 3: A problem with two unknowns has only one solution if the sum of the two 2:1 – 2:5 (Slides 7 - 16) Sequence calculations and determine, in the unknowns and the difference between them is given (‘sum-and-difference problems’) or if the NCETM 1.31 Steps in learning. Continue context of a problem, an appropriate sum of the two unknowns and a multiplicative relationship between them is given (‘sum-and- 3:1 – 3:6 (Slides 17 - 25) Predict degree of accuracy multiple problems’). NCETM 1.31 Steps in learning. Relationship • find pairs of numbers that satisfy an • Teaching point 4: Other problems with two unknowns have only one solution. 4:1 – 4:5 (Slides 26 - 41) Consecutive equation with two unknowns • Teaching point 5: Some problems with two unknowns can’t easily be solved using model NCETM 1.31 Steps in learning. Halfway • enumerate possibilities of drawing but can be solved by a ‘trial-and-improvement’ approach; these problems may have 5:1 – 5:3 (Slides 42 - 44) Above, below combinations of two variables. one solution, several solutions or an infinite number of solutions. Exchange Integer Formula 2.23 Multiplication strategies for larger numbers and long multiplication NCETM 2.23Multiplication Strategies Pupils should be taught to: Multiplication • Teaching point 1: When multiplying two numbers that are multiples of 10, 100 or 1,000, multiply for Larger Numbers Positive • multiply multi-digit numbers up to 4 the number of tens, hundreds or thousands and then adjust the product using place value. NCETM 2.23 Steps in learning. Negative digits by a two-digit whole number and Division • Teaching point 2: When multiplying two numbers where one number is a multiple of 10, 100 or 1:1 – 1:6 (Slides 3 - 11) Formula using the formal written method of 1,000, use short multiplication and adjust the product using place value. NCETM 2.23 Steps in learning. Divisibility long multiplication • Teaching point 3: Two two-digit numbers can be multiplied by partitioning one of the factors, 2:1 – 2.7 (Slides 12 - 17) Square • divide numbers up to 4 digits by a calculating partial products and then adding these partial products. This method can be NCETM 2.23 Steps in learning. Prime two-digit whole number using the extended to multiplication of three-digit numbers by two-digit numbers. 3:1 – 3:2 (Slides 18 - 21) Factorise formal written method of long • Teaching point 4: 'Long multiplication' is an algorithm involving multiplication, then addition of NCETM 2.23 Steps in learning. Ascending division, and interpret remainders as partial products, which supports multiplication of two numbers with two or more digits. 4:1 – 4:12 (Slides 22-41) Descending whole number remainders, fractions, • Teaching point 5: Multiplication where one of the factors is a composite number can be carried NCETM 2.23 Steps in learning. Columns or by rounding, as appropriate for the out by multiplying one factor and then the other factor 5:2 – 5:4 (Slides 42-44) Tenths context Hundredths • divide numbers up to 4 digits by a thousandths two-digit number using the formal 2.24 Division: dividing by two-digit divisors NCETM 2.24 Division Dividing by 2- written method of short division • Teaching Point 1: Any two or three digit dividend can be divided by a two-digit divisor by skip digit divisors Dividend where appropriate, interpreting counting in multiples of the divisor (quotient < 10); these calculations can be recorded using the NCETM 2.24 Steps in learning. Divisor remainders according to the context shot or long division algorithms 1:1 – 1:7 (Slides 3 - 6) Quotient solve problems involving addition, • Teaching Point 2: Any three or four digit dividend can be divided by a two-digit divisor using the NCETM 2.24 Steps in learning. subtraction, multiplication and short or long division algorithms 2:1 – 2:9 (Slides 7 – 24) division • Teaching Point 3: When there is a remainder, the result can be expressed as a whole-number NCETM 2.24 Steps in learning. • identify common factors, common quotient and a whole-number remainder, as whole-number quotient and a proper fraction 3:1 – 3:7 (Slides 25 - 36) multiples and prime numbers remainder, or as a decimal-fraction quotient • use their knowledge of the order of 2.25 Using compensation to calculate NCETM 2.25 Using Compensation operations to carry out calculations • Teaching Point 1: For multiplication, if there is a multiplicative change to one factor, the product to Calculate Multiplication involving the four operations change by the same scale factor NCETM 2.25 Steps in learning. Multiplicative • multiply one-digit numbers with up to • Teaching Point 2: For division, if there is a multiplicative change to the dividend and the divisor 1:1 – 1:6 (Slides 3 – 10) Scale factor two decimal places by whole remains the same, the quotient changes by the same scale factor NCETM 2.25 Steps in learning. Dividend numbers 2:1 – 2:4 (Slides 11 – 18 Divisor

65 • Teaching Point 3: For division if there is a multiplicative increase to the divisor and the dividend NCETM 2.25 Steps in learning. Quotient • use written division methods in cases remains the same the quotient decreases by the same scale factor. If there is a multiplicative 3:1 – 3:4 (Slides 19 - 25) Increase where the answer has up to two decrease to the divisor and the dividend remains the same the quotient increase by the same decimal places scale factor • solve problems which require answers to be rounded to specified degrees of accuracy 2.26 Mean average and equal shares NCETM 2.26 Mean average and equal Pupils should be taught to: • Teaching point 1: The mean is the size of each part when a quantity is shared equally shares Mean • calculate and interpret the mean as NCETM 2.26 Steps in learning. • Teaching Point 2: The mean is defined as the sum of all the numbers in a set of data divided by Average an average 1:1 – 1:4 (Slides 3 – 12) Data number of numbers/values that make up the set of data. NCETM 2.26 Steps in learning. • Know how to find the mean of a data • Teaching Point 3: The mean can be used to compare data. 2:1 – 2:8 (Slides 13 – 25) Share equally set • Teaching Point 4: The mean is not always an appropriate representation of a set of data NCETM 2.26 Steps in learning. Divided • Know when it is appropriate to find 3:1 – 3:2 (Slides 26 - 27) Representation the mean of a data set NCETM 2.26 Steps in learning. 4:1 – 4:2 (Slides 28 - 32) Inspire Unit 5b Unit 9 Mean (average) P82 – 95 2.27 Scale factors, ratio and proportional reasoning NCETM 2.27 Scale factors, ratio and Pupils should be taught to: • Teaching point 1: Multiplication and Division can be used to calculate unknown values in proportional reasoning Scale • solve problems involving the relative correspondence (cardinal value) problems NCETM 2.27 Steps in learning. Factors sizes of two quantities where missing • Teaching point 2: Multiplication and understanding of correspondence can be used to calculate 1:1 – 1:8 (Slides 3 – 18) Ratio values can be found by using integer the number of possible combinations of items NCETM 2.27 Steps in learning. Proportion multiplication and division facts • Teaching Point 3: Scaling can be used to make and interpret maps 2:1 – 2:5 (Slides 19 – 22) Dimensions • solve problems involving the • Teaching Point 4: There is a proportional relationship between the dimensions of similar NCETM 2.27 Steps in learning. calculation of percentages [for shapes. If the scale factor and dimensions of one of the shapes is known, the dimensions of the 3:1 – 3:6 (Slides 23 - 29) example, of measures, and such as similar shapes can be calculated NCETM 2.27 Steps in learning. 15% of 360] and the use of 4:1 – 4:10 (Slides 30 - 47) percentages for comparison • solve problems involving similar Inspire Unit 5a Unit 6 shapes where the scale factor is Ratio P242 – 276 known or can be found • solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. Multiplication 2.28 Combining division with addition and subtraction NCETM 2.28 Combining Division Pupils should be taught to: and Division • Teaching point 1: Division can be combined with addition and subtraction. When there are no with addition and subtraction Order of operations • Use the order of operations correctly brackets, division is completed before addition and subtraction. When there are brackets, the Brackets (Bidmas) calculation within the brackets is completed first. NCETM 2.28 Steps in learning. Expressions • Teaching Point 2: When adding or subtracting division expressions that have a common divisor, 1:1 – 1:5 (Slides 3 – 8) Common divisor the distributive law can be applied. NCETM 2.28 Steps in learning. Distributive Law 2:1 – 2:5 (Slides 9 – 14)

Inspire Unit 5a Unit 2 Whole Numbers P70 -76

66

2.29 Decimal place-value knowledge, multiplication and division NCETM 2.29 Decimal Place Value Pupils Should be taught to: • Teaching point 1: To multiply a number by 10/100/1000 move the digits one/two/three places to Knowledge • identify the value of each digit in the left. To divide a number by 10/100/1000 move the digits one/two/three places to the right numbers given to three decimal • Teaching point 2: Measures can be converted from one unit to another using knowledge of NCETM 2.29 Steps in learning. places and multiply and divide multiplication and division by 10/100/1000 1:1 – 1:6 (Slides 3 – 25) numbers by 10, 100 and 1000 giving NCETM 2.29 Steps in learning. answers up to three decimal places 2:1 – 2:5 (Slides 26 – 29)

Inspire Unit 5a Unit 2 Multiplying and Dividing by 10’s, 100’s and 1000’s p54 – 69

2.30 Multiplicative contexts: area and perimeter 2 NCETM 2.30 Multiplicative Contexts Area Pupils Should be taught to: • Teaching point 1: The area of a parallelogram can be calculated by multiplying the base by the Area and Perimeter Perimeter • calculate the area of parallelograms perpendicular height. All parallelograms with the same base and perpendicular height will have Parallel and triangles the same area. NCETM 2.30 Steps in learning. Opposite • recognise that shapes with the same • Teaching point 2: The area of a triangle can be calculated by multiplying the base by the 1:1 – 1:7 (Slides 3 – 18) Parallelogram areas can have different perimeters perpendicular height and then dividing by two. NCETM 2.30 Steps in learning. Triangle and vice versa • Teaching point 3: Shapes with the same areas can have different perimeters. Shapes with the 2:1 – 2:9 (Slides 19 – 41) Perpendicular • recognise when it is possible to use same perimeter can have different areas. NCETM 2.30 Steps in learning. Transform formulae for area and volume of • Teaching point 4: When a shape has been transformed by a scale factor, the perimeter is also 3:1 – 3:5 (Slides 42 – 54) Transformation shapes transformed by the same scale factor. NCETM 2.30 Steps in learning. Reflect 4:1 – 4:5 (Slides 55 – 67) Rotate

Inspire Unit 5a Unit 5 Area of a triangle P219 - 235

Fractions 3.9 Multiplying fractions and dividing fractions by a whole number NCETM 3.9 Multiplying and Dividing Pupils Should be taught to: • Teaching point 1: When a fraction is multiplied by a proper fraction, it makes it smaller. To Fractions by a Whole Number • use common factors to simplify multiply two fractions, multiply the numerators and multiply the denominators. NCETM 3.9 Steps in learning. fractions; use common multiples to • Teaching point 2: When a fraction is divided by a whole number, it makes it smaller. To divide a 1:1 – 1:12 (Slides 3 – 19) express fractions in the same fraction by a whole number, convert it to an equivalent multiplication. NCETM 3.9 Steps in learning. denomination • Teaching point 3: A more efficient method can be used to divide a fraction by a whole number 2:1 – 2:9 (Slides 20 – 28) • compare and order fractions, when the whole number is a factor of the numerator. NCETM 3.9 Steps in learning. including fractions > 1 3:1 – 3:8 (Slides 29 – 39) • add and subtract fractions with Inspire Unit 5a Unit 3 different denominators and mixed Fractions and Division P122 – numbers, using the concept of 127 equivalent fractions (Inspire Unit 5A Unit 3 • multiply simple pairs of proper Adding and subtracting like and fractions, writing the answer in its unlike fractions) simplest form

67 • divide proper fractions by whole numbers • associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction 3.10 Linking Fractions, Decimals and Percentages NCETM 3.10 Linking Fractions, fraction, proper/improper Pupils Should be taught to: • Teaching point 1: Some fractions are easily converted to decimals. Decimals and Percentages fraction • identify the value of each digit in • Teaching point 2: These fraction–decimal equivalents can be found throughout the number Decimal numbers given to three decimal system. NCETM 3.10 Steps in learning. Percent places and multiply and divide • Teaching point 3: Fraction–decimal equivalence can sometimes be used to simplify 1:1 – 1:11 (Slides 3 – 28) Percentage numbers by 10, 100 and 1000 giving calculations. NCETM 3.10 Steps in learning. equivalent fraction mixed answers up to three decimal places • Teaching point 4: ‘Percent’ means number of parts per hundred. A percentage can be an 2:1 – 2.7 (Slides 29 – 37) number numerator, • multiply one-digit numbers with up to operator on a quantity, indicating the proportion of a quantity being considered. NCETM 3.10 Steps in learning. denominator equivalent, two decimal places by whole • Teaching point 5: Percentages have fraction and decimal equivalents. 3:1 – 3:6 (Slides 38 – 40) reduced to, cancel equal numbers NCETM 3.10 Steps in learning. part equal grouping equal • Teaching point 6: If the value of a whole is known, a percentage of that number or amount can • use written division methods in cases 4:1 – 4:3 (Slides 41 – 49) sharing sixths, sevenths, be calculated. where the answer has up to two NCETM 3.10 Steps in learning. eighths, tenths … decimal places 5:1 – 5:11 (Slides 50 – 64) hundredths, thousandths • solve problems which require NCETM 3.10 Steps in learning. answers to be rounded to specified 6:1 – 6:15 (Slides 65 – 85) degrees of accuracy • recall and use equivalences between Inspire Unit 5a Unit 3 simple fractions, decimals and Converting Fractions to Decimals percentages, including in different P128 - 132 contexts

Algebra • Inspire Teaching Point 1: Using letters as numbers – Pupils will be able to recognise and write TP 1-3 Inspire Year 6A Unit 1 Pupils should be taught to: simple algebraic expressions and evaluate simple algebraic expressions by substitution Algebra formula, formulae • use simple formulae • Inspire Teaching Point 2: Simplifying Algebraic Expressions – Pupils will be able to simplify ATP – Self-resourced equation unknown • generate and describe linear number algebraic expressions using one variable variable sequences • Inspire Teaching Point 3: Word Problems – Pupils will be able to interpret, solve and write Substitute • express missing number problems simple algebraic expressions Expression algebraically • Additional Teaching Point 1 – find pairs of numbers that could satisfy an equation with two Simplify • find pairs of numbers that satisfy an unknowns Linear equation with two unknowns sequence • enumerate possibilities of combinations of two variables. Measurement Converting Units of Measure TP1-2 Inspire Year 5B Unit 8 measure measurement Pupils should be taught to: • Inspire Teaching Point 1: Converting a measurement from a larger unit to a smaller unit Measurements p51 – p65 size compare unit, • solve problems involving the – pupils will be able to convert measurements of length, mass and volume from a larger standard unit metric unit, calculation and conversion of units of unit to a smaller unit: imperial unit measuring measure, using decimal notation up (i) from metres to centimetres (ii) from kilometre to metres scale, division guess, to three decimal places where (ii) from kilograms to grams (iv) from litres to millilitres estimate enough, appropriate Millimetre Centimetre

68 • Inspire Teaching Point 2: Converting a measurement from a smaller unit to a larger unit – pupils Metre • use, read, write and convert between will be able to convert measurements of length, mass and volume from a smaller unit to a larger Kilometre standard units, converting unit: Grams measurements of length, mass, (i) from centimetres to metres (ii) from metres to kilometres Kilograms volume and time from a smaller unit (ii) from grams to kilograms (iv) from millilitres to litres Millilitres of measure to a larger unit, and vice litres versa, using decimal notation to up to three decimal places Converting Units of Measure (2) ATPs: Self Resourced Convert • convert between miles and • Additional Teaching Point 1: Converting between miles and kilometres Miles kilometres Kilometre • calculate, estimate and compare Comparison volume of cubes and cuboids using ratio standard units, including cubic Volume of Cubes and Cuboids TP1-4 Inspire Year 5B Unit 14 Volume centimetres (cm3 ) and cubic metres • Inspire Teaching Point 1: Building solids with unit cubes Pupils will build solids with unit cubes Volume of cubes and cuboids P257- Cube (m3 ), and extending to other units and count the number of unit cubes in a solid 292 Cuboids [for example, mm3 and km3 ]. • Inspire Teaching Point 2: Drawing cubes and cuboids Solid Pupils will draw a cube/cuboid on isometric/dotty paper and complete partially drawn cube and Isometric cuboids on isometric paper • Inspire Teaching Point 3: Building solids with unit cubes Pupils will build solids with unit cubes and count the number of unit cubes in a solid • Inspire Teaching Point 4: Drawing cubes and cuboids Pupils will draw a cube/cuboid on isometric/dotty paper and complete partially drawn cube and cuboids on isometric paper

Geometry Properties of shapes ATPs: Self resourced curved, straight, round Pupils should be taught to: • Additional teaching point 1: describe positions and vertices of shapes in all four quadrants hollow, solid, build, • describe positions on the full coordinate • Additional teaching point 2: draw and translate simple shapes in all four quadrants construct, draw, sketch, grid (all four quadrants) • draw and translate simple shapes on the • Additional teaching point 3: draw and reflect simple shapes in all four quadrants perimeter centre, radius, diameter circumference, coordinate plane, and reflect them in the • Additional teaching point 4: draw any quadrilateral specified by co-ordinates in all four axes. concentric, arc net, open, quadrants • Pupils draw and label a pair of axes in all • Additional teaching point 5: predict a missing co-ordinate in any shape using the properties of closed surface angle, four quadrants with equal scaling. shape right-angled congruent • Pupils draw and label rectangles intersecting, intersection (including squares), parallelograms and plane base, rhombuses, specified by coordinates in square-based symmetry, the four quadrants, predicting missing reflect, reflection axis of coordinates using the properties of symmetry reflective shapes. symmetry, pattern, • These might be expressed algebraically repeating pattern, for example, translating vertex (a, b) to (a – 2, b + 3); (a, b) and (a + d, b + d) being regular, irregular opposite vertices of a square of side d.

69 Statistics Pie Charts TP1: Inspire Year 6B Unit 9 count, tally, sort, vote Pupils should be taught to: • Inspire Teaching Point 1: The circle in a Pie Chart represents one whole or 100% Understanding Pie Charts survey, questionnaire, • interpret and construct pie charts and line • Additional teaching point 2: Pie charts can be interpreted using knowledge of angles, fractions data, database graph, graphs and use these to solve problems and percentages. ATPs: Self resourced block graph, pictogram • Pupils connect their work on angles, represent group, set fractions and percentages to the interpretation of pie charts.

• Encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects. • They should connect conversion from kilometres to miles in measurement to its graphical representation.

70

Reading

Communications, MFL languages and literacy

Spoken Language, Writing including Drama

YEAR 1 ENGLISH – Reading

71 Objectives National Curriculum Objectives Content Domains 1a draw on knowledge of vocabulary to understand texts Reading - Word Reading 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information Apply phonic knowledge and skills as the route to decode words; respond 1c identify and explain the sequence of events in texts speedily with the correct sound to graphemes (letters or groups of letters) 1d make inferences from the text for all 40+ phonemes, including, where applicable, alternative sounds for 1e predict what might happen on the basis of what has been read so far graphemes; read accurately by blending sounds in unfamiliar words containing GPCs that have been taught; read common exception words, Word Reading including decoding (Phonics - following Letters and Sounds) noting unusual correspondences between spelling and sound and where these occur in the word; read words containing taught GPCs and –s, –es, – • Match all 40+ graphemes to their phonemes ing, –ed, –er and –est endings; read other words of more than one syllable • Blend sounds in unfamiliar words that contain taught GPCs; read words with contractions [for example, I’m, • Divide words into syllables, e.g. pocket, rabbit, carrot, thunder, sunset I’ll, we’ll], and understand that the apostrophe represents the omitted • Read compound words, e.g. football, playground, farmyard, bedroom letter(s); read aloud accurately books that are consistent with their • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the developing phonic knowledge and that do not require them to use other apostrophe represents the omitted letter(s) strategies to work out words; re-read these books to build up their fluency • Read phonically decodable texts with confidence and confidence in word reading. • Read words containing ‘s, es, ing, ed, er , est’ endings • Read words which have the prefix –un added Reading - Comprehension • + the endings –ing, –ed and –er to verbs where no change is needed to the root word Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, • Read words of more than one syllable that contain taught GPCs stories and non-fiction at a level beyond that at which they can read independently; being encouraged to link what they read or hear read to Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent their own experiences; becoming very familiar with key stories, fairy stories

and traditional tales; retelling them and considering their particular • Say what they like or dislike about a text characteristics; recognising and joining in with predictable phrases; learning • Link what they read or hear to their own experiences to appreciate rhymes and poems, and to recite some by heart; discussing • Retell key stories orally using narrative language word meanings, linking new meanings to those already known • Understand & talk about the main characteristics within a known key story • Learn some poems and rhymes by heart Understand both the books they can already read accurately and fluently • Use prior knowledge, context and vocabulary provided to understand texts and those they listen to by: drawing on what they already know or on • Begin to draw inferences from the text and/or the illustrations background information and vocabulary provided by the teacher; checking • Make predictions based on the events in the text that the text makes sense to them as they read and correcting inaccurate • Explain what they understand about a text reading; discussing the significance of the title and events; making • Identify the main events and characters in stories, and find specific information in simple texts inferences on the basis of what is being said and done; predicting what • Make predictions and inferences about ideas, events and characters based on what has been said or done might happen on the basis of what has been read so far

• Explore the effect of patterns of language and repeated words and phrases Participate in discussion about what is read to them, taking turns and • Recognise the main elements that shape different texts listening to what others say; explain clearly their understanding of what is • Check for sense and self-correct inaccuracies using syntax, contexts, pictures and phonic knowledge read to them. • Visualise and comment on events, characters and ideas, making imaginative links to own experiences

Reading Range (including poetry and performance)

72 • Listen to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently • Link what they read or hear read to their own experiences • Become familiar with key stories, fairy stories and traditional tales, retelling them and consider their particular characteristics recognising and joining in with predictable phrases • Learn to appreciate rhymes and poems, and to recite some by heart

YEAR 1 ENGLISH – Writing

73

Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Write sentences by: saying out loud what they are going to write Plan and draft writing before reading own writing aloud clearly for others to hear and discuss. about, composing a sentence orally before writing it, sequencing sentences to form short narratives, re-reading what they have Writing narratives written to check that it makes sense, discuss what they have written with the teacher or other pupils, read aloud their writing clearly Orally rehearse sentences and sequence them to form short narratives. enough to be heard by their peers and the teacher.

Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation Vocabulary, grammar and punctuation (refer to English Appendix 2) Develop their understanding of the concepts set out in English Join words and Use the past & Use regular plural Know that words can Sequence Introduction to Appendix 2 by: leaving spaces between words, joining words and clauses with the present tense noun suffixes –s or – combine to make sentences to form capital letters, full joining clauses using ‘and’, beginning to punctuate sentences using conjunction ‘and’ es [e.g. dog, dogs; sentences short narratives stops, question a capital letter and a full stop, question, mark or exclamation mark, wish, wishes], marks and using a capital letter for names of people, places, the days of the including the effects Demarcate exclamation week, and the personal pronoun ‘I’, learning the grammar for year 1 of these suffixes on sentences using a marks to demarcate in English Appendix 2 the meaning of the capital letter and a sentences noun full stop, question Use and understand the grammatical terminology in English mark or exclamation Use question marks Appendix 2 in discussing their writing. Use suffixes that can mark and exclamation be added to verbs marks Terminology: letter, capital letter, word, singular, plural, sentence, where no change is punctuation, full stop, question mark, exclamation mark. needed in the Separate words with spaces spelling of root words (e.g. helping, helped, helper) Use capital letters for names and for the personal Know that the prefix pronoun I un– changes the

meaning of verbs and adjectives Spelling (see Appendix English 1 from Programmes of Study)

74 - Learning to spell words containing each of the 40+ phonemes already taught. - Learning to spell common exception words. - Learning to spell the days of the week. - Name the letters of the alphabet, including in the correct order. - Using letter names to distinguish between alternative spellings of the same - sound - Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs - Use the prefix un– - Use –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] - Apply simple spelling rules and guidance, as listed in English Appendix 1 - Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

- Sit correctly at a table, holding a pencil comfortably and correctly. - Begin to form lower-case letters in the correct direction, starting and finishing in the right place. - Form capital letters. - Form digits 0-9. - Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

YEAR 2 ENGLISH - Reading

75 Objectives National Curriculum Objectives Content Domains 1a draw on knowledge of vocabulary to understand texts Reading - Word Reading 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information Continue to apply phonic knowledge and skills as the route to decode 1c identify and explain the sequence of events in texts words until automatic decoding has become embedded and reading is 1d make inferences from the text fluent; read accurately by blending the sounds in words that contain the 1e predict what might happen on the basis of what has been read so far graphemes taught so far, especially recognising alternative sounds for graphemes; read accurately words of two or more syllables that contain the same graphemes as above; read words containing common suffixes; read further common exception words, noting unusual correspondences Word Reading including decoding (Phonics - following Letters and Sounds) between spelling and sound and where these occur in the word; read most words quickly and accurately, without overt sounding and blending, when • Decode automatically and fluently they have been frequently encountered; read aloud books closely matched • Read accurately by blending the sounds in words that contain graphemes taught to their improving phonic knowledge, sounding out unfamiliar words • Recognise and read alternative sounds for graphemes accurately, automatically and without undue hesitation; re-read these books • Read accurately words of two or more syllables that contain the same GPCs to build up their fluency and confidence in word reading • Read words containing common suffixes • Read further common exception words Reading - Comprehension • Read and notice unusual correspondence between grapheme and phoneme Develop pleasure in reading, motivation to read, vocabulary and • Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending understanding by: listening to, discussing and expressing views about a • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without wide range of contemporary and classic poetry, stories and non-fiction at a undue hesitation level beyond that at which they can read independently; discussing the • Read books fluently, with expression and confidence sequence of events in books and how items of information are related; becoming increasingly familiar with and retelling a wider range of stories, • Develop stamina for reading fairy stories and traditional tales; being introduced to non-fiction books that

are structured in different ways; recognising simple recurring literary Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent language in stories and poetry; discussing and clarifying the meanings of words, linking new meanings to known vocabulary; discussing their • Talk about and give an opinion on a range of texts favourite words and phrases; continuing to build up a repertoire of poems • Discuss the sequence of events in books and how they are related to each other learnt by heart, appreciating these and reciting some, with appropriate • Use prior knowledge and context, and vocabulary explored to understand texts intonation to make the meaning clear • Retell orally some stories, including fairy stories and traditional tales • Read for meaning, checking that the text makes sense, and correcting inaccurate reading Understand both the books that they can already read accurately and • Know and recognise simple recurring literary language in stories and poetry fluently and those that they listen to by: drawing on what they already know • Talk about favourite words and phrases or on background information and vocabulary provided by the teacher; • Answer, ask appropriate questions, and make predictions on basis of what has been read so far checking that the text makes sense to them as they read and correcting • Draw simple inferences from illustrations, events and characters’ actions and speech and extract information from texts inaccurate reading; making inferences on the basis of what is being said • Draw together ideas and information from across a whole text, using simple signposts and done; answering and asking questions; predicting what might happen on the basis of what has been read so far; participate in discussion about • Give some reasons why things happen and or characters change drawing on their own experiences books, poems and other works that are read to them and those that they • Explore how particular words are used in poetry, including words and expressions with similar meanings can read for themselves, taking turns and listening to what others say;

explain and discuss their understanding of books, poems and other Reading Range (including poetry and performance)

76 • Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales material, both those that they listen to and those that they read for • Recognising simple recurring literary language in stories and poetry themselves • 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 • Explore non-fiction books that are structured in different ways • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

YEAR 2 ENGLISH – Writing

77 Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Develop positive attitudes towards and stamina for writing by: Plan, draft, write, edit about real events, recording these simply and clearly writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry, writing Writing narratives for different purposes

Plan, draft, write, edit simple coherent narratives about personal experiences and those of others (real or fictional) Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about, Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation writing down ideas and/or key words, including new vocabulary, encapsulating what they want to say, sentence by sentence Use coordination Use present and Should include: Use different Use planning to Demarcate (e.g. or/and/but) to past tense nouns sentence types: establish clear sentences in their Make simple additions, revisions and corrections to their own writing join clauses expanded noun statement sections for writing writing using capital by: evaluating their writing with the teacher and other pupils, re- Use the progressive phrases question letters and full stops reading to check that their writing makes sense and that verbs to Use some form adjectives exclamation indicate time are used correctly and consistently, including verbs in subordination (e.g. verbs command Use question marks the continuous form, proof-reading to check for errors in spelling, when/if/that/because adverbs and exclamation grammar and punctuation [for example, ends of sentences ) to join clauses adverbials Use simple and marks appropriately punctuated correctly], read aloud what they have written with Form nouns using compound appropriate intonation to make the meaning clear Group written suffixes such as – sentences Include commas for sentences together ness, –er and by lists in chunks of compounding [for Vocabulary, grammar and punctuation (refer to English meaning or subject example, Use apostrophes for Appendix 2) (cohesion) whiteboard, contracted forms Develop their understanding of the concepts set out in English superman] and the possessive Appendix 2 by: learning how to use both familiar and new Use appropriate Form adjectives (singular) punctuation correctly (see English Appendix 2), including full stops, language (e.g. using suffixes such capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) adverbials) to make as –ful, –less sections hang Use suffixes –er, – together est in adjectives Learn how to use: sentences with different forms: statement, and the use of –ly in question, exclamation, command; expanded noun phrases to Standard English to describe and specify [for example, the blue butterfly]; the present turn adjectives into and past tenses correctly and consistently including the progressive adverbs form; subordination (using when, if, that, or because) and co- Spelling (see Appendix English 1 from Programmes of Study)

78 - Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly ordination (using or, and, or but); the grammar for year 2 in English - Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each Appendix 2; some features of written Standard English spelling, including a few common homophones - Learning to spell common exception words Use and understand the grammatical terminology in English - Learning to spell more words with contracted forms Appendix 2 in discussing their writing - Learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near- homophones Terminology: noun, noun phrases, statement, question, - Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly exclamation, command, compound, suffix, adjective, adverb, verb, - Apply spelling rules and guidance, as listed in English Appendix 1 adverbials, tense (past/present), apostrophe, commas - Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far

Handwriting

- Form lower-case letters of the correct size relative to one another - Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined - Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters - Use spacing between words that reflects the size of the letters

YEAR 3 ENGLISH - Reading

79 Objectives National Curriculum Objectives Content Domains 2a give / explain the meaning of words in context Reading - Word Reading 2b retrieve and record information / identify key details from fiction and non-fiction 2c summarise main ideas from more than one paragraph Apply their growing knowledge of root words, prefixes and suffixes 2d make inferences from the text / explain and justify inferences with evidence from the text (etymology and morphology) as listed in English Appendix 1, both to read 2e predict what might happen from details stated and implied aloud and to understand the meaning of new words they meet 2f identify / explain how information / narrative content is related and contributes to meaning as a whole 2g identify / explain how meaning is enhanced through choice of words and phrases Read further exception words, noting the unusual correspondences 2h make comparisons within the text between spelling and sound, and where these occur in the word. Word Reading including decoding (Phonics - following Letters and Sounds) Reading – Comprehension • Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Develop positive attitudes to reading and understanding of what they read • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words by listening to and discussing a wide range of fiction, poetry, plays, non- Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent fiction and reference books or textbooks; reading books that are structured in different ways and reading for a range of purposes; using dictionaries to check the meaning of words that they have read; increasing their familiarity • Experience and discuss a range of fiction, poetry, plays, non-fiction, reference books or textbooks with a wide range of books, including fairy stories, myths and legends, • Know that non-fiction books are structured in different ways and be able to use them effectively and retelling some of these orally; identifying themes and conventions in a • Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas wide range of books • Ask questions to improve understanding of a text • Predict what might happen from details stated • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions Understand what they read, in books they can read independently by • Use dictionaries to check the meaning of unfamiliar words checking that the text makes sense to them, discussing their understanding • Identify main idea of a text and explaining the meaning of words in context; asking questions to • Identify how structure, and presentation contribute to the meaning of texts improve their understanding of a text; drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying • Retrieve and record information from non-fiction inferences with evidence; predicting what might happen from details stated • Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions and implied; identifying main ideas drawn from more than one paragraph • Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently and summarising these; identifying how language, structure and • Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action presentation contribute to meaning • Pause appropriately in response to punctuation and/or meaning • Skim and scan materials and note down different views and arguments • Explore figurative language and the way it conveys meaning succinctly Retrieve and record information from non-fiction • Explore how different texts appeal to readers using varied sentence structures and descriptive language • Make comparisons within and across texts Participate in discussion about both books that are read to them and those • Identify features that writers use to provoke readers' reactions they can read for themselves, taking turns and listening to what others say. • Empathise with characters and debate moral dilemmas portrayed in texts

Reading Range (including poetry and performance) • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks • Reading books that are structured in different ways and reading for a range of purposes • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

80 • Identifying themes and conventions in a wide range of books • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action • Recognising some different forms of poetry • Retrieve and record information from non-fiction

YEAR 3 ENGLISH - Writing

81 Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Plan their writing by discussing writing similar to that which they are Plan, draft, write, edit for a range of real purposes and audience beginning to develop an awareness of appropriate language and form (e.g. planning to write in order to understand and learn from its structure, letter, report writing vocabulary and grammar; discussing and recording ideas Writing narratives Draft and write by composing and rehearsing sentences orally Plan, draft, write, edit narrative writing that describes settings, characters and plot. Use speech punctuation correctly when following modeled (including dialogue), progressively building a varied and rich writing vocabulary and an increasing range of sentence structures (English Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation Appendix 2); organising paragraphs around a theme; in narratives, creating settings, characters and plot; in non-narrative material, Use some Use present and Should include: Use compound and Use different Use the range of using simple organisational devices [for example, headings and conjunctions (e.g. past tense mostly nouns, expanded complex sentences templates and punctuation taught sub-headings]. and, because, when, correctly (e.g. ran, noun phrases, using a range of scaffolds to plan and up to and including even though) wander) adjectives, verbs clause structures write about events, Y3 (e.g. apostrophes Evaluate and edit by assessing the effectiveness of their own and adverbs, (e.g. subordinate, which may be for possession, others’ writing and suggesting improvements; proposing changes Use adverbs (e.g. Begin to use other prepositions relative) sequenced logically. commas in lists) to grammar and vocabulary to improve consistency, including the often, quickly, very) verb forms (e.g. will accurate use of pronouns in sentences. go, have eaten) Form nouns using a Expressing time, Signal sequence, Use question marks Use prepositions range of prefixes [for place and cause place and time to and exclamation Proof-read for spelling and punctuation errors. (e.g. next, example super–, using conjunctions give coherence. marks appropriately underneath, with) anti–, auto–] [for example, when, Read aloud their own writing, to a group or the whole class, using before, after, while, Group related Include commas for appropriate intonation and controlling the tone and volume so that material into lists the meaning is clear. Use of the forms a so, because], paragraphs. or an according to adverbs [for Use apostrophes for Vocabulary, grammar and punctuation (refer to English whether the next example, then, next, contracted forms Appendix 2) word begins with a soon, therefore], or and the possessive Develop their understanding of the concepts set out in English consonant or a prepositions [for (singular) Appendix 2 by extending the range of sentences with more than vowel [for example, example, before, one clause by using a wider range of conjunctions, including when, a rock, an open box] after, during, in, because of] if, because, although; using the present perfect form of verbs in contrast to the past tense; choosing nouns or pronouns Word families based appropriately for clarity and cohesion and to avoid repetition; using on common words, conjunctions, adverbs and prepositions to express time and cause; showing how words using fronted adverbials; learning the grammar for years 3 and 4 in are related in form English Appendix 2. and meaning [for

82 example, solve, solution, solver, Indicate grammatical and other features by using commas after dissolve, insoluble] fronted adverbials; indicating possession by using the possessive apostrophe with plural nouns; using and punctuating direct speech

Use and understand the grammatical terminology in English Spelling (refer to English Appendix 1 from Programmes of Study) Appendix 2 accurately and appropriately when discussing their - Use further prefixes and suffixes and understand how to add them (English Appendix 1) writing and reading. - Spell further homophones - Spell words that are often misspelt (English Appendix 1) - Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular Terminology: Preposition, conjunction, word family, prefix, clause, plurals [for example, children’s] subordinate clause, direct speech, consonant, consonant letter - Use the first two or three letters of a word to check its spelling in a dictionary vowel, vowel letter, inverted commas (or speech marks). - Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Handwriting

- Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined - Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

83 YEAR 4 ENGLISH - Reading

Objectives National Curriculum Objectives Content Domains 2a give / explain the meaning of words in context Reading - Word Reading 2b retrieve and record information / identify key details from fiction and non-fiction 2c summarise main ideas from more than one paragraph Apply their growing knowledge of root words, prefixes and suffixes (etymology 2d make inferences from the text / explain and justify inferences with evidence from the text and morphology) as listed in English Appendix 1, both to read aloud and to 2e predict what might happen from details stated and implied understand the meaning of new words they meet 2f identify / explain how information / narrative content is related and contributes to meaning as a whole 2g identify / explain how meaning is enhanced through choice of words and phrases Read further exception words, noting the unusual correspondences between 2h make comparisons within the text spelling and sound, and where these occur in the word. Word Reading including decoding (Phonics - following Letters and Sounds) Reading – Comprehension • Apply knowledge of root words, prefixes and suffixes, to read aloud and to understand the meaning of unfamiliar words • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Develop positive attitudes to reading and understanding of what they read by • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words listening to and discussing a wide range of fiction, poetry, plays, non-fiction and Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent reference books or textbooks; reading books that are structured in different ways and reading for a range of purposes; using dictionaries to check the meaning of words that they have read; increasing their familiarity with a wide • Know which books to select for specific purposes, especially in relation to science, history and geography learning range of books, including fairy stories, myths and legends, and retelling some • Use dictionaries to check the meaning of unfamiliar words of these orally; identifying themes and conventions in a wide range of books • Discuss and record words and phrases that writers use to engage and impact on the reader • Know and recognise some of the literary conventions in text types covered • Begin to understand simple themes in books Understand what they read, in books they can read independently by checking • Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action that the text makes sense to them, discussing their understanding and • Explain the meaning of words in context explaining the meaning of words in context; asking questions to improve their • Ask questions to improve understanding of a text understanding of a text; drawing inferences such as inferring characters’ • Infer meanings and begin to justify them with evidence from the text feelings, thoughts and motives from their actions, and justifying inferences with evidence; predicting what might happen from details stated and implied; • Predict what might happen from details stated and deduced information identifying main ideas drawn from more than one paragraph and summarising • Identify how the writer has used precise word choices for effect to impact on the reader these; identifying how language, structure and presentation contribute to • Identify some text type organisational features, for example, narrative, explanation, persuasion meaning Retrieve and record information from non-fiction • Make connections with prior knowledge and experience • Begin to build on others’ ideas and opinions about a text in discussion Retrieve and record information from non-fiction • Explain why text types are organised in a certain way • Appreciate the bias in persuasive writing, including articles and advertisements Participate in discussion about both books that are read to them and those • Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary) they can read for themselves, taking turns and listening to what others say. • Compare fictional accounts in historical novels with the factual account Reading Range (including poetry and performance) • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks • Reading books that are structured in different ways and reading for a range of purposes • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

84 • Identifying themes and conventions in a wide range of books • Deduce and infer characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts • Explain how writers use figurative and expressive language to create images and atmosphere • Recognising different forms of poetry e.g. free verse and narrative poetry • Interrogate texts to deepen and clarify understanding and response • Read extensively a range of authors or genres and experiment with other types of text • Explore how and why writers write, including through discussion with authors at author visits and by contacting them online including through face-to-face and online contact

YEAR 4 ENGLISH – Writing

85 Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Plan their writing by discussing writing similar to that which they are Plan, draft, write, edit for a range of purposes and audience with an increasing awareness of appropriate language and form (e.g. recount of planning to write in order to understand and learn from its structure, an event, instructional text). vocabulary and grammar; discussing and recording ideas Writing narratives Draft and write by composing and rehearsing sentences orally Plan, draft, write, edit narrative writing that describes settings, characters and plot. Use speech punctuation correctly most of the time. Use (including dialogue), progressively building a varied and rich vocabulary and grammatical structures that are appropriate for the audience and purpose (e.g. correct sentence types, tenses, a range of vocabulary and an increasing range of sentence structures (English verb forms, relative clauses). Appendix 2); organising paragraphs around a theme; in narratives, Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation creating settings, characters and plot; in non-narrative material, using simple organisational devices [for example, headings and sub-headings]. Use a range of Use past and Should include: Use compound and Develop and refine Use the range of conjunctions, present tenses nouns, expanded complex sentences ideas in writing using punctuation taught Evaluate and edit by assessing the effectiveness of their own and adverbs, correctly, and noun phrases, using a range of planning strategies up to and including prepositions and include a wider adjectives, verbs clause structures Y4 (e.g. apostrophes others’ writing and suggesting improvements; proposing changes pronouns for range of verb forms adverbs, (e.g. commas after Organise text into for possession, to grammar and vocabulary to improve consistency, including the cohesion, detail and (e.g. we were going; prepositions adverbials; use of paragraphs to commas in lists) accurate use of pronouns in sentences. clarity (e.g. they have been) apostrophe) distinguish between Proof-read for spelling and punctuation errors. appropriate noun or The grammatical different information, Use of inverted pronoun to avoid events or processes Read aloud their own writing, to a group or the whole class, using difference between Noun phrases commas and other appropriate intonation and controlling the tone and volume so that repetition and plural and expanded by the punctuation to adverbs to express the meaning is clear. possessive –s addition of modifying indicate direct time and cause) adjectives, nouns speech [for example, Vocabulary, grammar and punctuation (refer to English Standard English and preposition a comma after the Appendix 2) forms for verb phrases (e.g. the reporting clause; Develop their understanding of the concepts set out in English inflections instead of teacher expanded end punctuation Appendix 2 by extending the range of sentences with more than to: the strict maths within inverted local spoken forms one clause by using a wider range of conjunctions, including when, teacher with curly commas: The [for example, we if, because, although; using the present perfect form of verbs in hair) were instead of we conductor shouted, contrast to the past tense; choosing nouns or pronouns “Sit down!” was, or I did instead ] appropriately for clarity and cohesion and to avoid repetition; using of I done] Fronted adverbials conjunctions, adverbs and prepositions to express time and cause; [for example, Later Apostrophes to mark using fronted adverbials; learning the grammar for years 3 and 4 in plural possession English Appendix 2. [for example, the

86 that day, I heard the girl’s name, the girls’ bad news.] names] Indicate grammatical and other features by using commas after fronted adverbials; indicating possession by using the possessive Use of commas after apostrophe with plural nouns; using and punctuating direct speech fronted adverbials Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their Spelling (see Appendix English 1 from Programmes of Study) writing and reading. - Use further prefixes and suffixes and understand how to add them (English Appendix 1) - Spell further homophones Terminology: determiner pronoun, possessive pronoun adverbial - Spell words that are often misspelt (English Appendix 1) - Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] - Use the first two or three letters of a word to check its spelling in a dictionary - Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Handwriting

- Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined - Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

YEAR 5 ENGLISH - Reading

87 Objectives National Curriculum Objectives Content Domains 2a give / explain the meaning of words in context Reading - Word Reading 2b retrieve and record information / identify key details from fiction and non-fiction Apply phonic knowledge and skills as the route to decode words; respond 2c summarise main ideas from more than one paragraph speedily with the correct sound to graphemes (letters or groups of letters) 2d make inferences from the text / explain and justify inferences with evidence from the text for all 40+ phonemes, including, where applicable, alternative sounds for 2e predict what might happen from details stated and implied graphemes; read accurately by blending sounds in unfamiliar words 2f identify / explain how information / narrative content is related and contributes to meaning as a whole containing GPCs that have been taught; read common exception words, 2g identify / explain how meaning is enhanced through choice of words and phrases noting unusual correspondences between spelling and sound and where 2h make comparisons within the text these occur in the word; read words containing taught GPCs and –s, –es, – ing, –ed, –er and –est endings; read other words of more than one syllable Word Reading including decoding (Phonics - following Letters and Sounds) that contain taught GPCs; read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read letter(s); read aloud accurately books that are consistent with their aloud and to understand the meaning of new words that they meet developing phonic knowledge and that do not require them to use other • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. strategies to work out words; re-read these books to build up their fluency • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. and confidence in word reading. • Re-read and read ahead to check for meaning. Reading - Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent independently; being encouraged to link what they read or hear read to their own experiences; becoming very familiar with key stories, fairy stories and traditional tales; retelling them and considering their particular • Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and characteristics; recognising and joining in with predictable phrases; learning traditions and know their features. to appreciate rhymes and poems, and to recite some by heart; discussing • Read non-fiction texts, and identify purpose and structures and grammatical features and evaluate how effective they are. word meanings, linking new meanings to those already known • Identify significant ideas, events and characters, and discuss their significance. • Learn poems by heart, for example, narrative verse, haiku etc. Understand both the books they can already read accurately and fluently • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. and those they listen to by: drawing on what they already know or on • Use meaning-seeking strategies to explore the meaning of words in context and to explore the meaning of idiomatic and figurative language. background information and vocabulary provided by the teacher; checking • Identify and comment on writer’s use of language for effect, e.g. precisely chosen adjectives, similes and personification. that the text makes sense to them as they read and correcting inaccurate • Identify grammatical features used by a writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact reading; discussing the significance of the title and events; making and have effect on the reader. inferences on the basis of what is being said and done; predicting what • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions. might happen on the basis of what has been read so far • Justify inferences with evidence from the text and make predictions from what has been read. Participate in discussion about what is read to them, taking turns and • Summarise the main ideas drawn from a text. listening to what others say; explain clearly their understanding of what is • Distinguish between statements of fact and opinion. read to them. • Retrieve, record and present information from non- fiction texts

Reading Range (including poetry and performance)

88 • Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions • Identify and discuss themes and conventions in and across a wide range of writing • Learn a wider range of poetry by heart, prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

89 YEAR 5 ENGLISH – Writing

Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Plan their writing by: identifying the audience for and purpose of the Plan, draft, write, revise & edit - write for a range of purposes and audiences, selecting language that shows good awareness of the reader writing, selecting the appropriate form and using other similar (e.g. clarity of explanations and appropriate level of formality in speech writing) writing as models for their own; noting and developing initial ideas, drawing on reading and research where necessary; Writing narratives In writing narratives, considering how authors have developed Plan, draft, write, revise & edit - narrative writing that describes settings, characters and atmosphere characters and settings in what pupils have read, listened to or seen Begin to convey character and advance the action through dialogue, maintaining a balance of speech and description performed Select vocabulary and grammatical structures that are appropriate for the audience and purpose (e.g. sentence types, tenses, verb forms, relative clauses) Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation meaning; in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action; précising longer passages; using a wide range Use verb tenses Refer to vocabulary Use subordinate Experiment with the Use the semi-colon, of devices to build cohesion within and across paragraphs; using Link ideas across consistently from Y3 & Y4 clauses and relative order of sections colon and dash to further organisational and presentational devices to structure text paragraphs using clauses (e.g. and paragraphs to mark the boundary and to guide the reader [for example, headings, bullet points, underlining] adverbials of time Use the passive to Convert nouns or beginning with who, achieve different between clauses [e.g. later], place [for affect the which, where, when, effects adjectives into verbs Evaluate and edit by: assessing the effectiveness of their own and example, nearby] presentation of using suffixes [e.g., whose, that, or an Use brackets, and number [for eg. information in a omitted relative Use varied others’ writing; proposing changes to vocabulary, grammar and –ate; –ise; –ify] dashes or commas punctuation to enhance effects and clarify meaning; ensuring the secondly] or tense sentence [e.g. I pronoun) structures to shape to indicate choices [e.g. he had broke the window in and organise texts consistent and correct use of tense throughout a piece of writing; Use verb prefixes parenthesis seen her before] the greenhouse Indicate degrees of coherently ensuring correct subject and verb agreement when using singular [e.g. dis–, de–, mis–, versus The window possibility using and plural; distinguishing between the language of speech and over– and re–] Use commas to in the greenhouse adverbs [e.g. writing and choosing the appropriate register Use layout devices clarify meaning or was broken (by me)] perhaps, surely] or [e.g. headings, sub- avoid ambiguity Proof-read for spelling and punctuation errors modal verbs [e.g. headings, columns, might should will , , , bullets, or tables, to must] Perform their own compositions, using appropriate intonation, structure text] volume, and movement so that meaning is clear

90

Vocabulary, grammar and punctuation (refer to English Appendix 2) Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive Spelling (see Appendix English 1 from Programmes of Study) forms; using passive verbs to affect the presentation of information - Use further prefixes and suffixes and understand the guidance for adding them in a sentence; using the perfect form of verbs to mark relationships - Spell some words with ‘silent’ letters [for example, knight, psalm, solemn] of time and cause; using expanded noun phrases to convey - Continue to distinguish between homophones and other words which are often confused complicated information concisely; using modal verbs or adverbs to - Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt indicate degrees of possibility; using relative clauses beginning with specifically, as listed in English Appendix 1 who, which, where, when, whose, that or with an implied (i.e. - Use dictionaries to check the spelling and meaning of words omitted) relative pronoun; learning the grammar for years 5 and 6 in - Use the first three or four letters of a word to check spelling, meaning or both of these English Appendix 2 - In a dictionary - Use a thesaurus Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing; using hyphens to avoid Handwriting ambiguity; using brackets, dashes or commas to indicate parenthesis; using semi-colons, colons or dashes to mark Write legibly, fluently and with increasing speed by: boundaries between independent clauses; using a colon to - choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters introduce a list; punctuating bullet points consistently - choosing the writing implement that is best suited for a task. Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading

Terminology: modal verb, relative pronoun relative clause parenthesis, bracket, dash cohesion, ambiguity

YEAR 6 ENGLISH - Reading

91 Objectives National Curriculum Objectives Content Domains 2a give / explain the meaning of words in context Reading - Word Reading 2b retrieve and record information / identify key details from fiction and non-fiction Apply phonic knowledge and skills as the route to decode words; respond 2c summarise main ideas from more than one paragraph speedily with the correct sound to graphemes (letters or groups of letters) 2d make inferences from the text / explain and justify inferences with evidence from the text for all 40+ phonemes, including, where applicable, alternative sounds for 2e predict what might happen from details stated and implied graphemes; read accurately by blending sounds in unfamiliar words 2f identify / explain how information / narrative content is related and contributes to meaning as a whole containing GPCs that have been taught; read common exception words, 2g identify / explain how meaning is enhanced through choice of words and phrases noting unusual correspondences between spelling and sound and where 2h make comparisons within the text these occur in the word; read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings; read other words of more than one Word Reading including decoding (Phonics - following Letters and Sounds) syllable that contain taught GPCs; read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the • Apply growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new omitted letter(s); read aloud accurately books that are consistent with their words that they meet. developing phonic knowledge and that do not require them to use other • Use combined knowledge of phonemes and word derivations to pronounce words correctly, for example: arachnophobia, audience. strategies to work out words; re-read these books to build up their fluency • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. and confidence in word reading. • Read fluently, using punctuation to inform meaning. Reading - Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read Comprehension: retrieval, deduction, inference, prediction, summarising, exploring authorial intent independently; being encouraged to link what they read or hear read to their own experiences; becoming very familiar with key stories, fairy stories and traditional tales; retelling them and considering their particular • Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and characteristics; recognising and joining in with predictable phrases; traditions. learning to appreciate rhymes and poems, and to recite some by heart; • Read books that are structured in different ways. discussing word meanings, linking new meanings to those already known • Recognise texts that contain features from more than one text type. • Consider and evaluate how effectively texts are structured and laid out. Understand both the books they can already read accurately and fluently • Read non-fiction texts to support other curriculum areas. and those they listen to by: drawing on what they already know or on • Read closely to ensure understanding. background information and vocabulary provided by the teacher; checking • Recommend books that they have read to their peers, giving reasons for their choices. that the text makes sense to them as they read and correcting inaccurate • Identify and discuss themes (including social, historical and cultural) in a range of writing and across longer texts reading; discussing the significance of the title and events; making • Identify and discuss the conventions of different text types. inferences on the basis of what is being said and done; predicting what • Identify key points in an appropriate text. might happen on the basis of what has been read so far

• Learn a range of poetry by heart, for example, narrative verse, sonnet. Participate in discussion about what is read to them, taking turns and • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. listening to what others say; explain clearly their understanding of what is • Identify and comment on writer’s choice of vocabulary, giving examples and explanation. read to them. • Identify and explain how writers use grammatical features for effect, for example, the use of short sentences to build tension. • Understand how writers use different structures to create coherence and impact

Reading Range (including poetry and performance)

92 • Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks • Read books that are structured in different ways and reading for a range of purposes • Make comparisons within and across books • Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions • Identify and discuss themes and conventions in and across a wide range of writing • learn a wider range of poetry by heart and prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

YEAR 6 ENGLISH – Writing

Teachers should refer to this curriculum alongside, English Appendices 1 and 2 from Programmes of Study as well as the Reading curriculum and Spoken Language curriculum

Objectives National Curriculum Objectives

Writing in non-fiction forms Composition Plan their writing by: identifying the audience for and purpose of the Plan, draft, write, revise & edit - write effectively for a range of purposes and audiences, selecting language that shows good awareness of writing, selecting the appropriate form and using other similar the reader (e.g. the use of the first person in a diary, direct address in explanations and persuasive writing) writing as models for their own; noting and developing initial ideas, drawing on reading and research where necessary; Writing narratives In writing narratives, considering how authors have developed Plan, draft, write, revise & edit - narrative writing that describes settings, characters and atmosphere characters and settings in what pupils have read, listened to or seen Integrate dialogue in narratives to convey character and advance the action performed

93 Select vocabulary and grammatical structures that reflect what the writing requires (e.g. using contracted forms in dialogues; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility) Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance Cohesion Verb tenses Vocabulary Sentence Text organisation Punctuation meaning; in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action; précising longer passages; using a wide range Use a range of Use verb tenses Refer to vocabulary Know the difference Experiment with the Use the semi-colon, of devices to build cohesion within and across paragraphs; using devices to build consistently from Y3, 4 & 5 between structures order of sections colon and dash to further organisational and presentational devices to structure text cohesions (e.g. typical of informal and paragraphs to mark the boundary and to guide the reader [for example, headings, bullet points, underlining] conjunctions, Use the passive to Use vocabulary speech and use achieve different between adverbials of time affect the structures effects independent clauses typical of informal Evaluate and edit by: assessing the effectiveness of their own and and place, presentation of speech and appropriate for pronouns, information in a formal speech and Use varied others’ writing; proposing changes to vocabulary, grammar and vocabulary Use the colon to punctuation to enhance effects and clarify meaning; ensuring the synonyms) within sentence [e.g. I appropriate for writing [e.g. the use structures to shape introduce a list and and across broke the window in of question tags: and organise texts consistent and correct use of tense throughout a piece of writing; formal speech and use of semi-colons ensuring correct subject and verb agreement when using singular paragraphs the greenhouse writing He’s your friend, coherently within lists versus The window isn’t he?, or the use and plural; distinguishing between the language of speech and in the greenhouse of subjunctive forms Use paragraphs to writing and choosing the appropriate register Link ideas across Know and use words Punctuate bullet was broken (by me)] such as If I were or achieve pace and paragraphs using a related by meaning - points to list Were they to come emphasis Proof-read for spelling and punctuation errors wider range of synonyms and information in some very formal cohesive devices: antonyms [e.g. big, Perform their own compositions, using appropriate intonation, repetition of a word writing and speech] Use layout devices large, little] Use hyphens to volume, and movement so that meaning is clear or phrase, [e.g. headings, sub- avoid ambiguity [e.g. grammatical headings, columns, man eating shark connections bullets, or tables, to versus man-eating Vocabulary, grammar and punctuation (refer to English structure text] shark, or recover Appendix 2) versus re-cover] Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive Spelling (see Appendix English 1 from Programmes of Study) forms; using passive verbs to affect the presentation of information in a sentence; using the perfect form of verbs to mark relationships - Use further prefixes and suffixes and understand the guidance for adding them of time and cause; using expanded noun phrases to convey - Spell some words with ‘silent’ letters [for example, knight, psalm, solemn] complicated information concisely; using modal verbs or adverbs to - Continue to distinguish between homophones and other words which are often confused indicate degrees of possibility; using relative clauses beginning with - Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt who, which, where, when, whose, that or with an implied (i.e. specifically, as listed in English Appendix 1 omitted) relative pronoun; learning the grammar for years 5 and 6 in - Use dictionaries to check the spelling and meaning of words English Appendix 2 - Use the first three or four letters of a word to check spelling, meaning or both of these - In a dictionary Indicate grammatical and other features by: using commas to clarify - Use a thesaurus meaning or avoid ambiguity in writing; using hyphens to avoid

94 ambiguity; using brackets, dashes or commas to indicate parenthesis; using semi-colons, colons or dashes to mark Handwriting boundaries between independent clauses; using a colon to introduce a list; punctuating bullet points consistently Write legibly, fluently and with increasing speed by: - choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Use and understand the grammatical terminology in English - choosing the writing implement that is best suited for a task. Appendix 2 accurately and appropriately in discussing their writing and reading

Terminology: subject, object, active, passive synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

Spoken Language Curriculum, including Drama for Year 1 – Year 6

Objectives National Curriculum objectives Years 1-6 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Pupils should be taught to:

Speaking Speaking Speaking Speaking Speaking Speaking • listen and respond appropriately to adults and Describe incidents from Speak with clarity and Explain process or Build on vocabulary in Use the techniques of Use the techniques of their peers their own experience in use appropriate present information, order to give detailed dialogic talk to explore dialogic talk to explore • ask relevant questions to extend their an audible voice intonation when reading ensuring that items are explanations ideas, topics or issues ideas, topics or issues understanding and knowledge texts aloud clearly sequenced, • use relevant strategies to build their relevant details are Tell stories effectively Use and explore Use a range of oral vocabulary Explain ideas and included and accounts and convey detailed different question types techniques to present processes using are ended effectively information coherently and different ways persuasive arguments • articulate and justify answers, arguments and appropriate and for listeners with an words are used, and engaging narratives opinions adventurous vocabulary Develop understanding increasing command of including in formal and through speculating, standard English informal contexts

95 Develop understanding hypothesising, Participate in whole- • give well-structured descriptions, through predicting, imagining and exploring Respond appropriately Present a spoken class debate using the explanations and narratives for different imagining and exploring ideas to the contributions of argument, sequencing conventions and purposes, including for expressing feelings ideas others in light of points logically, language of debate, • maintain attention and participate actively in differing viewpoints defending views with including standard collaborative conversations, staying on topic evidence and making English and initiating and responding to comments Develop understanding use of persuasive • use spoken language to develop through speculating, language Present a spoken understanding through speculating, hypothesising, argument, sequencing hypothesising, imagining and exploring ideas imagining and exploring points logically, • speak audibly and fluently with an increasing ideas defending views with command of Standard English evidence and making • participate in discussions, presentations, use of persuasive performances, role play, improvisations and language debates

• gain, maintain and monitor the interest of the Continue to develop listener(s) understanding through • consider and evaluate different viewpoints, speculating, attending to and building on the contributions hypothesising, of others imagining and exploring ideas • select and use appropriate registers for effective communication.

Listening & Listening & Listening & Listening & Listening & Listening & responding responding responding responding responding responding

Listen with sustained Listen to others in class, Listen to others in class, Listen to a speaker, Identify some aspects Make notes when concentration, building ask relevant questions ask relevant questions make notes on the talk of talk which vary listening for a sustained new stores of words in and follow instructions and follow instructions and use notes to between formal and period different contexts develop a role-play or informal occasions Listen to an adult and Listen to an adult and improvisation Analyse and evaluate Listen to and follow remember some remember some Identify different how speakers present instructions accurately specific points and specific points and Compare the different question types and points effectively identify what they’ve identify what they’ve contributions of music, evaluate their impact on through use of learned learned words and images in the audience language and gesture short extracts from TV programmes Analyse the use of Listen for language persuasive language variation in formal and informal contexts

Identify the ways spoken language varies according to differences

96 in the context and purpose of its use

Group discussion Group discussion Group discussion Group discussion Group discussion Group discussion Take turns to speak, Ensure that everyone Use talk to organise Take different roles in Plan and manage a Understand and use a listen to other’s contributes, allocate roles and action groups and use the group task over time variety of ways to suggestions and talk tasks, and consider Actively include and language appropriate to using different levels of criticise constructively about what they are alternatives and reach respond to all members them, including roles of planning and respond to criticism going to do agreement of the group leader, reporter, scribe and mentor Understand different Understand different Ask and answer ways to take the lead ways to take the lead questions, make and support others in and support others in relevant contributions, groups groups offer suggestions and take turns Understand the process Understand the process of decision making of decision making

Drama Drama Drama Drama Drama Drama Explore appropriate Explore appropriate Explore appropriate Explore appropriate Reflect on how working Reflect on how working themes through themes through themes through themes through in role helps to explore in role helps to explore improvisation and role improvisation and role improvisation and role improvisation and role complex issues complex issues play play play play Improvise using a range Improvise and devise a Create roles showing Create roles showing of drama strategies and performance how behaviour can be how behaviour can be conventions to explore considering how to interpreted from interpreted from themes such as hopes, adapt the performance different viewpoints different viewpoints fears and desires for a specific audience

97

MFL

Throughout the Brindishe Federation, children are taught how to speak primarily SPANISH. In some year groups, teachers may choose to teach additional languages which suit their current class topic.

EYFS & KS1 will focus mainly on the 1st two objectives through language exploration as part of their daily provision.

98 By the end of KS2, teaching and learning will have included all of The National Curriculum objectives. Where these are age specific is noted in the year group document below.

Resources

Audio stories in different languages: https://www.thefablecottage.com/ https://www.thespanishexperiment.com/ (just in Spanish)

Radio clips: https://www.bbc.co.uk/programmes/articles/4FDrPw6jzlxpYKq0WsbS8J3/mfl-ks2-spanish-mi-madrid

BBC bitesize resources – video clips, songs, stories and poems: https://www.bbc.co.uk/bitesize/subjects/zxsvr82

Spanish games: http://www.crickweb.co.uk/ks2spanish.html

YEAR 1 & 2 MFL (Spanish)

Subject Objectives Themes and vocabulary NC Objectives content (non-statutory until KS2)

Speaking and • Listen and respond to simple songs and rhymes Link to class theme: • listen attentively to spoken Listening • Recognise and respond to specific sounds and words language and show understanding • Listen attentively, repeating words and phrases Colours by joining in and responding • Understand everyday classroom language, instructions and praise Numbers Parts of the body • explore the patterns and sounds of Simple greetings language through songs and Reading and • Explore written language through play Animals rhymes and link the spelling, sound Writing • Recognise some familiar words in written form Days of the week and meaning of words Months of the year Classroom instructions

Intercultural • Be aware of the fact that different language are spoken by children in each class across the understanding school • Learn about festivals and celebrations

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Knowledge • Investigate and compare simple greetings in different languages about language

YEAR 3 MFL (Spanish)

Subject content Objectives Themes and vocabulary Country/Influential NC Objectives figure

Speaking and • Listen to stories, songs, rhymes and poems for enjoyment Listening • Listen for specific words and phrases • Ask and answer simple questions in the context of Greetings Spain • engage in conversations; ask and answer conversations. questions; express opinions and respond to • Identify specific sounds, words, rhymes and letters Numbers 1-10 those of others; seek clarification and help*

100 Reading and • Make links between some phonemes, rhymes and Myself Picasso • speak in sentences, using familiar vocabulary, Writing spellings phrases and basic language structures • Read and understand simple words and phrases Age • Read and pronounce them accurately so that others can understand Family members Sportsperson • develop accurate pronunciation and intonation • Write simple words using a model so that others understand when they are reading Languages (nationality) aloud or using familiar words and phrases

Intercultural • Learn about the different languages spoken by the children numbers hobbies playtime understanding in school, including their scripts and number systems • appreciate stories, songs, poems and rhymes in • Explore a Spanish speaking country in more depth, pets. the language including eg culture, traditions, foods, music, art and sport • Learn about festivals and celebrations associated with Spanish speaking countries

Knowledge • Listen and look for words which are similar and different in about language other languages; recognise that languages borrow words from other languages

YEAR 4 MFL (Spanish)

Subject Objectives Themes and Country/Influential NC Objectives content vocabulary figure

Speaking and • Revise and continue with Y3 objectives plus: Listening • Learn some simple songs, rhymes or poems • Express opinions and respond to those of others Countries Columbia • describe people, places things and actions • Speak in sentences, using familiar vocabulary, phrases and basic orally and in writing language structures Botero • Identify specific sounds, words, rhymes and letters • Understand and express simple opinions

101 Reading and • Revise and continue with Y3 objectives plus: local area El Dorado – story • read carefully and show understanding of Writing • Follow a short text, listening and reading at the same time, and show words, phrases and simple writing understanding of the text Shakira • Recognise patterns in simple sentences • Write simple words and phrases using model houses • engage in conversations; ask and answer questions; express opinions and respond to rooms Salsa dancing those of others; seek clarification and help*

furniture Rumba Intercultural • Learn about the different languages spoken by the children in school, including their scripts and number systems • speak in sentences, using familiar vocabulary, understanding home activities • Explore a Spanish speaking country in more depth, including eg culture, phrases and basic language structures traditions, foods, music, art and sport body parts Merengue etc • Learn about festivals and celebrations associated with Spanish speaking countries • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and Knowledge • Revise and continue with Y3 objectives plus: facial features phrases about • Notice patterns in language and link it to word classes, structure and descriptions language vocabulary – e.g. adjectives follow the noun in Spanish • Notice patterns across different languages – e.g. mascot – mascot – pet • appreciate stories, songs, poems and rhymes • Begin to use simple dictionaries to explore new language in the language • Notice that Spanish has feminine and masculine forms – e.g. some days of the week words begin with una/la and some words begin with un/el

YEAR 5 MFL (Spanish)

Subject Objectives Themes and Country/Influential NC Objectives content vocabulary figure

Speaking and • Revise and continue with Y3/4 objectives plus: Listening • Listen attentively and understand more complex phrases and sentences. • broaden their vocabulary and develop their • Speak in sentences, using familiar vocabulary, phrases and basic language pets Mexico/Guatemala ability to understand new words that are structures. introduced into familiar written material, • Engage in conversations involving multiple phrases. animals including through the use of a dictionary • Ask and answer questions • Express opinions and respond to those of others

102 • Listen to and respond to stories, songs, rhymes and poems Frida Kahlo • write phrases from memory, and adapt these to create new sentences, to express ideas colours Diego Rivera clearly • describe people, places things and actions sizes Damian Ortega orally and in writing • read carefully and show understanding of words, phrases and simple writing Reading and • Revise and continue with Y3/4 objectives plus: • engage in conversations; ask and answer meals Mariachi bands Writing • Write simple phrases from memory questions; express opinions and respond to • Write words, phrases and short sentences using a model those of others; seek clarification and help* food • Read words and phrases carefully and pronounce them accurately so that • speak in sentences, using familiar vocabulary, others can understand phrases and basic language structures drink • Manipulate language by changing an element in a sentence – e.g. Tengo un • develop accurate pronunciation and intonation hermano – tengo dos hermanos so that others understand when they are reading aloud or using familiar words and phrases Intercultural • Revise and continue with Y3/4 objectives plus: shopping. • appreciate stories, songs, poems and rhymes understanding • Recognise and understand similarities and differences between people and in the language places associated with, for example, different faith traditions and cultural

heritages in the wider and global community – e.g. how festivals such as Christmas are celebrated differently around the world, structure of a school day.

Knowledge • Revise and continue with Y3/4 objectives plus: about • Begin to know the gender of some common nouns – e.g. la mesa, el perro language • Use dictionaries to expand knowledge of vocabulary and to support independent learning of a new language

YEAR 6 MFL (Spanish)

Subject Objectives Themes and Country/Influential figure NC Objectives content vocabulary

103 Speaking and • Revise and continue with Y3/4/5 objectives plus: Listening • Use spoken language confidently for a range of audiences morning routine Cuba • present ideas and information orally to a range of audiences • Understand the main points and simple opinions in • understand basic grammar appropriate to the language being a spoken story, song or passage studied, including: feminine, masculine forms and the conjugation • Present information and ideas orally to a range of of high frequency verbs; key features and patterns of the audiences travel Buena vista social club and language; how to apply these, for instance, to build sentences; • Develop accuracy in pronunciation and intonation other Cuban music and how these differ from or are similar to English Reading and • Revise and continue with Y3/4/5 objectives plus: transport • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, Writing • Write phrases from memory and adapt these to create new sentences including through the use of a dictionary • Read and understand the main points and some Son music • write phrases from memory, and adapt these to create new detail from a short written passage school subjects, sentences, to express ideas clearly • Read short authentic texts for enjoyment classroom items Carlos Acosta – ballet dancer • describe people, places things and actions orally and in writing • Apply knowledge of rules when building sentences • read carefully and show understanding of words, phrases and – e.g. the adjective comes after the noun Carmen Herrera – artist simple writing • engage in conversations; ask and answer questions; express Intercultural • Recognise and understand similarities and opinions Fidel Castro opinions and respond to those of others; seek clarification and differences between people and places associated understanding help* with, for example, different faith traditions and Che Guevara cultural heritages in the wider and global community • speak in sentences, using familiar vocabulary, phrases and basic language structures – e.g. how festivals such as Christmas are jobs celebrated differently around the world, structure of • develop accurate pronunciation and intonation so that others a school day. understand when they are reading aloud or using familiar words workplaces and phrase. Knowledge • Revise and continue with Y3/4/5 objectives plus: • appreciate stories, songs, poems and rhymes in the language about • Use knowledge of sentence structure and basic language grammar when reading or creating a sentence in a new language money

shopping, numbers

time

104

Art

Creative and Expressive Arts

Music

YEAR 1 ART

Subject Objectives Vocabulary Themes and NC Objectives content Suggested Artists

105 Design, • Use sketchbook/portfolio to record and develop ideas Record, explore, Space • To use a range of materials creatively to Evaluate and • Describe and express personal opinions, ask and answer questions about the observe, develop, design and make products Animals Develop starting points for their work. investigate, explore, • Describe colours and shapes, name and match colours to found objects express, artists, Plants • Record and collect information, explore and develop ideas based on a stimulus, designers, sculptors, first hand observation, experiences and imagination. • To use drawing, painting and sculpture to similarities, differences • Compare own work with that of others and express opinions. develop and share their ideas, experiences • Be exposed to a diverse range of art, artists, craft makers and designers from and imagination around the world. • Explore and compare the differences and similarities of well-known artists and designers from different times and cultures. • To develop a wide range of art and design • Use a viewfinder techniques in using colour, pattern, texture, • Modify and evaluate work on-going line, shape, form and space • To express a simple preference and talk about elements that appeal and give reasons why. • To experience art in situ by visiting galleries and museums to link with a particular theme, skill or movement. • About the work of a range of artists, craft Media and techniques makers and designers, describing the differences and similarities between different Drawing • Use a variety of tools: pencils, pastels, charcoal, etc. to make lines, shapes and mark shape, size, texture, Picasso practices and disciplines, and making links to on different surfaces e.g. different grades and colours of paper, acetate, chalk on round, oval, design, their own work. playground floor, etc. plan, long, thick, thin, Da Vinci • Explore and draw shapes from observation; invent new shapes and observe anatomy rough, smooth (faces and limbs). Georgia O’Keeffe • Investigate tone by drawing light/dark lines, patterns and shapes. • Investigate texture by describing, naming, rubbing (frottage) and copying. • Make/collect quick records in sketchbooks

Painting • Use a variety of tools including brushes (size and types). describe, shape, size Jackson Pollock • Name all the primary colours. • Mix primary colours to make secondary colours (create colour wheel). colour, experiment, Carol Gillan – pet • Mix colours to match artefacts and objects techniques, mix, tools, portraits range • Use different types of paint

106 Printing • Make rubbings print, roll, repeating Emma Majury – potato • Build a repeating pattern and recognise pattern in the environment pattern, hard, soft, prints • Print with a range of hard and soft found materials/objects • Make simple marks on rollers and printing palettes and take a print. primary colours, blocks, • Roll printing ink over found objects to create patterns e.g. stencils, corrugated card beside, overprint, surface

3D • Understand the safety and basic care of materials and tools model, construct, Ferdinand Botero – • Manipulate malleable materials in different ways e.g. pressing, rolling, kneading sculpture, form, solid cats • Explore sculpture using a range of malleable media e.g. salt dough, plasticine hollow, roll, knead, • Manipulate materials for a purpose e.g. make a pot, tile construct Suzie Marsh – animal • Change the surface of malleable material e.g. cut into or raise surface sculpture • Experiment with constructing and joining recycled, natural and manmade materials Mixed Media • Create images from a variety of (mixed) media e.g. fabric, paper arrange, variety, sort, Emma Majury – collage (including • Create images from imagination, experience or observation e.g. by arranging and scale, select, group,

collage) sticking materials to different backgrounds materials, texture, join, • Sort, group and experiment with materials for different purposes and/or scale of colour crop, • Create, select and use textured paper for an image (fold, crumple, tear and overlap papers)

YEAR 2 ART

Subject content Objectives Vocabulary Themes and NC Objectives Suggested Artists Design, Evaluate • Use sketchbook/portfolio to record and develop ideas First-hand observation, The Great Fire of • To use a range of materials creatively to and Develop • Describe and express personal opinions, ask and answer questions about the record, collect, London design and make products starting points for their work and the processes. compare, peer-assess, • Describe colours and shapes, name and match colours to found objects. evaluate, preference, Victorians • Record and collect information, explore and develop ideas based on a stimulus, first artist study, evaluate, hand observation, experiences and imagination. Pre-Raphaelites • To use drawing, painting and sculpture to crafts-people, time and • Compare own work with that of others and express opinions. develop and share their ideas, experiences culture, adapt, inspire, • Be exposed to a diverse range of art, artists, craft makers and designers from Africa and imagination around the world. theme, collaborative, • Explore and compare the differences and similarities of well-known artists and Antarctica designers from different times and cultures. • Use a viewfinder

107 • Modify and evaluate work on-going • To develop a wide range of art and design • To express a simple preference and talk about elements that appeal and give techniques in using colour, pattern, texture, reasons why. line, shape, form and space • Review what they and others have done and say what they think and feel about it. • To experience art in situ by visiting galleries and museums to link with a particular theme, skill or movement. • About the work of a range of artists, craft Media and techniques makers and designers, describing the differences and similarities between different Drawing • Experiment with tools and surfaces e.g. grades of pencil to draw different forms and lines, curve, straight, Amedeo Modigliani practices and disciplines, and making links to shapes zigzag, shape their own work. • Experiment with tones - use of shadows and light /dark. • Create textures with a wide range of drawing implements • Use sketchbooks to collect visual information from different sources • Record experiences and feelings using the medium of drawing.

Painting • Use a variety of techniques and tools including brushes (size and types) e.g. layering, primary colours, Martin Bulinya mixing media to achieve different effects. secondary colour, tone, • Name different types of paint and their properties. texture, shade Lawrence Alma- • Mix primary colours to make secondary colours (create colour wheel). Tadema • Mix and match colours to artefacts and objects. • Use different scales of paper and select appropriate brushes for task. Printing • Make rubbings to collect textures and patterns Palette, mono printing, William Morris • Create simple printing blocks with press print, palettes and rollers. block printing, press, • Design increasingly repetitive and complex patterns. stencil, motif, repetitive, Eugene Seguy • Experiment with overprinting, motifs and colour. recognise • Print on a range of surfaces e.g. paper, fabric Matthew Williamson

• Change the surface of malleable material e.g. build a textured tile manipulate, shape, Alberto Giacometti • To shape and form from direct observation (malleable and rigid materials) malleable, rigid, 3D Form • Express personal experiences and ideas sculpture, purpose, Nick Park - Aardman • Study work of sculptors and apply decorative techniques construct, join, surface, animated figures • Replicate patterns and texture in 3-D form pinch, coil, slab, carve,

assemble

108 Mixed Media • Sort and group materials for different purposes e.g. colour textures Photocopy, scale, fold, Gustav Klimt -scrolls (including • Create and arrange shapes and texture accordingly (light/dark colours, smooth/rough crumple, tear, shape, and triangles collage) textures) match, • Create, select and use materials to express personal experiences and ideas Fra Angelico angels • Use a wide range of media including

YEAR 3 ART

Subject content Objectives Vocabulary Themes and NC Objectives Suggested Artists Design, Evaluate • Use sketchbooks to record, annotate and develop ideas and critically review artwork. Evaluate, observation Ancient Egyptians • To be taught to develop their techniques, and Develop • Record from first hand observation e.g. use a view finder self-assessment, note Art Deco including their control and their use of • Collect visual information from a range of sources e.g. images, materials, to help like, dislike, annotate Art Nouveau materials, with creativity, experimentation and develop ideas including sketchbooks. different, separate Stone Age an increasing awareness of different kinds of • Be exposed, inspired and develop an understanding of the importance of a diverse distinct Prehistoric art – cave art, craft and design. range of art, artists, architectures, craft makers and designers from around the world. similar paintings • To experience art in situ by visiting galleries and museums to link with a particular Recycling • To create sketchbooks to record their theme, skill or movement. observations and use them to review and Media and techniques revisit ideas.

Drawing • Use sketchbook to annotate sketches to explain and elaborate ideas. Line, shapes, Hans Holbein • Understand the different grades of pencils (2B/4b) and use them to scribble and geometric, irregular, Vincent Van Gogh • To improve their mastery of art and design shade e.g. to show line, tone and texture, cross hatch, dot dash, circle, and spiral Horizontal, vertical, Ancient Egyptian techniques with a range of materials. shapes. shades, light, dark, papyrus • Develop drawing skills using a variety of art tools; pencils, pastels, charcoal on patterns • To find out about great artists, architects and different surfaces e.g. different grades and colours of paper, acetate, chalk on Cross hatching – designers in history. playground floor, etc. shade an area with • Explore and draw shapes from observation; invent new shapes. intersecting parallel • Use a view finder to select area e.g. choose a focal point to enlarge lines. Painting • Use sketchbook to record brush techniques using thick and thin brushes to produce Techniques, thick, thin, Pablo Picasso shapes, textures, patterns and lines. predict, compare, Wassily Kandinsky • Mix colours with accuracy including tonal, tertiary colours and exploring different ways experiment, Frank Bowling of making colours lighter and darker e.g. add white to red, blue or green to extend a monochrome primary, Lubaina Humid range of tones. secondary, tone, hue, Mark Rothko • To identify where colours are on the colour wheel (primary and secondary colours) light, dark tint, shade, Banksy • Explore colours between links and feelings pastel L.S.Lowry

109 • To be able to use different sized brushes for different effects such as dotting, dabbing scratching, splashing. • Use artists work, architects and designers in history for inspiration or comparison

Printing • Use sketchbook to record different types of textures and patterns Colour mixing, slip, Henri Matisse • Explore different print blocks (polystyrene/sponge/card, string) with two colours overlapping, texture, Kara Walker • Make texture blocks and print e.g. from coiled string glued to a block, use patterned patterns, repeat, prints, Andy Warhol sponge rollers absorb, block printing, • Create precise repeating patterns relief, impression, roll • Explore different techniques onto paper and fabric rub, stamp • Use marbling effects on paper, cloth and 3D objects 3D • Use sketchbook to show print samples of a range of objects e.g. colour mixing Join, score, line, Louise Nevelson • Use a range of construction and modelling techniques including understand the together, construct, Tony Cragg process of clay (changes in clay as it dries) mix, ball, flatten, cross Pablo Picasso • Introduce a wide range of sculptures and artists to generate ideas hatch, roll, scoring, • To use different mediums to create 3D work such as clay, sculpture, boxes, paper, blend, bend, cubes, cuboids. curve, stretch. • Work with life size materials e.g. use frameworks such as wire or moulds to provide Slip: clay diluted with stability and form, malleable and rigid materials. water to act as “glue”.

Mixed Media • Analyse and describe textures in source material and through observation, scale of Collage, bumpy, David Hockney (including different objects, including overlapping shapes composition, balanced M.C. Escher collage) • Mix textures e.g. rough and smooth, plain and patterned proportion, tonal Henri Matisse • Translate drawn composition into collage colours, manipulate Kazimir Malevich • Use an iPad to edit and manipulate photos using a simple programme. Print results Pablo Picasso – and use to create collage and other artwork. Weeping Woman • Begin to use mosaic materials and techniques e.g. paper, glass mosaics. (digital drawing)

YEAR 4 ART

Subject Objectives Vocabulary Themes and NC Objectives content

110 Suggested Artists Design, • Use sketchbooks to adapt and improve original ideas e.g. collect visual and other information Evaluate, observation Romans • To be taught to develop their Evaluate and such as images, materials. self-assessment, note Tudors techniques, including their control and Develop • Use sketchbooks to show knowledge and art history that they have learnt e.g. collect visual like, dislike, annotate Amazon Rainforest their use of materials, with creativity, and other information to help them develop their ideas, thoughts and feelings. different, separate experimentation and an increasing • Find inspiration, compare ideas, methods and approaches in their own work and that of others distinct, similar, colour, awareness of different kinds of art, craft and express opinions. pattern and texture, line and design. • Adapt their work according to their views and describe how it might be developed further. and tone, shape form and • Begin to assess their own artwork against given criteria. space. • To create sketchbooks to record their observations and use them to review • Be able to express a preference, make a comment about the elements that appeal and give reasons why using visual language; colour pattern and texture, line and tone, shape form and and revisit ideas. space.

• To experience art in situ by visiting galleries and museums to link with a particular theme, skill • To improve their mastery of art and or movement. design techniques with a range of Media and techniques materials. Drawing • Continue to understand the different grades of pencils (2B & 4B) and use them to scribble and Random lines, contour, Hans Holbein shade (cross hatch, dot dash, circle, spiral) blending, shading, Edward Hopper • To find out about great artists, • Draw showing some understanding of tone, line, scale, depth and texture. shapes, geometric, Rene Magritte – architects and designers in history. • Be able to give an explanation why they have chosen specific materials to draw with. irregular, Golconde (scale) • Use hatching and cross hatching to show tone and texture e.g. intersecting parallel lines from horizontal, vertical, dark to light. light, dark, patterns, plan • Use viewfinders, mirrors, magnifying glasses as an aid for observational work. distance, direction position, form texture, tone, weight pressure, portrait past, present Painting • Begin to work in monochrome using shades of one colour e.g. light to dark using one hue. Colour, hue, techniques, Henri Rousseau • Use shading techniques to create and express feelings. thick, thin, predict, Wassily Kandinsky • Understand how to mix and match colours for purpose such as light and dark skin tones compare, experiment, Frank Bowling • Mix paints to give different thicknesses/densities e.g. powder paints monochrome primary, Lubaina Humid • Use a limited palette to extend knowledge of colour mixing, textures and mark making e.g. secondary, tone, hue, Mark Rothko adding white or black to blue, red or yellow to produce a range of tones and shades. light, dark tint, shade, Banksy paste Printing • Use sketch book to collect ideas, record different types of patterns and textures Manipulate block Repeat Picasso, • Research and collect different types of materials to print on e.g. cloth, paper, card. continuous Dan Mather • Use up to four different colour overlays to print cylinder, block, print, Andy Warhol • Create printing blocks from lino (under close supervision), polystyrene using a relief or mix, colour, pattern Roman mosaic impressed method overlapping, press, patterns • Create repeating patterns using (cutting out simple shapes) replicate.

111

3D • Use a range of different materials to plan and design a sculpture e.g. clay, mod roc, wire, Form, shape, texture, Henry Moore paper straws, recycling materials etc composition, profile, Barbara Hepworth • Show a knowledge and understanding of shape e.g. geometric, organic, space e.g. positive proportion, decoration, Andy Goldsworthy area (subject) negative area (background) and form e.g. balance, use of area (top/bottom, left ornate, symbolic, Roman mosaic – and right) height, width, thickness, perspective, ceramic tiles • Explain how their work has been sculpted, modelled or constructed. shape, form • Use clay to adequately construct a simple base for extending and modelling other shapes. Mixed Media • Use a paint programme to create specific effects e.g. use the cut and paste tools, cut, paste, daub, stamp, Paul Klee (including • Develop skills in stitching and back stitch to create different textural effects emblem, motif, Henri Matisse collage) • Create a collage that involves tearing, overlapping, layering, coiling, tessellation, mosaic and ornamentation, geometric, Faith Ringgold montage. abstract (textiles) • Combine digital and paint processes with layers of original painted or drawn elements e.g. Kazimir Malevich manipulate and alter the effects Giuseppe Archimboldo Tudor portraits – National Portrait Gallery

Year Five Art

Subject Objectives Vocabulary Themes and NC Objectives content Suggested Artists Design, • Use sketchbooks to plan, record, develop, annotate & critically review ideas Evaluate, observe, properties, self- Mexico • To be taught to develop their Evaluate and and artwork. assess, annotate, adapt, starting Maya techniques, including their control Develop • Develop visual literacy by examining the way feelings and emotions, are point, sources, role and purpose, Frieda Kahlo and their use of materials, with communicated by the artist. critically analyse, compare ideas, Diego Rivera creativity, experimentation and an • Develop language to describe, modify and evaluate work on-going compare methods, symbolic, subtle, Modern Greece increasing awareness of different • Talk about processes involved in own work. vibrant, representation, contrast, Ancient Greece kinds of art, craft and design. • Select and record first hand observations as well as from secondary sources. reflect, develop further. Narrative Poetry e.g. The • To create sketchbooks to record • Develop observational work i.e. examine proportion, shape and space from direct experience. Lady Of Shalott their observations and use them to review and revisit ideas. • To select visual information about a chosen topic and research independently.

112 • Find inspiration, compare ideas, methods and approaches in their own work Take One Picture project – and that of others and express opinions. Penelope and her Suitors by • To improve their mastery of art • Use the appropriate language of art and design to express a preference and Pintoricchio and design techniques with a range include in discussion/explanation of materials. • Be exposed to and develop an understanding of the importance of a diverse range of art, artists, craft makers and designers from around the world. • To find out about great artists, • Understand the cultural, social and historical development of art forms architects and designers in history. • To experience art in situ by visiting galleries and museums to link with a particular theme, skill or movement. • Begin to develop a knowledge of major schools of art and their proponents • Begin to assess their own artwork against given criteria Media and techniques Drawing • Use a variety of tools together or separately: pencil (all grades), aquarelle, Pencil grades: HB, B, 2B, 4B, 6B Leonardo Da Vinci pastel, charcoal, etc. to make lines, shapes and marks on different surfaces Perspective: representing 3D Vincent Van Gogh e.g. different grades and colours of paper, acetate, chalk on playground floor, objects on 2D surface that looks Poonac etc. natural • Explore and draw shapes from observation; invent new shapes. Freehand- drawn without guiding • Investigate tone by drawing light/dark lines, shading, patterns and shapes. instruments or measurement. • Investigate texture further by describing, naming and using e.g. rubbing (frottage) and cross hatching techniques. • Produce increasingly freehand accurate drawings of people e.g. eyes, faces, hands • Begin to understand the concept of perspective. Painting • Use a variety of paints: watercolour, ink, poster, water based acrylics, fabric, Secondary colours Jackson Pollock aquarelle/water soluble and experiment with differing effects and dilutions. Complementary colours Marc Chagall • Use a variety of tools: paintbrushes of different types (bristle and shape) and Wash (on surface of paper) Frida Kahlo sizes to make lines, shapes and marks on a variety of surfaces e.g. different Hue: name of colour Impressionists grades and colours of paper, canvas, fabric etc. Intensity (high/low): strength of Pointillism • Know how to preserve tools e.g. cleaning and storing of paintbrushes using colour or faintness of colour. Georges Seurat water with/without detergent. Tint: A colour mixed with white. Bridget Riley • Begin to understand and use the techniques and vocabulary appropriately: Shade: A colour mixed with black hue, tint, tone, shade and mood Tone: How light falls on an object • Begin to explore the use of texture in colours. i.e. highlights (light is strongest, • Use colour notes effectively /precisely e.g. swatches/shade cards shadows (light is reduced). • Consider the effect of light and shadow. Line: horizontal, vertical, diagonal, thick, thin, straight, curved. • Use colour for specific purpose e.g. to convey a mood, emulate an artists

palette choices e.g. Mondrian, Lowry

113 Printing • Design and make printing blocks e.g. polystyrene tile, layers of card to create Relief: Printing from a raised Andy Warhol a relief block image. Pop Art • Create own abstract patterns to reflect personal experiences/expression. Matisse Jazz Book • Create printed patterns for purposes e.g. decorate fabric • Combine prints – different tiles or work collaboratively with others. 3D • Explore line, shape and pattern in 3D Slab: flat piece of clay Pablo Picasso • Use clay slab to create a relief sculpture e.g. a decorative tile. Scoring: roughen the surface for Barbara Hepworth • Score the clay surface to prepare for joining two or more pieces. joining Alberto Giacommetti • Handle tools appropriately and join using slip. Glaze: paint onto dried/fired clay to • Use wire to make an armature as a basic structure for sculpture finish off e.g. shiny or matt surface. • Cut and use mod roc or paper machė to cover armature. Armature: wire /twisted paper/cardboard etc structure to be • Embellish work /use finishing techniques covered with another material. Embellish – decorate/ornamentation of product. Mixed Media • Use combination of known techniques to produce collage. Collage: paper, photographs, fabric Faith Ringgold (including • Plan and experiment with media and effects. and other ephemera are stuck to a collage) • Select and combine materials to embellish fabrics or paper to produce collage supporting surface. e.g. embroider, fabric paint. Decoupage: gluing paper cut outs • Make fabrics – weaving looms, felt onto a surface. • Decorate fabrics using paints and inks

YEAR 6 ART

Subject Objectives Vocabulary Themes and NC Objectives content Suggested Artists Design, • Use sketchbooks to plan, record, develop, annotate & critically review ideas and Evaluate, observe, World War 2 • To be taught to develop their Evaluate and artwork. properties, self-assess, Britain since 1945 – techniques, including their control and Develop • Develop visual literacy by examining the way feelings and emotions, are communicated annotate, adapt, starting decades their use of materials, with creativity, by the artist. point, sources, role and Pop Art experimentation and an increasing • Develop language to describe, modify and evaluate work on-going purpose, critically Surrealism awareness of different kinds of art, craft • Talk about processes involved in own work. analyse, compare ideas, Street Art and design. • Select and record first hand observations as well as from secondary sources. compare methods,

114 • Develop observational work i.e. examine proportion, shape and space from direct symbolic, subtle, vibrant, • To create sketchbooks to record their experience. representation, contrast, observations and use them to review • To select visual information about a chosen topic and research independently. reflect, develop further. and revisit ideas. • Find inspiration, compare ideas, methods and approaches in their own work and that of • To improve their mastery of art and others and express opinions. design techniques with a range of • Use the appropriate language of art and design to express a preference and include in materials. discussion/explanation • To find out about great artists, • Be exposed to and develop an understanding of the importance of a diverse range of architects and designers in history. art, artists, craft makers and designers from around the world. • Understand the cultural, social and historical development of art forms • To experience art in situ by visiting galleries and museums to link with a particular theme, skill or movement. • Begin to develop a knowledge of major schools of art and their proponents • Begin to assess their own artwork against given criteria Media and techniques Drawing • Use a variety of tools and wet/dry media: pencil (all grades), aquarelle, pastel, charcoal, Contour: outline M.C. Escher etc. to explore and make lines, shapes and marks on different surfaces e.g. different bounding the shape or Salvador Dali grades and colours of paper, acetate, chalk on playground floor, etc. Identify artists who form Roy Lichtenstein have worked in a similar way and effects created. Proportion: relationship Amedeo Modigliani – • Explore and draw shapes from observation and from different perspectives; invent new in terms of size, portraits shapes. dimension or one thing to • Investigate tone by drawing light/dark lines, patterns and shapes. another. • Investigate texture by describing, naming, rubbing (frottage). Perspective : foreground, • Produce increasingly accurate drawings of people taking into account proportion and mid-ground and contours. background. • Understand the concept of perspective and begin to incorporate into own drawings. Painting • Use a variety of paints: watercolour, ink, poster, oil, acrylics (water and oil based), Faith Ringgold fabric, aquarelle - selecting media for appropriate/desired effect. Salvador Dali • Use and/or make a variety of tools: “found materials” and paintbrushes of different types Gustave Klimt and sizes to make lines, shapes and marks on different surfaces e.g. different grades Edvard Munch and colours of paper, canvas, fabric etc. Rene Magritte • Know how to preserve tools e.g. cleaning and storing of paintbrushes using water, Takashi Murakami detergent or white spirit (under supervision). Hokkusai • Understand and use the techniques to produce: hue, tint, tone, shade and mood. • Explore the use of texture in colours. • Use colour notes precisely e.g. swatches/shade cards • Combine visual qualities and techniques to show movement • Examine spatial relationships in compositions and modify, where necessary, over a period of time.

115 Printing • Explore the effect of changing and combining colours using printing inks. Stencil: application of Dan Mather • Combine prints – different tiles or work collaboratively with others. paint/ink through surface Andy Warhol • Understand negative/positive spaces/reversals in screen printing with holes. M. C. Escher • Use equipment and learn stencil-making techniques to produce repeated images – Bleeding: colour goes Joan Miro stencilling and/or screen-printing. beyond stencil Yayoy Kusama • Know and understand the principles of etching in printing. Squeegee: equipment Banksy (stencilling) • Explore printing techniques used by various artists and the resultant final effect. used to press colour through the screen Etching: cut or carve into a surface. 3D • Explore line, shape and pattern in 3D Plinth – flat platform for Pablo Picasso • Use more than one clay slab to create a relief sculpture e.g. a box, as a plinth for a sculpture. Henry Moore figure. Ballast – weight to stop Andy Goldsworthy • Score the clay surface to prepare for joining two or more pieces. Bring a greater level of sculpture from toppling Antoni Gaudi finesse to delicacy of pieces. over. Ferdinand Botero • Handle tools appropriately and join using slip. Make own slip. Slip: clay diluted with Salvador Dali • Use wire to make an armature as a basic structure for sculpture. Ensure balance by water to act as “glue”. using ballast for taller sculptures. Mod roc: plaster • Cut and use Mod roc or paper machė to cover armature. Experiment using a range of impregnated bandage media to create authentic/ interesting finishes e.g. metallic crayon Mixed Media • Analyse and describe textures in source materials and through observation, scale of mordant: fixes dye Paul Klee (including different object including overlapping shapes. batik: wax resist dying Bridget Riley collage) • Translate drawn composition into collage using tone and colour notes appropriately technique • Use combination of known techniques to produce collage e.g. natural vegetable dyes, gutta: paste for outlining make felt, batik, silk painting. shapes in silk painting. • Discriminate more appropriately in use of materials and techniques.

116

Music

The Key Musical Elements The musical elements are the building blocks of music. The skills and objectives outlined below seek to develop children’s awareness of and sensitivity to each of these elements. The musical elements are interrelated and children’s understanding of these concepts will deepen over time. Each element is present in most musical activity, but some lessons may focus on a single element.

Pulse: Can you feel the heartbeat? Rhythm: Can you hear repeated patterns? Pitch: Is the sound high or low? Dynamics: Is the sound loud or soft?

117 Tempo: Is the sound fast or slow? Timbre: How does the sound feel in your ears? Structure: What can you hear first, next and after that? Texture: How many sounds can you hear?

The vocabulary words for each year group are not exhaustive and are designed to build on previous years’ learning. You may like to ensure your children are confident using words from the preceding year when discussing and appraising the music they hear and play.

YEAR 1 MUSIC

Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen and describe familiar and unfamiliar sounds in their environment, including speaking, singing, Loud, quiet, soft, fast, slow, Pulse Pupils should be taught to: and body percussion and instruments. high, low Rhythm • use their voices Responding • Listen to a diverse range of musical pieces or extracts in different genres. Pitch expressively and • Respond imaginatively to music through movement and illustration. Repeat creatively by singing • Talk about pieces of music and give preferences. songs and speaking • Recognise the difference between fast/slow (tempo), loud/soft sounds (dynamics), high/low sounds Verse, chorus chants and rhymes (pitch) • play tuned and untuned Style, mood • Listen and repeat simple call and response rhythms using body percussion and voice. instruments musically • listen with concentration Similar, different and understanding to a Improvising • Explore and use a range of sound effects (vocal, body percussion, tuned/untuned instruments, digital) range of high-quality live to accompany other learning across the curriculum, e.g. rhythms to accompany poetry, soundscapes and Body percussion words: and recorded to tell stories or describe settings. Composing clap, click, slap, tap, stamp, music • Evaluate, select and repeat sounds that they have explored to compose appropriate accompaniment rub, etc. • experiment with, create, to the same learning, e.g. decide to use rustling paper for walking in the bushes select and combine

118 Performing + • Prepare and perform a song or dance for an audience, e.g. small groups performing in class or wider Instrument words: sounds using the inter- Recording school opportunities like assemblies and shows Hit, strike, brush, shake, related dimensions of • Understand the difference between speaking, shouting and singing voices and use their singing rattle, tap, ring etc. music (musical voices expressively Hard, soft, loud, quiet, elements) • As part of improvising, composing and performing, describe and evaluate their own music-making spiky, smooth etc. and that of other children, e.g. how/why instruments were selected, how sounds were made, likes/dislikes, etc. Singing voice Speaking voice

119 YEAR 2 MUSIC

Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen and describe familiar and unfamiliar sounds in their environment, including speaking, singing, Loud, quiet, soft, fast, slow, Pulse Pupils should be taught to: and body percussion and instruments. high, low Rhythm • use their voices Responding • Listen with attention and focus to a diverse range of musical pieces or extracts in different genres. Pitch expressively and • Respond imaginatively to music through movement and illustration. Repeat Dynamics creatively by singing • Talk about pieces of music and give preferences, referring to the musical elements to explain their Tempo songs and speaking decisions Verse, chorus chants and rhymes • Recognise the difference between fast/slow (tempo), loud/soft sounds (dynamics), high/low sounds • play tuned and untuned (pitch) Style, genre, mood instruments musically

• Listen and repeat simple call and response rhythms using body percussion and voice. • listen with Similar, different concentration and Improvising • Explore and use a range of sound effects (vocal, body percussion, tuned/untuned instruments, digital) understanding to a to accompany other learning across the curriculum, e.g. rhythms to accompany poetry, soundscapes and Accompany, appropriate range of high-quality to tell stories or describe settings. Composing live and recorded • Evaluate, select and repeat sounds that they have explored to compose appropriate accompaniment Ensemble (a group playing music to the same learning, e.g. decide to use rustling paper for walking in the bushes together) • experiment with, • Based on known call and response rhythms, compose varied responses to an initial call Melody create, select and • Use tuned instruments or digital instruments to explore and compose simple and repeatable melodies combine sounds using • Combine sounds, e.g. singing and percussion; percussion and tuned instruments, to develop their the inter-related music-making in a group (ensemble). Singing voice dimensions of music Speaking voice (musical elements) Performing • As a class group, begin to record compositions using graphic scores or visual organisers, so that they and can be used to repeat and perform music-making Recording • Prepare and perform a song or dance for an audience, e.g. small groups performing in class or wider school opportunities like assemblies and shows • Understand the difference between speaking, shouting and singing voices and begin to use their singing voices expressively, trying to listen to one another and have an awareness of volume (dynamics) and mood • Describe and evaluate their own music-making and performance, e.g. how sounds were made, likes/dislikes etc, showing respect for each other’s musical ideas and efforts

120 YEAR 3 MUSIC

Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen to and discuss a broad and diverse range of musical styles, periods and traditions Loud, quiet, soft, fast, slow, Pulse Pupils should be taught to: and • Explore the sounds of different musical instruments and discuss basic features of key musical styles Rhythm • play and perform in solo Responding e.g. pop, reggae, Motown, musical theatre high, low Pitch and ensemble contexts, • Encourage discussion using more accurate musical language when appraising and evaluating a piece Dynamics using their voices and of music Repeat Tempo playing musical • Build on understanding of tempo, pitch, and dynamics and begin to be aware of timbre Timbre instruments with • Respond imaginatively to music in a variety of ways, e.g. movement, dance, mime, poetry, writing, art Verse, chorus increasing accuracy,

• Reproduce simple rhythmic and melodic sequences based on familiar songs and rhythms fluency, control and Style, genre, mood expression • improvise and compose Improvising • Explore what improvisation means (making up your own simple rhythm and melody) Similar, different music for a range of and • Begin to improvise with very simple patterns using voice and instrument in the context of a song being purposes using the inter- Composing learned Accompany, appropriate related • Begin to explore and use a range of simple sounds, patterns and melodies (vocal, body percussion, dimensions of music tuned/untuned instruments, digital) to accompany other learning across the curriculum, e.g. a melody Ensemble (a group playing • listen with attention to played to represent a character or event in a story; sounds inspired by a picture together) detail and recall sounds • Discover different ways of playing instruments, showing some awareness and control of tempo, Melody with increasing aural dynamics and timbre memory • Begin to recognize the relationship between staff notation and sounds when listening to and playing Singing voice • use and understand staff simple rhythms and 2 or 3-note melodies Speaking voice and other musical notations Performing • Understand the importance of warming up the voice using a range of sounds that the singing voice Timbre words: • appreciate and and Sharing and the speaking voice can make Bright, dark, brassy, reedy, understand a wide range • Explore different ways to record their own compositions, including graphic scores, video and digital harsh, noisy, thin, buzzy, of high-quality live and resources pure, raspy, shrill, mellow, recorded music drawn • Prepare and perform musical pieces for an audience, e.g. small groups performing in class or wider strained etc from different traditions school opportunities like assemblies and shows and from great • Continue to use their singing voices expressively and with an awareness of the musical elements composers and • Describe and evaluate their own music-making and performance, showing respect for each other’s musicians musical ideas and efforts • develop an understanding of the history of music.

121 YEAR 4 MUSIC

Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen to and discuss a broad and diverse range of musical styles, periods and traditions Loud, quiet, soft, fast, slow, Pulse Pupils should be taught to: and • Continue to recognize the sound of musical instruments and basic features of key musical styles e.g. Rhythm • play and perform in solo Responding pop, gospel, bhangra, classical high, low Pitch and ensemble contexts, • Understand and discuss the musical elements when appraising and evaluating a piece of music with Dynamics using their voices and increasing accuracy when referring to tempo, pitch, dynamics and timbre, and an increasing Repeat Tempo playing musical awareness of structure and texture. Timbre instruments with • Respond imaginatively to music in a variety of ways, e.g. movement, dance, mime, poetry, writing, art Verse, chorus Structure increasing accuracy, • Reproduce simple rhythmic and melodic sequences based on familiar songs and rhythms Texture fluency, control and Style, genre, mood expression • improvise and compose Improvising • Deepen understanding of the concept of improvisation (making up your own simple rhythm and Similar, different music for a range of and melody) purposes using the inter- Composing • Continue to improvise using very simple patterns using voice and instrument in the context of a song Accompany, appropriate related being learned dimensions of music • Continue to explore and use a range of appropriate sounds, patterns and melodies (vocal, body Ensemble (a group playing • listen with attention to percussion, tuned/untuned instruments, digital) to accompany other learning across the curriculum, together) detail and recall sounds e.g. a melody played to represent a character or event in a story; sounds inspired by a picture Melody with increasing aural • Select appropriate instruments and how to play them, showing increasing awareness and control of memory tempo, dynamics and timbre Singing voice • use and understand staff • Begin to recognise and use staff notation to read and play simple rhythms and 2 or 3-note melodies Speaking voice and other musical notations Performing • Understand the importance of warming up the voice using a range of sounds that the singing voice Timbre words: • appreciate and and Sharing and the speaking voice can make Bright, dark, brassy, reedy, understand a wide range • Record their own compositions in any way appropriate, including graphic scores, video and digital harsh, noisy, thin, buzzy, of high-quality live and resources, identifying links between graphic notation and the musical elements pure, raspy, shrill, mellow, recorded music drawn • Prepare and perform musical pieces for an audience, e.g. small groups performing in class or wider strained etc from different traditions school opportunities like assemblies and shows and from great • Continue to use their singing voices expressively in an ensemble context, listening to each other and Major key (happy-sounding composers and showing an increasing awareness of the musical elements music) musicians Minor key (sad-sounding • Describe and evaluate their own music-making and performance, showing respect for each other’s • develop an musical ideas and efforts music) understanding of the history of music.

122 YEAR 5 MUSIC

Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen to and discuss a broad and diverse range of musical styles and traditions and begin to place the Brass Pulse Pupils should be taught to: and music in its historical context Woodwind Rhythm • play and perform in solo Responding • Start to identify musical style indicators for a range of styles, e.g. rock, jazz, pop, hip-hop, Motown Strings Pitch and ensemble contexts, • Understand and discuss the musical elements when appraising and evaluating a piece of music, with Percussion Dynamics using their voices and increasing focus on timbre, structure and texture. Begin to use formal musical terms to describe Tempo playing musical dynamics and tempo. Ensemble Timbre instruments with • Discuss families of instruments, e.g. brass, woodwind, strings, and begin to distinguish the main Ostinato (repeated Structure increasing accuracy, instrument heard in a piece pattern) Texture fluency, control and • Respond imaginatively to music in a variety of ways, e.g. movement, dance, mime, poetry, writing, art expression Unison (all together) • Reproduce simple and more detailed rhythmic and melodic sequences based on familiar songs and • improvise and compose Canon / round (one after rhythms music for a range of another) purposes using the inter- Improvising • Recall, answer and invent melodic and rhythmic patterns, using voices, body percussion and instruments Harmony (two or more related • Understand that musical improvisation means free play in the context of a piece, in contrast to and melodies played together) dimensions of music composition (recording or writing pieces). Composing Chord (two or more notes • listen with attention to • Improvise and perform in solo and ensemble contexts; use quality not quantity of notes! played at the same time) detail and recall sounds • Continue to explore and use a range of simple sounds, patterns and melodies (vocal, body percussion, Octave (higher or lower with increasing aural tuned/untuned instruments, digital) to purposefully support other learning across the curriculum, e.g. a versions of the same memory melody played to represent a character or event in a story; sounds inspired by a picture note) • use and understand staff • Select appropriate instruments and how to play them to show control of timbre and other musical • Recognise and use staff notation to read and play rhythms and melodies with increasing confidence Tempo: notations Performing • Understand the importance of warming up the voice using a range of sounds that the singing voice and Allegro (fast), andante • appreciate and and Sharing the speaking voice can make (slow), largo (very slow) understand a wide range • Record compositions using graphic scores or staff notation, so that they can be used to repeat and of high-quality live and perform music-making Dynamics: recorded music drawn • Prepare and perform musical pieces with confidence and accuracy for an audience, e.g. small groups Forte (loud), piano (soft) from different traditions performing in class or wider school opportunities like assemblies and shows Crescendo (getting and from great • Use their singing voices expressively as an ensemble, showing a deeper understanding of how to louder) composers and improve their performance musically Diminuendo (getting musicians softer) • Perform, as part of an ensemble, songs that may include simple canons/rounds, rhythmic ostinatos (a • develop an repeated pattern) or harmony parts understanding of the Timbre: • Describe and evaluate their own music-making and performance, showing respect for each other’s history of music. musical ideas and efforts Staccato (spiky), legato (smooth)

123 YEAR 6 MUSIC Subject Objectives Vocabulary Key Musical NC Objectives content Elements Listening • Listen to and discuss a broad and diverse range of musical styles and traditions and place the music in its historical Brass Pulse Pupils should be taught to: and context Woodwind Rhythm • play and perform in solo th Strings Pitch Responding • Accurately identify musical style indicators for a range of styles, e.g. rock, jazz, 20 Century and ensemble contexts, • Explore the work and influence of a chosen musical artist e.g. Carole King Percussion Dynamics using their voices and • Understand and discuss the musical elements when appraising and evaluating a piece of music, with increasing focus Tempo playing musical instruments on timbre, structure and texture. Use formal musical terms to describe dynamics and tempo. Ensemble Timbre with increasing accuracy, • Discuss families of instruments, e.g. brass, woodwind, strings, and distinguish the main instrument heard in a piece Ostinato Structure fluency, control and (repeated Texture • Respond imaginatively to music in a variety of ways, e.g. movement, dance, mime, poetry, writing, art expression pattern) • Reproduce simple and more detailed rhythmic and melodic sequences based on familiar songs and rhythms • improvise and compose music for a range of Improvising • Recall, answer and invent melodic and rhythmic patterns, using voices, body percussion and instruments Unison (all purposes using the inter- and • Deepen understanding of what musical improvisation means. Continue to improvise and perform confidently in solo together) related Composing and ensemble contexts; use quality not quantity of notes! Canon / round dimensions of music • Explore and use a range of rhythms and melodies (vocal, body percussion, tuned/untuned instruments, digital) to build (one after • listen with attention to detail musical pieces with a clear purpose, e.g. creating a sad piece to accompany a wartime piece of writing another) and recall sounds with • Select appropriate instruments and how to play them to show control of timbre Harmony (two increasing aural memory • Begin to compose extended pieces with clear musical sections (structure) or more • use and understand staff • Develop an increased awareness of texture when combining sounds for an ensemble piece, e.g. singing and melodies and other musical notations percussion; percussion and melody together) • appreciate and understand • Confidently recognise and use staff notation to read and play rhythms and melodies Octave a wide range of high-quality • Recognise the shape (contour) of a melody written using staff notation (higher or live and recorded music Performing • Understand the importance of warming up the voice using a range of sounds that the singing voice and the speaking lower versions drawn from different of the same and Sharing voice can make traditions and from great • Record compositions using graphic scores or staff notation, so that they can be used to repeat and perform music- note) composers and musicians

making • develop an understanding Time • Prepare and perform musical pieces with confidence and accuracy for an audience, e.g. small groups performing in of the history of music. signature class or wider school opportunities like assemblies and shows Bar • Use their singing voices confidently and expressively as an ensemble, showing good musical awareness and control, and considering the needs of their audience • Perform, as part of an ensemble, songs that may include simple canons/rounds, rhythmic ostinatos (a repeated pattern) or harmony parts • Describe and evaluate their own music-making and performance, showing respect for each other’s musical ideas and efforts

124

History

Historical, Global, RE Social and Spiritual

Understanding

Geography

YEAR 1 HISTORY

125 Subject Objectives Vocabulary Theme/period/influential NC Objectives content figure/possible visits. Toys Changes within living memory old, new, before I was born, Visit • Develop an awareness of the past, using after I was born, past, present, • Sort toys between old and new, identifying similarities and Toy museum – Bethnal common words and phrases relating to the differences between them. then, now, a long time ago, Green. passing of time. parents, grandparents, myself, • Bring in own toys, parents/carers toys and then grand- • Know where the people and events they sibling, same, different, parents/carers toys, identify the similarities and differences. study fit events within a chronological approximately, current, framework. • Put them in order from newest to oldest (chronological) chronology, during, era, • Discuss how the materials from which toys are made have changed • Identify similarities and differences between handmade, now, often, old, ways of life in different periods. over time and why this is the case. plastic, then, usually, wood, • Write a short description describing the toy. • Use a wide vocabulary of everyday historical timeline, technology, Victorians. terms. • Discuss which toys grandparents have played with that they still play with today. • Ask and answer questions, choosing and using parts of stories and other sources to • Use words and phrases such as old, new, before I was born, after I show that they know and understand key was born, past, present, then, now, a long time ago. features of events. • Compare toys with those from different areas around the world. • Understand some of the ways in which we Space and Events beyond living memory that are significant nationally after, astronaut, before, People find out about the past and identify different Exploration or globally. evidence, famous, flight, gather, Marco Polo ways in which it is represented. The lives of significant individuals in the past who have history, launch, mission, The Nino Brothers contributed to national and international achievements. scientist, space, space race, Juan Garrido tourist, travel, explorer, Neil Armstrong Significant historical events, people and places in their own compare, same, different, ship, Tim Peak locality. The Americas, Native Helen Sharman • Place key events in the history of space travel on a timeline. Americans, unknown, voyage, Guion Bluford • Compare this timeline to the timeline of their family. Where do key landing, Space Station, Mae Jemison Ongoing Skills events in their family’s life cross over with key events in space navigate • Chronology – Putting things on a timeline. travel? Visits • Comparing similarities and differences. • Choose two astronauts to compare. Where are they from? What The Royal Observatory, • Asking and answering questions. were their achievements? What are their similarities and The Space Dome, • Using different sources to explain their differences? The Royal Navy College, understanding. • Explain what caused the 1969 Moon Landing. Cutty Sark. • Explain what effects the 1969 Moon Landing had on history. • Use words such as before, after, past, present, then and now to describe the history of space travel. • Compare one astronaut to an explorer from the past. • Ask and answer questions based on their knowledge and interests.

YEAR 2 HISTORY

126 Subject Objectives Vocabulary Theme/period/influential NC Objectives content figure/possible visits. London Events beyond living memory that are significant nationally or past, present, St Paul’s People • Develop an awareness of the past, using globally. Cathedral, timeline, 1666, Thomas Farriner, Samuel Pepys, common words and phrases relating to Significant historical events, people and places in their own locality. landmarks, compare, capital Charles II the passing of time. city, plague, fire, eye Great fire • Compare London in 1666 to London in the present. • Know where the people and events they witness, steeple, diary, Visits study fit events within a chronological of… • Create a timeline of the events in the Great Fire of London. parmesan, impact, Fire of London Visit with the framework. • Use a range of sources, videos, photos, Samuel Pepys diary etc. to find out architect, escape, migration, Museum of London. • Identify similarities and differences about the Great Fire of London. destruction, peasants, Monument between ways of life in different periods. • Understand how the fire spread so easily and quickly. refugees, fire service St Paul’s Cathedral. • Use a wide vocabulary of everyday • Understand how the Great Fire of London impacted on how we live today – historical terms. beginning of the fire service, materials used for building. • Ask and answer questions, choosing and • Look at the effect of the Great Fire of London on historical London buildings using parts of stories and other sources and how many had to be rebuilt. to show that they know and understand Victorian Events beyond living memory that are significant nationally or a long time ago, recently, People key features of events. Empire globally. years, decades, centuries, Mary Seacole • Understand some of the ways in which The lives of significant individuals in the past who have contributed battles, Belgium, cholera, Florence Nightingale we find out about the past and identify to national and international achievements. Crimean war, escape, Queen Victoria different ways in which it is represented. injured, Jamaica, London, Elizabeth I nursing, remedy, treatment, Sarah Forbes Benetta (Omoba Victorians herbal, shelter, training, Aina) • Identify where Victorians are on a timeline and relate this to the Fire of wounded, soldiers, royalty, Jemmy Button Ongoing Skills London and the Space race. Queen, crown, throne, Charles Darwin • Chronology – Putting things on a • Compare Victorian childhood to theirs – school, leisure, fashions, toys empire, Ragged School, timeline. (making previous links) peasantry, poverty, wealth, • Comparing similarities and differences. • Compare aspects of life with different places across the world e.g. health chimney sweeps, the Visits • Asking and answering questions. and sanitation, Victorians behind and other places globally more advanced. Children’s Act, toy vocab Victorian day in individual • Using different sources to explain their schools. Compare the lives of significant individuals in the past. understanding. Ragged School Ask questions about the two individuals. • Tower of London • Compare Mary Seacole/Queen Victoria’s childhood with their own. What is the same/different? • Use different sources to find out about the lifestyles of the individuals. • Compare the lives of Mary Seacole/Queen Victoria with Florence Nightingale/Elizabeth I. • How have the individuals impacted in the world we live in today? YEAR 3 HISTORY

127 Subject Objectives Vocabulary Theme/period/influential NC Objectives content figure/possible visits. Ancient • Describe how Egyptian artefacts and ruins tell us about their culture, and afterlife, ancient, Visits • Continue to develop a chronologically secure Egyptians religious beliefs. archaeologist, architecture, British Museum knowledge and understanding of British, • Describe what Egyptian life was like for different groups of people. artefacts, chronology, Make your own history- local and world history, establishing clear civilisation, continent, culture, Egyptian pyramid • Describe how the Egyptian society impacted on modern society. narratives within and across the periods they hierarchy, hieroglyphics, study. • Compare Egyptian civilization to British civilization at the time, e.g. irrigation, mummification, • Note connections, contrasts and trends over society, beliefs and architecture. Nile, papyrus, pharaoh, time and develop the appropriate use of • Identify on a timeline and compare to prior history learning. preserve, pyramids, • Describe why people chose to settle in certain areas in ancient Egypt. sarcophagus, tomb, trade historical terms. • Introduce the idea of slavery when learning about the pyramids. • Regularly address and sometimes devise • Compare with contemporary Egypt looking at cities and those across the historically valid questions about change, continent of Africa. cause, similarity and difference, and significance. Changes in • Describe what life was like during the three stages of the Stone Age, archaeologist, artefact, Visits Britain from Iron Age and Bronze Age. civilisation, discovery, era, Chislehurst caves • Construct informed responses that involve thoughtful selection and organisation of the Stone • Ask and answer questions about the Stone Age. extinct, farming, flint, gather, Make your own history- Iron hearth, island, Mesolithic, Age roundhouse relevant historical information. Age to the • Understand the meaning behind the words Palaeolithic, Mesolithic, migration, Neanderthal, British Museum • Understand how our knowledge of the past is Iron Age Neolithic. Neolithic, nomad, Museum of London constructed from a range of sources. • Identify Stone Age on a timeline and compare to prior history learning. Palaeolithic, remains, • Study Stone Age artefacts /tools and explain what their uses were. settler/settlement, barrow, Places • Explain how Britain changed during the Stone Age, Iron Age and bronze, Druids, hillfort, Skara Brae Ongoing Skills Bronze Age using a timeline to help. invasion, loom, rampart, Stonehenge • Ask perceptive questions and think critically. • Look at pictures of Skara Brae and describe the features of the sacrifice Beaker people • Weigh evidence and sift arguments. settlement. Cheddar Man • Develop perspective and judgement. • Ask and answer questions about the Iron Age and Bronze Age. • Make connections, draw contrasts, analyse • Study Bronze Age and Iron Age tools and explain what their uses trends, frame historically-valid questions and were. create their own structured accounts. • Compare the Stone Age, Bronze Age and Iron Age. • Understand the methods of historical enquiry. • Explain what religious beliefs were at this time. • Explain how the Roman invasion brought an end to the Iron Age.

YEAR 4 HISTORY - Children should learn about ‘the Roman Empire and its impact on Britain’, ‘Britain’s settlement by Anglo-Saxons and Scots’ and ‘the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the confessor’ but at least one must be in depth and the others can be an overview.

128 Subject Objectives Vocabulary Theme/period/influential NC Objectives content figure/possible visits. The Tudors • Identify the Tudors era on a timeline using dates and compare this to prior alliance, allies, annulment, People • Continue to develop a chronologically history learning. Catholic, circumnavigation, Tudor Monarchs secure knowledge and understanding of • Examine what life was like for all groups of people during the Tudor time colony, court, divorce, Henry VIII’s wives British, local and world history, period in particular Henry VIII’s life using a variety of sources e.g. inventories, empire, heir, hereditary, Cardinal Wolsey establishing clear narratives within and artefacts, primary sources, portraits. Indigenous, interpret, Sir Francis Drake across the periods they study. inventory, Lancaster, Hans Holbein • Describe how religion impacted life during the Tudor period. • Note connections, contrasts and trends monastery, nobles, William Shakespeare • Discuss how decisions made by Henry VIII are still evidenced today. over time and develop the appropriate • Compare life before and after Tudor exploration and also with present day peasant, portrait, John Blanke Protestant, superstition, Jacques Francis use of historical terms. knowledge of the world. Discuss how this contributed to the formation of the • Regularly address and sometimes British Empire. trade, yeoman, York Visits Hever Castle, Hampton Court devise historically valid questions about • Discuss how portraits are biased sources. Southwark Cathedral change, cause, similarity and difference, • Look at how food comes from different places globally, influenced cultures and Golden Hinde, Eltham Palace and significance. benefitted colonial nations. • Construct informed responses that Invaders • Identify the Roman, Anglo Saxon and Viking eras on a timeline using dates Angles, Anglo-Saxon, People involve thoughtful selection and aqueduct, archaeologist, Julius Caesar and Settlers and compare this to prior history learning. organisation of relevant historical artefact, barbarian, bath Claudius • Compare what life was like in Britain before and after the Roman invasion. information. • Describe how the ‘Romanisation’ of Britain changed how people lived. house, century, Christianity, Boudicca conquest, Danegeld, Alfred the Great • Understand how our knowledge of the • Explain how the Roman withdrawal contributed to Anglo-Saxon settlement. past is constructed from a range of • Describe what life was like for all groups of people. freeman, gladiator, gods, Athelstan invasion, justice, Jutes, Edward the Confessor sources. • Ask questions and find out the answers about the Romans, Anglo-Saxons and Vikings. kingdom, law, longship, N. African Roman soldiers mosaic, migration, monk, Beachy Head woman • Use more than one source to find out what Roman, Anglo-Saxon and Viking pagan, Picts, raids, religion, Places Ongoing Skills life was like. Compare the accuracy of these sources. runes, Saxons, Scots, Caerwent, Canterbury • Ask perceptive questions and think • Describe different accounts of the different types of settlement from different settler/settlement, slave, Iona critically. perspectives, explaining some of the reasons why the accounts may differ. soldier, source, Vikings, Lindisfarne • Weigh evidence and sift arguments. • Suggest reasons why the invaders settled in Britain and why others created villa, colonialism York/Jorvik • Develop perspective and judgement. colonies. Make connections to how and why the British became invaders Danelaw • Make connections, draw contrasts, and settlers; examine the impacts British colonization had on other people in London/Londinium analyse trends, frame historically-valid other places in the world (The Americas, Australia, etc) Visits questions and create their own structured • Explain how Britain changed with the settling of the invaders. Crofton Villa, Lullingstone accounts. • Compare Anglo-Saxon Britain with Roman life. Museum of London Make you • Understand the methods of historical • Explain what religious beliefs were before the spread of Christianity and how own history – Viking Longship/ enquiry. the spread of Christianity impacted Britain. Roman Siege Weapons

YEAR 5 HISTORY

129 Subject Objectives Vocabulary Theme/period/influential NC Objectives content figure/possible visits. The • Identify Ancient Greece on a timeline and compare this to prior history learning. acropolis, Places • Continue to develop a chronologically Ancient • Examine Greek artefacts (such as vases) and use these to make inferences about archaeologist, Athens secure knowledge and understanding Greeks the past. architecture, Sparta of British, local and world history, chronology, circa, • Describe how Greek artefacts and ruins tell us about their culture, military and establishing clear narratives within and citadel, civilisation, Visits religious beliefs. across the periods they study. climate, continent, British Museum • Note connections, contrasts and trends • Describe how Greek society has had an impact on modern society. culture, deity, Horniman – some Ancient over time and develop the appropriate • Discuss the notion of democracy – compare the democratic process of ancient democracy, empire, Greek artefacts Greece with that of Modern Britain and other forms of democracy across the fertile, invasion, use of historical terms. world. Why do we focus on ancient Greek democracy? merchant, military, • Regularly address and sometimes • Examine the timeline of Greek civilisation with what was happening in Britain at mythology, philosophy, devise historically valid questions the same time. polis, polytheists, about change, cause, similarity and • Place the chronology of key events of the Greek civilisation on a timeline with a seafaring, society, difference, and significance. chronology of the History of Britain. trade, urban, warfare • Construct informed responses that • Describe the ideas, beliefs and attitudes of all groups of people in the Greek involve thoughtful selection and civilisation. organisation of relevant historical • Compare the expansion of the Greek empire with the British Empire under Queen information. Victoria. • Understand how our knowledge of the past is constructed from a range of The • Identify Mayans on a timeline and compare this to prior history learning. archaeologist, Visits sources. Mayans • Examine a variety of sources and use these to make inferences of the past – in particular architecture, Chichen Itza, British Museum about Mayan economy, culture, religious beliefs and society. chronology, circa, Horniman –some Mayan artefacts • Describe how the Mayan civilisation has had an impact on modern society. civilisation, climate, • Examine the timeline of Mayan civilisation with what was happening in Britain at the same continent, culture, Ongoing Skills deforestation, deities, time. • Ask perceptive questions and think critically. demise, drought, • Place the chronology of key events of the Mayan civilisation on a timeline with a chronology • Weigh evidence and sift arguments. of the history of Britain. Where are the overlaps? economy, erosion, fertile, hierarchy, Indigenous, • Develop perspective and judgement. • Compare the Mayans with the Greek and Egyptian civilisations. Mayan, merchant, • Make connections, draw contrasts, analyse • Describe the ideas, beliefs and attitudes of all groups of people in the Mayan civilisation. Mesoamerica, plaza, trends, frame historically-valid questions • Use appropriate vocabulary to communicate about the Mayans. polytheists, society, trade. and create their own structured accounts. • Discuss why Western culture promotes the idea that some inventions happened there when • Understand the methods of historical they have been used for thousands of years in other places e.g. Mayans inventing the enquiry. concept of 0; using astronomy to map the globe; invented vulcanized rubber.

YEAR 6 HISTORY Subject Objectives Vocabulary Theme/period/ NC Objectives content influential figure/

130 possible visits. World War • Identify WW2 on a timeline and compare this to prior history learning. Evacuation, rationing, - BM/BG/BL : Role of the • Continue to develop a chronologically II • Local history study (London). air raid, Blitz, campaign, school during war and how it secure knowledge and understanding • How did WW2 impact London (look at significant sites) and make comparisons of defend, evacuate, has changed over time. of British, local and world history, before/during/after/now? industrial, invade, allies, -Houses in Hither Green establishing clear narratives within and • How was Hither Green affected during WW2? axis, allegiance, Nazi, -Greenwich (WW2 walk) across the periods they study. Jew, occupation, -HMS Belfast • Look at different sources that tells us about life in Britain and London during WW2. • Note connections, contrasts and military, Luftwaffe, -Chislehurst Caves • Significant turning point in British history – WW2 including Battle of Britain. trends over time and develop the Concentration Camp, -Imperial War Museum • Read the transcript of Neville Chamberlain’s speech – what information can you gather Hitler, Royal Air Force, appropriate use of historical terms. about why he declared war? Home Guard, Home Indian Army, greatest ally • Regularly address and sometimes • Describe how Britain was able to stand firm against the Nazi bombing campaign. Front, VE Day, D-Day, King’s African Rifles devise historically valid questions • What were the causes and consequences of World War II on Britain? Normandy landings, Alan Turing about change, cause, similarity and • Give clear reasons why there may be different accounts of history. Treaty of Versailles, Codes developed by Navajos difference, and significance. • How were the Nazis able to invade so many countries in such a short amount of time? Hiroshima, Holocaust • Construct informed responses that • Were all German people members of the Nazi party? involve thoughtful selection and • What was life like for all groups of people living in Germany under the rule of the Nazi organisation of relevant historical party? information. • Locate each of the countries that Nazi Germany invaded – why was the UK so tricky to • Understand how our knowledge of the invade? past is constructed from a range of • Look at different sources that describe the same event (Pearl Harbour, D-Day). How does sources. each source differ? • What was the effect of events such as Pearl Harbour, D-Day landings and the atom bomb on WWII? • Compare the invasions you have learnt about (Roman, Viking, and Nazi). What is similar? What is different? Ongoing Skills The A project-based theme Chronological, Any aspect of History • Ask perceptive questions and think Changing Children to learn about how all the time periods that they have learnt about come together coherent, comparison, curriculum they have learnt critically. Face of and how the values and beliefs that they have learnt about impact on life in a broader contrast, influence, through Y1-6. • Weigh evidence and sift arguments. Britain context. analyse, civilisation, Comparison of significant • Develop perspective and judgement. • Learn about the history of borders and the creations of states and empires. expansion, dissolution, people or significant • Make connections, draw contrasts, • Discuss and debate about the ‘whitewashing’ history. Examine the idea of privilege. empire, society, events/time periods. analyse trends, frame historically-valid • Learning about The British Empire, Civil Rights, BLM and the Windrush generation. parliament, peasantry. questions and create their own • Discuss how portrayals of different ethnic groups, races, genders, sexualities, religious structured accounts. groups in media etc. shapes and impacts our own biases. • Understand the methods of historical Own project: enquiry. • Choose two significant times/places/people in history to compare and how Britain or the wider world has been influenced and shaped by them.

131 • Demonstrate their understanding of methods of historical enquiry and discern how and why contrasting arguments and interpretations of the past have been constructed demonstrate how Britain or the wider world has been influenced and shaped by them. • Create own structured account of their research including written narratives and analyses.

YEAR 1 GEOGRAPHY

Subject Objectives Vocabulary Influential NC Objectives content figures/Visits

132 Locational • Name 5 oceans and 7 continents Map, atlas, globe, continent, -families (who am I? • Pupils should develop Knowledge ocean Local communities, knowledge about the world, the Where do we come United Kingdom and their Asia, Africa, Antarctica, from?) locality. Australia/Australasia Europe, • They should understand basic • Know and locate maps, plans and atlases to locate continents and oceans North America, South America, subject-specific vocabulary Indian, Atlantic, Pacific, Arctic, relating to human and physical Southern geography and begin to use geographical skills, including Place • Understand the human and physical features of our local area with links to greater city, town, village, factory, farm, - local figures, first-hand observation, to enhance their locational Knowledge London. house, flat, school including MPs awareness. and/or Mayor. Ongoing processes/skills • Compare and contrast with a small area in a non-European country through letters (physical features): beach, cliff, • Using a range of sources to find postcards, travel agents, planning a holiday, writing a travel brochure, diary, etc. coast, forest, hill, mountain, out and explore contrasting sea, ocean, river Boyan Slat places.

Human and • Can identity seasonal and daily weather patterns in the UK. Equator, hemisphere, seasons, • Learning through fieldwork Physical North and South Poles, north, (labelling pictures and matching geography south, east, west places to photos) • Identify and sort features of their environment into human and man -made. • Discuss the impact of humans on the oceans (water pollution) • Map making and reading Geographical • Use world maps, atlases and globes to identify the UK and its countries, North, West, East, South, left, skills continents and oceans and use this to compare. right, key, human features, • Ask and answer questions and • Use simple fieldwork and observational skills to study the geography of their school class names… map, share their opinions with others. school and its ground and the key human and physical features of the school. human features. • Devise a simple map and use the simple construct of a key to represent the school.

YEAR 2 GEOGRAPHY

133 Subject Objectives Vocabulary Influential NC Objectives content figures/Visits

Locational • Revise the 5 oceans and 7 continents. – Learned in Year 1. Europe, Asia, Australia, North Jacques Cousteau • Pupils should develop knowledge Knowledge • On a map name and locate the 4 countries of the UK and the surrounding America, South America, about the world, the United Kingdom seas. Antarctica, Africa. and their locality. • Identify and locate the capital cities of the UK. • They should understand basic • Identify the characteristics of the 4 countries, capital cities and the surrounding Atlantic, Pacific, Arctic, Southern, subject-specific vocabulary relating seas. Indian. Wales, Scotland, England, to human and physical geography and begin to use geographical skills, Northern Ireland, North Sea, Irish including first-hand observation, to Sea, English Channel, London, enhance their locational awareness. Edinburgh, Belfast, Cardiff

Place • Compare and contrast Lewisham to a different area of the UK i.e. a beach Lewisham, city, beach, mountain, Ongoing processes/skills Knowledge area, mountain area, countryside etc. countryside, coasts, rivers Farm, beach, • Using a range of sources to find out and explore contrasting places. Human and • Understanding the importance of the equator and how it links to hot and cold Equator, North Pole, South Pole,

Physical climates/weather, linking to the North and South Poles. climate, hot, cold, closer, further geography • Use the basic geographical vocabulary to describe the comparison of Lewisham to a contrasting locality. • Learning through fieldwork (labelling pictures and matching places to • Investigate issues, express views and take part in decision-making activities to photos) improve their immediate environment (i.e. local traffic, littering, energy saving,

recycling) Geographical • Use world maps, atlases and globes to identify the UK and its countries. Maps, atlas, globe, identify. Manor Park • Map making and reading skills • Use simple compass directions (north, south, east and west) and locational and directional language to describe location of features and routes on a map. North, South, East and West, near, far, left, right • Use aerial photographs and plan perspectives to recognise landmarks and • Ask and answer questions and share basic human and physical features; devise a simple map; and use and their opinions with others. construct basic symbols in a key. Aerial view, street view • Use simple fieldwork and observational skills to study the geography their local area (i.e the park) and its grounds and the key human and physical features of its surrounding environment.

YEAR 3 GEOGRAPHY

134 Subject Objectives Vocabulary Influential NC Objectives content figures/Visits

Locational • Name and locate counties and cities of the UK. Mountains, hills, valleys, lakes, Christopher Wren • Pupils should extend their Knowledge • Identify human and physical characteristics and key topographical features. oceans, rivers, cities, dams, knowledge and understanding • Understand and describe how some aspects change over time. roads, sea level. beyond the local area to include the United Kingdom and Europe, North Erosion, deforestation, Isambard Kingdom and South America. This will include development, growth, settlement, Brunel the location and characteristics of a range of the world’s most significant urban human and physical features. • They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Place • Understand geographical similarities and differences through the study of Rivers, mountains, streams, river Beatrix Potter Ongoing processes/skills Knowledge human and physical geography of a region of the United Kingdom. i.e. Peak mouth, banks, basin, canal, district, Stonehenge current, climate change, depth, Greta Thunburg Human and • Human geography including types of settlement and land use. dock, estuary, fjord, flood barrier, Ella and Caitlin • Using a range of sources to find out • Understand how people can take actions to change and improve their freshwater, pollution. Physical and explore contrasting places. environment. McEwan geography • Physical geography, including rivers and mountains. Pen pals from • Learning through fieldwork (labelling another area. pictures and matching places to photos) Geographical • Use maps, atlases, globes and digital/computer mapping to locate countries Maps, atlas, globes, observe, skills and describe features studied question, measure, record, • Use fieldwork to observe, measure, record and present the human and present. • Map making and reading physical features in Lewisham using a range of methods including sketch maps, plans and graphs, and digital technologies. • Compare population data, quadrant sampling, soil tests, measuring • Ask and answer questions and distances, collect and record evidence. share their opinions with others. • Use evidence to justify and explain reasoning. • Begin to develop decision making skills by designing a settlement which features to include on a map.

YEAR 4 GEOGRAPHY

135 Subject Objectives Vocabulary Influential NC Objectives content figures/Visits

Locational • Locate the world’s countries, using maps to focus on Europe (including the Mountains, rivers, seas, canals, • Pupils should extend their knowledge and Knowledge location of Russia) volcanoes, valleys, lakes, understanding beyond the local area to • Identify the countries and major cities of Europe. Palaces, stadiums, include the United Kingdom and Europe, • Describe and compare countries in Europe using key physical and human amphitheatres, colosseum, North and South America. This will characteristics. cathedrals include the location and characteristics of • Compare the location of Great Britain to the rest of Europe. Acropolis (Wonder of the world) a range of the world’s most significant human and physical features. • They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Place • Understand geographical similarities and differences through the study of Trade, commerce, economy, Lesein Mutunkei Ongoing processes/skills Knowledge human and physical geography of a region in Europe. money, distribution, wealth, poverty, environment, fair trade, energy sources, water, Human and • Human geography including, economic activity including trade links and consequences, impact, positive, Natural History the distribution of natural resources inc. food, energy, minerals and water. • Using a range of sources to find out and Physical negative, migration explore contrasting places. • Understand migration linking to economic activity and trade. Museum geography Tectonic plates, friction, • Understand the link between human and • Understand the different ways in which people live around the world have continents, magnitude, seismic physical activities. consequences for the environment and the lives of others from local to waves, volcanic activity, magma, global scale. • Use appropriate vocabulary and evidence lava, ash, eruption, Pompeii, to justify opinions. • Physical geography including, volcanoes and earthquakes. • Map reading skills. Geographical • Use maps, atlases, globes and digital/computer mapping to locate North, South, East, West, North- • Ask and answer appropriate geographical skills countries and describe features studied. West, North-East, South-East, South-West, grid references, questions using fieldwork and evidence to • Develop geographical skills though a wider range of fieldwork techniques support ideas. to record evidence and begin to offer explanations. map, key. • Compare population data, quadrant sampling, soil tests, measuring distances, collect and record evidence. • Use evidence to justify and explain reasoning. • Draw and follow simple plans and maps (from aerial photographs, of known areas) using 8 point compass direction, 4 figure grid references and identify main human and physical features on a map.

YEAR 5 GEOGRAPHY

136 Subject Objectives Vocabulary Influential NC Objectives content figures/Visits

Locational • Identify the position and significance of latitude, longitude, Equator, latitude, longitude, Equator, • Pupils should extend their knowledge Knowledge Northern Hemisphere, Southern Hemisphere hemisphere and understanding beyond the local area to include the United Kingdom and South America. This will include Place • Understand geographical similarities and differences through the study of immigration, refugee, migrate, the location and characteristics of a human and physical geography of South America contrasted with the Knowledge population range of the world’s most significant United Kingdom. human and physical features. • Understand how communities are diverse, the reasons they are changing, and how they are interconnected with their environment. • They should develop their use of Human and • Understanding the importance of, and relationships between the water climate zones, biomes, Aditya Mukarji geographical knowledge, understanding and skills to enhance Physical cycle and different climate zones. Explain and demonstrate how they work vegetation belts, water cycle, and impact the physical world. their locational and place knowledge. geography evaporation, precipitation, • Link these processes to climate change. transpiration, condensation, • Analyse human impact on the environment and how this relates to climate percolation, ground water, Ongoing processes/skills change and sustainability. surface runoff, climate change,

pollution, sustainability • Formulate enquiry questions; using geographical vocabulary; fieldwork to Geographical • Use maps, atlases, globes and digital/computer mapping to locate north, south, east, west, collect, record and present data; make skills countries and describe features studied. compass, scale, legend, key, comparisons between human and • Understand standard map symbols and locate features on a map. grid reference physical characteristics; use and draw • Develop field work skills through field sketches, photo taking with thematic maps; map and compass annotations, gathering and presenting data through charts/diagrams. symbols • Use 8 point compass directions and 6 figure grid to support evidence.

YEAR 6 GEOGRAPHY

137 Subject Objectives Vocabulary Theme/ period/ NC Objectives content influential figure

Locational • Identify the Tropics of Cancer and Capricorn, Arctic and Tropics of Pupils should extend their knowledge and understanding Knowledge Antarctic Circle, the Prime/Greenwich Meridian and time zones Cancer/Capricorn, beyond the local area to include the United Kingdom and North (including day and night) Arctic/Antarctic circle, America. This will include the location and characteristics of a time zones, range of the world’s most significant human and physical features. They should develop their use of geographical Greenwich Meridian, knowledge, understanding and skills to enhance their latitude, longitude locational and place knowledge.

Place • Understand geographical similarities and differences through Economic migration, Knowledge the study of human and physical geography of North America asylum seeker, Ongoing processes/skills contrasted with the United Kingdom. refugee, immigrant • Formulate enquiry questions; using geographical vocabulary; fieldwork to collect, record and present data; Human and • Understanding the importance of, and the relationship between Biomes, vegetation Autumn Peltier make comparisons between human and physical biomes and vegetation belts. belts, equator, characteristics; use and draw thematic maps; map and Physical compass symbols geography • Explain and demonstrate how they work and impact the precipitation, weather, physical world. supply and demand, crop rotation, slash • Understand the relationship between supply/demand with and burn farming, vegetation belts and climate change. farming, agriculture • Analyse human impact on the environment and how this relates to climate change and sustainability. • Develop solutions that support sustainability. E.G Fairtrade. Geographical • Use maps, atlases, globes and digital/computer mapping to Ordnance map, skills locate countries and describe features studied. orienteering, • Understand standard map symbols and locate features on a geocaching, map. • Use the 8 and 16 points of a compass, 6-figure grid references, map symbols and ordnance maps. • Develop field work skills through orienteering and/or geocaching.

138 RE

Brindishe Schools follow the Lewisham Agreed Syllabus for Religious Education.

Key Stage 1 Breadth of study - During the two years of Key Stage 1, pupils in Lewisham schools should be taught the knowledge, skills and understanding through the following areas of study: Religions and beliefs and compulsory units a) Christianity for Key Stage 1. Set out as four half - termly units b) Two other principal religions from the content provided for Buddhism, Hinduism, Islam, Judaism and Sikhism, one of which should be a religious community with a significant local presence in and around the school –schools must select the first two units of each of the two faiths they choose = 4 half termly units in all. c) A secular world view, where pupils introduce this from their own experience as appropriate; and d) The Natural World statutory unit (year 1 term 1) Plus three of the four following Key Stage 1 Optional Units: - Belonging / Who am I? - Right and Wrong - Sharing Food - Weddings Key Stage 2 Breadth of study - During this key stage, pupils in Lewisham schools should be taught the knowledge, skills and understanding through the following areas of study: a) Christianity for Key Stage 2; this is set out as 5 half term units b) five other principal religions – Buddhism, Hinduism, Islam, Judaism and Sikhism. Schools should teach the remaining two units from those faiths introduced in KS1 and all four units from the other 3 faiths that have not yet been studied, totalling 16 half termly units c) a secular world view, where appropriate Plus the following statutory units: - The Journey of life and death - Peace (to be taught in year 3) - Understanding faith and belief in Lewisham The units for every faith in Key Stages 1 and 2 have been developed in partnership between Faith and Belief communities, teachers and RE professionals to be taught in the order that they are numbered so that learning is scaffolded to develop knowledge, understanding and concepts. In Key Stage 1 the first unit to teach is The Natural World Unit. Teachers should refer to the Lewisham Agreed Syllabus for further planning. https://lewisham.gov.uk/myservices/education/schools/religious-education-in-schools/religious-education-syllabus-for-schools-in-the-borough YEAR 1 RE

139 Subject Lewisham Agreed Syllabus Objectives Key Questions Theme/influential content figures/visits/celebrations

The Natural Christianity Christianity Festivals World Beliefs: How do Christians believe the world Harvest Festival (Christian) • God as creator. began? What do Christians believe about Tu Bishvat (Jewish New Year of Teachings: God? How do Christians believe they Trees) • People are responsible for living things on the planet. Christians try to follow the example of Jesus: should treat each other and God’s world? St Francis. Sharing with others, e.g. charities, the Harvest Festival, sharing food with others. Islam Visits Christians believe that everyone is important and of equal value. How do Muslims believe the world Local church to celebrate HF. Islam began? What do Muslims believe about Food drive. Muslims believe in one God Allah? Allah is the Arabic and Islamic name for God. Judaism He is the Creator, who provides all things. How do Jews believe the world began? He has no partners. What do Jews believe about God? Judaism What do Jews believe about human Jews believe in one God, The Creator, who designed the world. responsibility for the world? Jews have a responsibility for living things on the planet.

Christianity Beliefs: What do Christians remember at Festivals 1 - The • Christians believe that Jesus is God’s Son Christmas? What do Christians believe Christmas about Jesus? Why is the Bible important Visits Bible and • The Bible is a special book: different from other books. Stories about the birth and life of Jesus. • Christian celebrations: to Christians? Church Christmas – Christmas: the celebration of Jesus’ birth, which shows he is special for Christians.

Islam 1 - Who is Allah? What do Muslims believe? Why is Influential Figures. Prophet Stories from the life of the Prophet Muhammad (pbuh) Prophet Muhammad (pbuh) important to Living as a Muslim Muslims? What is the Qur’an? Prophet Muhammad (pbuh) Muhammad ▪ Respect for self and others. (pbuh) ▪ Birth of a baby. The Qur’an ▪ Revelation of the Qur’an. ▪ The Qu’ran is the holy book of Islam in Arabic. ▪ The Qu’ran must be treated with respect.

140 ‘Who am I?’ Christianity Christianity Festivals/Celebrations What it means to belong and worship within Christianity. What does it mean to belong? What are Belonging How people show that they belong and what is special for them about belonging to their Christian faith. the outward signs that a person belongs Hinduism Unit Islam to a religious family? What happens to a Know what is involved for a child in belonging to the Muslim faith at home. child when they join a religious family? • Hinduism - Namakaran (Baby Hinduism What have we learnt about the Naming • Know what is involved for a child in belonging to the Hindu religion importance of belonging to a religious • Sikhism – Naam Karan (Naming • Know about naming in Hinduism family? ceremony) • Special Celebrations (Functions) for a child Islam • Christians – Christenings. • Seemamtham (Baby Shower) How does Muslim life show faith in Allah? • Islam – Aqiqah (Naming ceremony) • Anna Prashana (First Solid food) Hinduism • Chaula/Mottai (Hair shave on the head) What does it mean to belong in Visits/Visitors • Upanayana (First Writing) Hinduism? Sikhism Sikhism Visitors from the local community • Know what is involved for a child in belonging to the Sikh religion. Know about naming and the importance of What does it mean to belong in Sikhism? (family members) names in Sikhism. Christianity Church buildings: What happens in a Christian place of Visits/visitors 2 - A local • Places where Christians worship together, read the Bible, listen to stories, sing and pray once or more times worship? How does a place of worship weekly. help Christians to remember their beliefs Local church church • Leaders e.g. priests, ministers, elders. about Jesus? How do Christians try to • Objects and symbols in churches. follow Jesus’ example? • Important ceremonies e.g. welcoming/dedication/infant baptisms. Most Christians keep Sunday as a special holy day. Christians try to follow the example of Jesus: Caring for others, e.g. children, the elderly. The work of Christians in the wider community Islam 2 - 1. Shahadah – Bearing witness in Allah as the One God and Prophet Muhammad (pbuh) as His messenger. How do Muslims express their beliefs? Visits/visitors Five pillars 2. Salah - Prayer. What does worship mean to Muslims? 3. Sawm - Fasting. The Mosque (Masjid) of Islam. 4. Zakat - Charity. 5. Hajj - Pilgrimage. Worship of Allah - Muslims serve Allah in many ways - Daily Salah, Giving to charity, Brother/sisterhood. The Muslim Home - Worship in the home. Possible Easter - Why do we have hot cross buns and Easter eggs? Simple version of Easter story to link with these What do Christians believe happened at extra focus Easter foods. Easter?

141 YEAR 2 RE

Subject content Lewisham Agreed Syllabus Objectives Key Questions Theme/influential figures/visits/celebrations

Christianity 3 - Stories Jesus told which develop Christian values and contain His teaching on forgiveness and love: What values do Christians believe Jesus Festivals/Celebrations The Life and • The Lost Son taught? How do Christians believe Jesus Teachings of • The Good Samaritan taught them these values? Why is the Influential Figures Bible a special book for Christians? Jesus. The two greatest Commandments ‘Love God’ and ‘Love your neighbour’. Zacchaeus

Hinduism 1 Hindu Gods are worshipped as Male or Female How does the story of Diwali teach about Visits • Shiva & Shakti; Vishnu & Lakshmi; Brahma & Sarasvati; and Ganesh, Murugan, Hanuman good and evil? Hindu Temple visit. God has visited Earth at different times in different forms to help people: – Rama – Krishna. Festivals; Stories - Murugan and Ganesh/ Diwali (Rama-Sita and the 10 Headed Demon Ravana) Diwali Pongai (Harvest Festival) New Year (In April) Right and Wrong Christianity Christianity - Why did Jesus summarise Visits/Visitors The rules Christians believe they should live by: The Ten Commandments taught people how to behave the Ten Commandments for His towards God and each other. Christians believe that to help people Jesus summarised these into 2 great followers? How do Christians try to live Local community members sharing commandments using another Jewish text. according to their beliefs and values? their own experiences. Buddhism Buddhism - What is the meaning of the The Buddha taught people how to behave through stories. The story of the Lion and the Jackal - Actions have story for Buddhists and for everyone? Faith leaders. consequences; good actions have good consequences. How do stories help us to explore our Islam own beliefs and values? Muslims learn how to behave from the Qur’an and stories about Prophet Muhammad (pbuh). Islam - How does Islam teach how you The story of Prophet Muhammad (pbuh) and the Old Woman. should treat others? What message did Muhammad (pbuh) give to the old woman about how Allah expected people to behave? Christianity Christianity - Why is it important for Or Sharing Food How Christians follow the example of Jesus who shared food with His disciples at the Last Supper. Christians Christians to share bread and wine? also often pray before a meal to thank God for their food. What happened at the Last Supper? Hinduism Hinduism - Why is offering food to God Hindus offer food to God and then consume it as God’s blessing. Hindus refrain from consuming beef. important for Hindus? Sikhism Sikhism - Why is food important for Know that the Gurus taught that everyone is of equal importance. Know the story of Guru Nanak and Bhai Sikhs? Lalo. In the Gurdwara people share food together to show this equality. What does it mean to be equal?

142 Christianity 4 - The story of Jesus’ death and resurrection emphasises the idea that Jesus is special for Christians. What do symbols of Easter represent? Festivals and Celebrations Easter and Symbols What symbolic actions take place around Easter Symbols • Recall symbolism from Year 1 focus Easter? How do symbols and symbolic Lent • Symbols of Easter e.g. palm crosses, Easter gardens, colours of vestments and in churches, candles actions show the importance of Easter for Maundy Thursday • Symbolic actions: washing feet on Maundy Thursday Christians? Good Friday. • Christians sharing food together to remember Jesus’ last meal with His friends Palm Sunday Easter Sunday Weddings Unit Christianity Christianity Visits/Visitors or Sharing Food Christians celebrate a wedding with their family, friends and the wider Christian community What is a wedding? What happens in a (See above) What happens during a traditional Christian wedding Christian wedding that show the people Local community members sharing Symbols of a Christian wedding and their meaning getting married believe God is there? their own experiences. Understand that a wedding is celebrating the story of a relationship and asking God to bless it. Hinduism Hinduism How are Hindu weddings celebrated? Faith leaders. Understand the inner meaning of a Hindu wedding. Explore ways of celebrating a Hindu wedding. Understand What is the importance of the story of the Hindu wedding and the community that celebrate it. Discussion about the role of the community/family during a wedding? community before and during the wedding. Understand that family is at the centre of marriage and wedding. Judaism Judaism How are Jewish weddings celebrated? Know what happens during a Jewish wedding; What is the importance of Understand that the celebration is shared with family, friends and the faith community. Know some of the community/family during a wedding? symbols in a Jewish wedding. Understand the inner meaning of a Jewish wedding.

Hinduism 2 The Hindu Home What is the importance of family in Visits/Visitors Hinduism? What is the role of a Hindu Hindu belief and Family. Respect for all people and living things. Home as a place of worship. temple in a Hindu’s life? How important is Temple home. ‘home’ as a place of worship to Hindus? Worship in the Temple (Mandir / Kovil) Puja, The Arti and Abhisheka ceremonies. The Mandir/Kovil and the home is the Hindu place of worship.

Possible extra Christmas (Extra Focus) What do symbols of Christmas mean? focus Symbols of Christmas: How do symbols show the importance of • Star Christmas for Christians? • Advent Candles • Colours of vestments and in churches

143 YEAR 3 RE

Subject content Lewisham Agreed Syllabus Objectives Key Questions Theme/influential figures/visits/celebrations

Buddhism 1 - The The Buddha What is a Buddha? How did the Buddha teach Buddah The Buddha’s life and search for truth. The Buddha means the ‘awakened one’. He was a human being that people should live? who ‘woke up’ from the ‘sleep of confusion’. This is like awakening from a dream and becoming perfectly aware of the truth. The Buddha became free of suffering and was able to help others to ‘awaken themselves’. Teachings of the Buddha The Four Noble Truths. People should work at becoming kind, compassionate, generous, truthful and patient. People should try not to hurt any living thing, take things that are not given and try to be honest and straightforward. Story of Siddhartha and the Swan. Peace Unit Hinduism Hinduism - What is the meaning of Ahimsa? Influential People Non injury to living things- Ahimsa (Non-violence). Gandhi’s life – demonstrating Ahimsa in practice Why did Gandhi practice non-violence? Martin Luther King. through non-violent protest. Islam - How does the Muslim greeting Gandi Islam ‘Assalaamu alaykum’ (Peace be upon you) Ayman Odeh ‘As-salaam’ is one of the beautiful names of Allah meaning the ‘Source of Peace’. reflect Muslim beliefs about Allah? Susan B. Anthony Judaism Judaism - What does peace mean to Jews? Malala Yousafzai Jewish prayer for Peace. How do Jews believe they can foster peace in Tawakkol Karman their lives?

Christianity 5 - The A source of Christian belief and teaching - some Christians read the Bible every day and find it helpful How do Christians use the Bible? What does Bible for their everyday lives. The Old and New Testaments include many books with different genres; these the Bible contain? How does using the Bible include history, law and songs: Joseph, Psalm 23, Isaiah’s Prophecy. The gospel stories tell about help Christians to grow in their faith? events in Jesus’ life. Jesus’ teaching about the Kingdom of God in parables: The Lost Sheep. Ten Commandments with particular focus on the two greatest commandments. Sikhism 1 Beliefs about God What do Sikhs believe about God? Sikhs believe in one God – symbolised by the Ik Onkar symbol. God created all things. What does Guru mean? What does it mean to Sikh Beliefs be equal? The Gurus There were 10 human Gurus. Guru Nanak was the first Guru. Guru Nanak’s life and teaching. Guru Nanak’s teaching that all people are equal. Celebration of Guru Nanak’s birthday.

144 Sikhism 2 Sikh Teaching How do Sikhs follow rules in their lives? Visitor Three important rules to follow: What does worship mean to Sikhs? Sikh Teachings and • Work honestly. Member of the local community. Life • Share food with the needy. • Remember God. Celebrations/Festivals The Gurus showed how to put teachings into practice in their lives. • Story of Guru Nanak and Bhai Lalo or Story of Guru Gobind Singh and the Water Carrier, Bhai Baisakhi (New Year) Ghanaya. Sikh Life Guru Nanaj Jayanti (Birth Special celebrations – naming. Sikhs worship at home and in the Gurdwara. The Guru Granth Sahib anniversary of Guru Nanak) teaches Sikhs how to live. Sikhs share and show that everyone is equal in the Gurdwara.

Hinduism 3 The Hindu Home What is the importance of family in Hinduism? Visit • Family What is the role of a Hindu temple in a Hindu’s Temple. God and beliefs • Respect for all people and living things. life? How important is ‘home’ as a place of Celebrations/Festivals • Home as a place of worship. worship to Hindus? Puja Worship in the Temple (Mandir / Kovil) Puja, The Arti and Abhisheka ceremonies. The Mandir/Kovil and the home is the Hindu place of worship.

Possible extra focus Christmas (Extra Focus) Christmas How Christmas is celebrated by Christians in other countries focussing on the central shared celebration Why is Christmas celebrated in different ways of the birth of Jesus. around the world? What do all Christians share Easter (Extra Focus) about Christmas? Easter story – through the eyes of different characters, e.g.: Easter • Peter, other disciples, member of the crowd, Mary, Romans What were the experiences and feelings of different witnesses of what happened at the first Easter?

YEAR 4 RE

145 Subject content Lewisham Agreed Syllabus Objectives Key Questions Theme/influential figures/visits/celebrations

Judaism 1 - Shabbat – the Sabbath Day - Day of separation and different from other days; a day of rest and joy, Why is Shabbat important to Jews? Why do Visit/Visitor Shabbat – A day of remembering God creating and resting. Jews visit the synagogue on Shabbat? rest What happens? Why is it important to keep traditions/customs Jewish visitor Preparing for Shabbat. Sunset candle lighting. Blessings. Shared meal – Kiddush. Shabbat Table and alive? Synagogue Visit customs. Charity contributions (Tzedakah).1 Synagogue - Attend synagogue for prayer with the community on Shabbat. Havdalah and the end of Shabbat. Spices, wine, plaited candle and the blessing of Shabbat taken into next week. Judaism 2 - Succot (Sukkoth) - Festival of Tabernacles. Celebration at home and in the Synagogue. Story retold How does what happens at each Festival help Festivals; Festivals in Harvest. to teach young Jews about their past? What do Jewish Life Passover (Pesach) - Story recalled: Moses and the Exodus from Egypt. Celebration at home. these festivals show about the Jews’ Succot Symbolism and ritual of Seder meal – questions from youngest child. relationship with God? Passover Hanukkah - Story recalled of the miracle of the oil. Celebration at home. Symbolism of candle lighting and Hannukkah eating doughnuts.

Christianity 6 - Special places for Christians - There are many different types of Christian places of worship. Belonging to Why are there different places of worship for Visit/Visitor Local Christian a group and sharing activities with others is important and meaningful. Worship includes the use of stillness Christians? What similarities are there in what places of Worship. and silence for reflection. Reasons why people pray. The Lord’s Prayer. The Bible (a source of Christian Christians believe? How does coming together Church / Cathedral Visit belief and teaching) used in services help Christians to grow in their faith?

Christianity 7 - The Church has its own calendar with special names for certain times of the year: How do festivals help Christians to remember Festivals; Christian Times associated with Jesus’ life; how Christians understand and celebrate these events – Christmas and Jesus and His teachings? What happens in Christmas Celebrations Easter. Times of reflection: Advent and Lent - Jesus’ temptation. Sharing the Lord’s Supper. Pentecost places of worship to help Christians understand Easter the meaning behind their festivals? Advent/Lent Pentecost

1 It is custom to put money in a Tzedakah box at a point in the weekday services as Orthodox Jews do not use money on Shabbat

146 Sikhism 3 - The The Gurdwara The Guru Granth Sahib How is the Gurdwara a centre for worship and Visit/Visitor Gurdwara and the • Centre for the community and place • Sikh holy book, final everlasting Guru the expression of Sikh values? Why is the Guru Guru Granth Sahib of prayer and worship. • Written in Gurmurkhi. Granth Sahib ‘The Everlasting Guru? Gurdwara visit. • Nishan Sahib and Khanda symbol. • Treated with respect as a human Guru • Shoes removed, hair covered. • Contents: • Role of Granthi. - teachings of Guru Nanak and other Gurus. • Use of music. - hymns and prayers that are sung • Karah Prasad. in services. • The Langar kitchen- shared food. Buddhism 2 - The Buddhist Community – Sangha - Lives out the teachings of the Buddha. What is the importance of a temple or a Visit/Visitor Living as a All members support one another. Story of The King’s Elephant – keeping good company matters. Buddhist centre? Why do Buddhists have Buddhist Buddhists meditate to help them understand the teachings of the Buddha by developing awareness and images of the Buddha? Buddhist centre. mindfulness. The home shrine, a Temple or Buddhist Centre Visitor from the community. Place where teachings are given. Where Buddhists meditate together. A sacred space, where removal of shoes shows respect. A shrine – with an image of the Buddha. Images of the Buddha communicate values of wisdom and compassion.

YEAR 5 RE

Subject content Lewisham Agreed Syllabus Objectives Key Questions Theme/influential figures/visits/celebrations

Islam 3 - Ramadan Sawm Why do Muslims fast during Ramadan? How Visit/Visitor and Id ul Fltr ▪ Ramadan – a time to focus on Allah, being a good Muslim and considering those who have less. does fasting help Muslims to grow closer to Local community member. ▪ Qur’anic quotes about fasting. Allah and to each other? How do Muslims ▪ Fasting and eating in Ramadan. celebrate Id? Celebrations ▪ Worship during Ramadan ▪ Id ul Fitr – celebration of keeping the fast at its end. Ramadan ▪ Zakat al Fitr Id ul Fltr ▪ Charity at Id.

147 Islam 4 - Hajj and Story of Prophet Ibrahim (pbuh) and his son Ismail (pbuh) rebuilding the Ka’aba. Umrah (lesser pilgrimages. Not What is a pilgrimage? Why do Muslims go on Visit/Visitor Id ul Adha fixed to time). Qur’anic quotes about Hajj Hajj requirements. Hajj? Which stories are associated with the Celebrations Id ul Adha - Festival that takes place the day after the gathering of pilgrims on Mount Arafah. A time for places on Hajj? How does the Hajj make Id ul Adha Muslims worldwide to celebrate. Muslims appreciate they are all part of one family? Hinduism 4 – The Wider World How important is The Holy Ganges and what Visit/Visitor Pilgrimage Hinduism originated in India. Hindus live across the world. role does it play in Hindus belief? Places of pilgrimage and their significance: – The Ganges – Kailash Celebrations – Rameswaram Stories associated with places of pilgrimage. Christianity 8 - God: Who do Christians believe Jesus to be? What Visit/Visitor Jesus human and • Father, Son and Holy Spirit evidence do Christians base their beliefs divine • Christmas – Jesus’ birth. upon? • Choosing 12 disciples AND friends • Jesus’ temptations Celebrations • Jesus’ baptism • Miracles and acts of healing e.g. ‘Stilling the storm’, ‘The four friends’ or ‘Healing a leper’ Easter • Easter - Jesus’ death, resurrection and afterwards.

Sikhism 4 - Guru Gobind Singh Why was Guru Gobind Singh important? What Visit/Visitor Belonging to the • The last human Guru. is the significance of the Amrit Ceremony? community • Celebration of Baisakhi. Gurdwara • Established the Khalsa. • The 5 Ks and Sikh names. Celebrations Belonging to the Community - Becoming a Khalsa’d Sikh. • Amrit ceremony. • Obligations accepted with Amrit - rehat. Christianity 9 - Commitment, belonging and belief in the special presence of God during significant life events. How do Christians follow Jesus and His Visit/Visitor Leading a Example of at least one person and one charitable organisation that exemplifies Christianity in action. teachings in their daily lives? What Christian Food bank Christian life. Encounter with one local Christian to share how their life is led by faith values guide the actions of the people and Charity organisations. organisations studied? What are the CelebrationS challenges of living a Christian life today? Possible Extra Christmas (Extra Focus) - Commercialisation of Christmas. How and why has Christmas become Focus commercialised? How do Christians try to keep the religious meaning of Christmas?

148

YEAR 6 RE

Subject content Lewisham Agreed Syllabus Objectives Key Questions Theme/influential figures/visits/celebrations

Buddhism 3 - The Buddha is the perfect example of what people can become. How do Buddhists try to follow the teachings Visit/Visitor Following the • The Noble Eightfold Path. of the Buddha? How do the teachings and Buddah’s teaching • Symbols, e.g. the wheel and lotus. The Dharma (Buddhist teachings). example of the Buddha help Buddhists to Celebrations • Story that illustrates Buddhist values – The Monkey King. grow towards enlightenment? All Buddhists try to learn and practice the Dharma. This is the teaching and practice that leads to awakening. Judaism 3 – Belief in One God Why is Abraham important to Jews? How Visit/Visitor Abraham • Abram/Abraham. does the Torah help Jewish people to • Abraham and one God. understand what being Jewish means? • Abraham and Isaac – obedience to God. Torah Celebrations • Jewish Sacred Text - Where stories about the Jews’ relationship with God are found including the story of Abraham. Written as a scroll in Hebrew. • Treated with respect. • Yad. Buddhism 4 - The The Sangha. Which places have special meaning to Visit/Visitor Buddhism • People who follow the Dharma. Some live as monks and nuns. Others meditate and practice Buddhism in Buddhists? How do Buddhists try to live a Celebrations community ordinary lives. good life? Vaisakha Puja Vesak/Wesak (Festival worldwide • The five precepts. Building and Places in the Wider World: Places of pilgrimage and their significance, e.g. Lumbini – birth place remembering the life, of Buddha. Bodhgaya – place of enlightenment. Deer park at Sarnath – first teachings of Buddha. Kushinagar – enlightenment and teaching of where he passed away. the Buddha.) The Journey of Christianity - Ways in which human experiences associated with death, loss and bereavement are understood in Christianity - What do Christians believe Visit/Visitor Life and Death Christianity. happens after death? What do Christians Unit Hinduism - Ways in which human experiences associated with death, loss, hope and meaning of life are believe the purpose of life to be? How do Share own experiences. understood in Hinduism. Know how the Hindu community respond to bereavement and helps support the person Christians support people during times of who is bereaved. The concept of rebirth loss? Celebrations Sikhism - The ways in which human experiences associated with death, loss, hope, and meaning Hinduism - How do Hindus deal with in life are understood in Sikhism. bereavement? What do Hindus believe about Funerals death and the afterlife? What are the rituals Wakes after one’s death? (Celebrations of life) Sikhism - What do Sikhs believe happens

149 after death? How do Sikhs support people during times of loss? Judaism - The ways in which human experiences associated with death, loss, hope, and meaning in life are Judaism - What do Jews believe happens understood in Judaism. after death? How do Jews support people Islam - The ways in which human experiences associated with death, loss, hope, and meaning during times of loss? in life are understood in Islam. Islam - What do Muslims believe happens Buddhism - The ways in which human experiences associated with death, loss, hope, and meaning in life are after death? How do Muslims support people understood in Buddhism. during times of loss? Buddhism - What do Buddhists believe All things change happens after death? What do Buddhists Beliefs about death and rebirth. believe the purpose of life to be? How do Buddhists support people during times of loss?

Judaism 4 - Prayer The Shema - Said twice daily. Preparing for prayer: Phylacteries, Tallit, Kippah. The Shema in the Mezuzah – How does the Shema tell Jews to keep their Visit/Visitor and worship of signifying a Jewish home. religion alive? How does the role of a Jew God Synagogue change after their Bar/Bat Mitzvah? Why are Rabbi • Ark. the home and synagogue equally important in • Ner Tamid. a Jewish person’s life? Celebrations • Torah portion read in services. • Role of the Rabbi. Bar/Bat Mitzvah • Minyan. • Family celebrations. Bar /Bat Mitzvah. Understanding Christianity Judaism • Visit/Visitor faith and beliefs in • What can we discover about this faith in our class • What can we discover about this faith in our class Lewisham and school? and school? From the local community. • What can we discover about this faith in the local • What can we discover about this faith in the local community and Lewisham borough? community and Lewisham borough? Local religious leaders. • How have Christian faith communities in Lewisham • How has the Jewish faith in Lewisham changed over changed over the past 50 years? the past 50 years? What are the reasons for Celebrations • What are the reasons for changes in these changes? communities? • How do faith groups work in partnership with each • How do faith groups work in partnership with each other and the local community? How has life in other and the local community? Lewisham been enriched by the diversity of the faiths • How has life in Lewisham been enriched by the and beliefs that make up the borough? diversity of the faiths and beliefs that make up the borough?

PE

(including DANCE) 150

Physical

wellbeing, health

and lifestyles

PSHME (including

RSE)

NB: At Brindishe Schools we recognise that dance is also a creative and expressive art and our curriculum reflects this. We also look for opportunities for our children to watch and perform dance in professional settings.

YEAR 1 PE

151 Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • Can travel in a variety of ways including running and jumping with awareness of space. Start, stop, turn, look, throw, Social me: How Pupils should develop Games • Receives a ball with basic control. catch, jump, sprint, jog. do I communicate fundamental movement skills, • Beginning to develop hand-eye coordination. with others? become increasingly competent • Beginning to perform a range of throws. and confident and access a • Begin to understand rules and participates in simple games. Physical me: broad range of opportunities to Gymnastics • Show good awareness of space, apparatus & the actions of others. star, pike, tuck, dish, straddle, Can I use the extend their agility, balance and • Can recognise and perform simple positions and shapes (star, pike, tuck, dish, straddle, stretch, stretch, curl space around coordination, individually and curl) me? with others. They should be • Can perform basic actions including travelling, rolling (forward, backward, log, teddy-bear), jumping, Rolls - forward, backward, log, able to engage in competitive teddy-bear Healthy me: Why climbing and stillness safely and with increasing control and co-ordination. (both against self and against do we change for • With support, can carry and set up equipment safely and recognise risks involved. others) and co-operative PE? What effect • Copies and explores basic movements with some control and coordination (Can link 2-3 simple physical activities, in a range of movements) does exercise increasingly challenging Dance • Identify a range of body parts and explore how they can move (i.e. shoulders, elbows, hips, knees, Action: Wiggle, shake, turn, have on the situations. ankles, fingers, wrists, neck…). shuffle, stretch, gesture, travel, body? • Consider how changing speed, level and dynamics can open up new opportunities for movement. balance Space: High/ low, body Pupils should be taught to: • Explore, remember, repeat and link a range of actions with coordination, control and expression* shapes, curved/ straight Thinking me: pathways, Dynamics: Time: • Compose and perform dance phrases and moods, ideas and feelings, choosing and varying simple Can I comment on compositional ideas carefully considering how music affects the movement. Sudden/ sustained, Space: • master basic movements my own and including running, jumping, • Watch and evaluate (their own and others) dance phrases and dances, and use what they learn to direct/ indirect Relationship: others throwing and catching, as feedback and improve. Solos, duets, whole class work Chorographic: Unison, performance? well as developing balance, • *In KS1, stories/poems can be used as the basis for generating movement. agility and co-ordination, and improvisation, mirroring, call / response Emotional me: begin to apply these in a Athletics • Can move safely and around objects. Hop, Jog, Land/Landing, Jump, What can I do if range of activities • Can run at different speeds and change direction whilst running. Overarm Pathway (direction of things do not turn • participate in team games, developing simple tactics for • Can jump from a standing position. travel), Sequence, Skip, Sprint, out the way I want attacking and defending • Can throw overarm and underarm with one hand. Standing Jump, Take Off, to? • perform dances using simple • Can take part in a range of team events. Underarm movement patterns • Use their bodies and a variety of equipment with greater control and co-ordination. • Can use equipment safely • Can watch, copy others and describe what they are doing. • Recognise and describe what their body feels during different types of exercise. YEAR 2 PE

152 Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • Develop co-ordination and control of their physical movements and a range of equipment (e.g. Pass, control, force, dribble, Social me: How do Pupils should develop Games dribbling and striking). strike I show a positive fundamental movement skills, • Develop basic techniques of throwing underarm and over-arm and catching when moving and attitude in PE? become increasingly competent standing still. and confident and access a • To be able to pass with accuracy. Physical me: How broad range of opportunities to • Develop spatial awareness. can I practise the extend their agility, balance and • Understand the importance of rules in games. skills needed? coordination, individually and • Explores and creates different pathways and patterns. star, pike, tuck, dish, straddle, Gymnastics with others. They should be • Uses equipment in a variety of ways to create a sequence stretch, curl Healthy me: Can I able to engage in competitive • Link movements together to create a sequence Rolls - forward, backward, log, explain the teddy-bear (both against self and against importance of others) and co-operative exercise and a Dance • Create and explores basic movements with increasing control within personal and general space (refer to vocab from previous physical activities, in a range of healthy lifestyle? carefully considering how music affects the movement. years to ensure appropriate increasingly challenging • Varies size of their movements considering changing levels, direction and speed both in isolation progression) Thinking me: How situations. and within a sequence Action: jump, roll, turn, gesture can I position • Responds imaginatively to stimuli. Space: size of movement, Pupils should be taught to: • Explore, remember, repeat and link a range of actions with coordination, control and expression. levels, personal/general (on the myself to ensure • Watch and evaluate (their own and others) dance phrases and dances using appropriate spot/travelling) Dynamics: success? • master basic movements vocabulary, and use what they learn to feedback and improve. slow, fast, sudden, sustained including running, jumping, Relationship: Duet and group Emotional me: throwing and catching, as work, contact work, unison How can I celebrate well as developing balance, appropriately? agility and co-ordination, and begin to apply these in a Athletics • Develop running technique at fast, medium and slow speed, changing direction and run for longer Hop, Jog, Land/Landing, Jump, range of activities distances. Overarm Pathway (direction of • participate in team games, • Can perform various run and jump sequences. travel), Sequence, Skip, Sprint, developing simple tactics for • Throws with increasing accuracy at a given target changing technique for distance. Standing Jump, Take Off, attacking and defending • Can compete in a range of team events, including relay. Underarm, Long Jump, Long • perform dances using simple • Can watch and evaluate others and focus on specific actions to improve own skills (set simple Distance Running, Pull Throw movement patterns targets).

YEAR 3 PE

153 Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • Develop a variety of ball skills such as dribbling, stopping, passing, receiving and striking with Types of passes - Social me: Can I Pupils should continue to apply Games more accuracy and consistency. chest pass, overhead pass, explain how and develop a broader range of • Learn to throw and catch a ball in different ways (chest pass, overhead pass, bounce pass, over- bounce pass, over-arm, someone can skills, learning how to use them in arm, bowling, shooting). bowling. improve in a different ways and to link them to • Understands the role of attacking and defending. Shooting, opponent. positive manner? make actions and sequences of • Be able to change direction and speed e.g. changing direction when faced with an opponent. mark/defend, control, co- movement. • Uses skills with co-ordination and control. ordination Physical me: What can I do to help me They should enjoy communicating, get fitter/stronger? collaborating and competing with each other. Healthy me: Why They should develop an do we need to understanding of how to improve warm up and cool in different physical activities and down? sports and learn how to evaluate and recognise their own success. Gymnastics • Applies compositional ideas independently and with others to create a sequence. star, pike, tuck, dish, straddle, Thinking me: What • Copies, explores and remembers a variety of movements and uses these to create their own stretch, curl can I do to support sequence. others? Pupils should be taught to: • Describes their own work using simple gym vocabulary. Rolls - forward, backward, log, • use running, jumping, • Beginning to notice similarities and differences between sequences. teddy-bear Emotional me: throwing and catching in • Uses turns whilst travelling in a variety of ways. How can I compete isolation and in combination. • Beginning to show flexibility in movements with others in a • Beginning to develop good technique when travelling, balancing, using equipment etc controlled manner? • play competitive games, modified where appropriate

154 Dance • Begin to explore solos, duets, trios, quartets and small group choreography carefully (refer to vocab from [for example, badminton, considering how music affects the movement. previous years to ensure basketball, cricket, football, • Translate ideas from stimuli into movement. appropriate progression) hockey, netball, rounders and • Begin to compare and adapt movements and motifs to create a larger more complex sequence. Action: Gesture, travel, tennis], and apply basic • Watch and evaluate (their own and others) dance phrases and dances using appropriate dance rotation, balance, body parts, principles suitable for vocabulary, and use what they learn to feedback and improve. stillness, motif (small gesture attacking and defending that is repeated and developed throughout a dance) Space: • develop flexibility, strength, High/ low, body shapes, over, technique, control and under, around. Dynamics: balance [for example, through Strong/ light, Sudden/ athletics and gymnastics] sustained, Personal/general Flow: Bound/ free • perform dances using a range Relationship: Solos, duets, of movement patterns whole class work, counterbalance • take part in outdoor and Chorographic: Unison, adventurous activity improvisation, call / response challenges both individually and within a team

compare their performances with Up, Jog, Land/Landing, Jump, Athletics • Beginning to run at speeds appropriate for the distance. previous ones and demonstrate Overarm Pathway (direction of • Recognise and can demonstrate a range of throwing techniques (chest throw, overhead throw, improvement to achieve their travel), Sequence, Skip, Sprint, javelin, discus, shot putt) safely. personal best. • Can perform a range of jumps (standing long jump, speed bounce, vertical jump, hop-skip jump). Standing Jump, Take Off, • Can identify good performance and suggest ways to improve own and others performance. Underarm • Compete in a range of team events and races (including relay, knowing when to run and what to Long Jump, Long Distance do). Running, Pull Throw, Baton Exchange, • Can relate different athletic activities to change in heart rate and breathing. Field event, Flight, Fling Throw, Hurdling, Lead leg, Push Throw, Shot Put, Standing Long Jump, Track event, Trail leg

155 YEAR 4 PE

Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • Vary skills, actions and ideas and link these in ways that suit the games activity showing an Forehand, backhand, volley, Social me: How Pupils should continue to apply and Games understanding of the rules. overhead, rally, singles, do I give develop a broader range of skills, • Shows confidence in using ball skills in various ways, and can link these together .e.g. doubles, changing direction, constructive learning how to use them in dribbling, bouncing, kicking changing speed. feedback to my different ways and to link them to • Select the appropriate pass for the situation peers? make actions and sequences of • Uses skills with co-ordination, control and fluency. movement. • Takes part in competitive games using basic skills for attacking and defending. Physical me: They should enjoy communicating, • Uses running, jumping, throwing and catching in isolation and combination Attack, defend, pass, dodge, How can I keep collaborating and competing with space, pace, myself and others each other. They should develop an safe in a lesson? rules, tactics, accuracy, understanding of how to improve in consistency, fluency, footwork. Healthy me: Can different physical activities and I understand how sports and learn how to evaluate • Links skills with control, technique, co-ordination and fluency. star, pike, tuck, dish, straddle, Gymnastics strength, stamina and recognise their own success. • Understands composition by performing more complex sequences. stretch, curl and speed can be • Beginning to use gym vocabulary to describe how to improve and refine performances. improved by • Develops strength, technique and flexibility throughout performances. • Creates sequences using various body shapes and equipment. playing a game?

• Combines equipment with movement to create sequences. Rolls - forward, backward, log, teddy-bear Thinking me: Can I make suggestions as to what resources can be used to differentiate a

game?

156 Dance • Explore a range of choreographic devices (unison, canon, repetition) and use these to Pupils should be taught to: develop phrases of movement. Levels • use running, jumping, throwing • Understand how to create dance motifs and use these to support a narrative in choreography. Expressions Emotional me: Freeze and catching in isolation and in • Demonstrating precision and increasing control in response to stimuli*. How can I combination • Continue to vary dynamics and develop actions and motifs. Direction celebrate my Performance • Perform more complex dance phrases and dances that communicate character and narrative achievements and Speed • play competitive games, • Watch and evaluate (their own and others) dance phrases and dances using appropriate Sequence/phrases the achievements modified where appropriate [for dance vocabulary, and use what they learn to feedback and improve. of others? example, badminton, • *Watch clips of professional dance when appropriate to learning theme to develop deeper basketball, cricket, football, awareness of style genre. hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance [for example, through athletics Athletics • Understands and can consistently demonstrate the appropriate running style for the activity. Hop, Jog, Land/Landing, Jump, and gymnastics] • Knows and can demonstrate a range of throwing techniques (chest throw, overhead throw, Overarm Pathway (direction of javelin, discus, shot putt) safely and with increasing accuracy and distance towards a target travel), Sequence, Skip, Sprint, • perform dances using a range area. Standing Jump, Take Off, of movement patterns

• Can perform a range of jumps (standing long jump, speed bounce, vertical jump, hop-skip Underarm jump) showing consistent technique, landing safely with control. • take part in outdoor and • Describes good athletic performance using correct vocabulary. Long Jump, Long Distance adventurous activity challenges both individually and within a Running, Pull Throw, Baton team Exchange, • Compare their performances Field event, Flight, Fling Throw, with previous ones and Hurdling, Lead leg, Push demonstrate improvement to Throw, Shot Put, Standing Long achieve their personal best. Jump, Track event, Trail leg

157 YEAR 5 PE

Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • To have an understanding of different positions in a game. (refer to vocab from previous Social me: Pupils should continue to apply and Games • To apply various skills, actions and ideas in order to progress the game. years to ensure appropriate develop a broader range of skills, • Shows confidence in using ball skills in various ways, and can link these together. progression) I can analyse and learning how to use them in different • Uses skills with co-ordination, control and fluency. comment on skills and ways and to link them to make techniques. • Apply basic skills for attacking and defending. actions and sequences of movement. • Uses running, jumping, throwing and catching in isolation and combination. Healthy me: They should enjoy communicating, • Understand the need for different tactics and select appropriately for attacking and co-ordination, control and fluency, defending in different games. positioning, collaborating and competing with Can I identify some of each other. They should develop an the long-term effects Gymnastics • Select and combine their skills, techniques and ideas. star, pike, tuck, dish, straddle, of exercise and understanding of how to improve in • Apply combined skills accurately and appropriately, consistently showing precision, stretch, curl activity on physical, different physical activities and control and fluency. mental and social sports and learn how to evaluate and

• Draw on what they know about strategy, tactics and composition when performing health? recognise their own success. and evaluating. • Analyse and comment on skills and techniques and how these are applied in their Rolls - forward, backward, log, own and others' work. teddy-bear Thinking me: Pupils should be taught to: • Uses more complex gym vocabulary to describe how to improve and refine performances. I can select and • use running, jumping, throwing • Develops strength, technique and flexibility throughout performances. combine skills and and catching in isolation and in combination • Links skills with control, technique, co-ordination and fluency. techniques and apply • Understands composition by performing more complex sequences.

158 Dance • Use expression to demonstrate theme and narrative in a dance sequence (refer to vocab from previous these accurately and • play competitive games, modified • Use all the space provided to maximum potential e.g. using various levels, ways of years to ensure appropriate appropriately. where appropriate [for example, travelling and motifs. progression) badminton, basketball, cricket, • Develop understanding of how dance can be performed in different formations i.e. Emotional me: football, hockey, netball, diamond, circle, squares, line. Action: Gesture, travel, rotation, rounders and tennis], and apply basic principles suitable for • Perform movements with an awareness of technique i.e. pointed toes/flex feet to balance, body parts, stillness Can I use different attacking and defending create a fluent sequence with the required style in relation to the stimulus. Space: High/ low, body shapes, strategies to manage • Continue to show a change of pace and timing in their movements paying particular surrounding, over, under, around my emotions focus to choreographic devices i.e. cannon, repetition. appropriately? • develop flexibility, strength, • Modifies parts of a sequence as a result of self and peer evaluation using more Dynamics: Weight: Strong/ light, technique, control and balance complex dance vocabulary to compare and improve work. Time: Sudden/ sustained, Space: [for example, through athletics • Incorporate moments to watch/analyse professional dance performances either in direct/ indirect Flow: Bound/ free and gymnastics] theatre or through media. Relationship: Solos, duets, whole class work, counterbalance, simple • perform dances using a range of lifts movement patterns

Chorographic: cannon (movement • take part in outdoor and to mimic domino effect) Unison, adventurous activity challenges improvisation, call / response both individually and within a team

• Compare their performances with Athletics • Choose the best pace for a running event in order to sustain running and improve Hop, Jog, Land/Landing, Jump, previous ones and demonstrate personal target, speed and stamina. Overarm Pathway (direction of improvement to achieve their • Show control and power at take-off in jumping activities. travel), Sequence, Skip, Sprint, personal best • Develop increasing accuracy, technique and distance in a range of throwing Standing Jump, Take Off, activities. Underarm • Recognise strengths and weaknesses in their own and others performance and suggest ideas that will improve performance. Long Jump, Long Distance Running, Pull Throw, Baton • Appreciate the benefits of practice and reflection to improve personal and group Exchange performance. • Can pass and receive a baton accurately. Field event, Flight, Fling Throw, Hurdling, Lead leg, Push Throw, Shot Put, Standing Long Jump, Track event, Trail leg, Crouch Start, Standing Vertical Jump,

159 YEAR 6 PE

Subject Objectives Vocabulary Health and NC Objectives content Wellbeing

Invasion • Keeps possession of balls during games situations. (refer to vocab from previous Social me: Can I Pupils should continue to apply and Games • Consistently uses skills with co-ordination, control and fluency. years to ensure appropriate compare and develop a broader range of skills, • Takes part in competitive games with a strong understanding of tactics and progression) comment on skills? learning how to use them in different composition. Can I use this ways and to link them to make actions • Apply knowledge of skills for attacking and defending and can control the game. Technique, territory, possession. knowledge to support and sequences of movement. . the creation of new They should enjoy communicating, games? Gymnastics • Plan and perform with precision, control and fluency, a movement sequence star, pike, tuck, dish, straddle, collaborating and competing with each showing a wide range of actions including variations in speed, levels and directions. stretch, curl Healthy me: Can I other. They should develop an • Performs difficult actions, with an emphasis on extension, clear body shape and explain with some understanding of how to improve in changes in direction. clarity, how the body different physical activities and sports • Adapts sequences to include a partner or a small group. reacts during different and learn how to evaluate and Rolls - forward, backward, log, • Gradually increases the length of sequence work with a partner to make up a short types of exercise and recognise their own success. sequence using the floor, mats and apparatus, showing consistency, fluency and teddy-bear how this helps clarity of movement. • Draw on what they know about strategy, tactics and composition when performing develop better and evaluating. performance, fitness

• Analyse and comment on skills and techniques and how these are applied in their and health (mentally, own and others' work. socially? • Uses more complex gym vocabulary to describe how to improve and refine performances. Thinking me: Can I • Develops strength, technique and flexibility throughout performances. recall some strategies/tactical approaches and link

Pupils should be taught to:

160 Dance • Use expression to demonstrate theme and narrative in a dance sequence ensuring Levels this knowledge to • use running, jumping, throwing and dances flow and movements are linked considering pattern and formation i.e. Expressions another sport? catching in isolation and in diamond, circle, squares, line. Freeze combination • Use all the space provided to maximum potential e.g. using various levels, ways of Direction Social me: Can I lead travelling and motifs. Performance other members of the • play competitive games, modified Speed • Perform movements with a growing awareness of technique i.e. pointed toes/flex group? where appropriate [for example, feet to create a fluent sequence with the required style in relation to the stimulus. Sequence/phrases badminton, basketball, cricket, • Continue to show a change of pace and timing in their movements paying particular football, hockey, netball, rounders focus to choreographic devices i.e. cannon, repetition, unison, counterbalancing, and tennis], and apply basic lifting and supporting partner. Emotional me: Am I principles suitable for attacking and • Modifies parts of a sequence as a result of self and peer evaluation using more aware of my own defending complex dance vocabulary to compare and improve work. strengths and • Incorporate moments to watch/analyse professional dance performances either in • develop flexibility, strength, weaknesses? theatre or through media. technique, control and balance [for • example, through athletics and

gymnastics]

• perform dances using a range of movement patterns Athletics • Can effectively sustain the appropriate running pace for running event. Hop, Jog, Land/Landing, Jump, • Using control and power, can perform various jumps and improve technique and Overarm Pathway (direction of • take part in outdoor and distance. travel), Sequence, Skip, Sprint, adventurous activity challenges • Can choose the correct technique to effectively perform all throws, including Standing Jump, Take Off, Underarm both individually and within a team overarm, underarm, javelin, discus and shot put, with accuracy and distance. • Beginning to record peers performances, and evaluate these. Long Jump, Long Distance • Compare their performances with Running, Pull Throw, Baton previous ones and demonstrate Exchange, improvement to achieve their personal best. Field event, Flight, Fling Throw, Hurdling, Lead leg, Push Throw, Shot Put, Standing Long Jump, Track event, Trail leg, Crouch Start, Standing Vertical Jump, Changeover zone, Heave throw, Stride pattern, Pacing

161

PSHME (including

RSE)

This area includes health education, promoting good behaviour and developing children’s awareness of themselves and others in the local and world- wide community. It involves children learning to keep themselves fit and healthy and develop a set of personal values and beliefs, including respect for themselves and for others. It concentrates on developing children’s knowledge and understanding of their roles and responsibilities and how to make a positive contributions to society. They learn about democracy and how local and national government works. At Brindishe Schools we teach our children the importance of British Values and Brindishe Values.

162 YEAR 1 PSHME

Subject Objectives Vocabulary DFE Statutory Guidance content

Families and • To know that there are lots of different ways that families are made. Special people, caring, people who • Recognise people who look after them, their family networks, who to go to if they are worried and how to safe, friends, family, carers, care, similarities, • that families are important for children growing up care for me attract their attention. • Identify their special, trusted people (family, friends, carers), what makes them special and how special differences, upset, because they can give love, security and stability people should care for one another. worried, anxious, afraid, • that others’ families, either in school or in the wider kind world, sometimes look different from their family, Caring • Identify and share feelings with others Likes, dislikes, taking but that they should respect those differences and friendships • Recognise that their behaviour and actions can affect other people turns, behaviour, actions, know that other children’s families are also • Take turns, share and understand the need to return things that have been borrowed. a range of feelings and characterised by love and care emotions, managing • how to recognise if family relationships are making feelings them feel unhappy or unsafe, and how to seek Respecting • Know that all people and other living things have rights and that everyone has responsibilities to protect Rights, respect, help or advice from others if needed how to ourselves and those rights (including protecting others’ bodies and feelings). responsibilities, needs, recognise if family relationships are making them groups, communities, others • Describe ways in which everyone is unique (including themselves); understand that there has never been feel unhappy or unsafe, and how to seek help or and will never be another ‘them’ roles, everybody, advice from others if needed (including • Recognise the similarities and differences between each other and treat others with sensitivity, fairness individual, unique, • how important friendships are in making us feel Citizenship) and respect special, people, happy and secure, and how people choose and • Recognise that they belong to different groups and communities such as family and school similarities, differences, make friends • Share their opinions on things that matter to them and explain their views through discussions with one strengths, achievements, • the characteristics of friendships, including mutual other person and the whole class help, emergencies, respect, truthfulness, trustworthiness, loyalty, environment, charter, • Appreciate that their own feelings and actions have an impact on others kindness, generosity, trust, sharing interests and rules, sharing, • Appreciate ways in which people learn to live, play and work together, by listening and discussing experiences and support with problems and discussions, views • Help construct, and agree to follow, group, class and school charters and to understand how these difficulties statements help them. • that healthy friendships are positive and welcoming • Think about caring for the environment, issues such as litter towards others, and do not make others feel lonely Online • Recognise that technology can be used to communicate with others (including mobiles and texting). Communication, talking, or excluded. relationships • Know the SMART rules to keep safe online (Safe, Meet, Accept, Reliable, Tell) texting, messaging, • that most friendships have ups and downs, and that these can often be worked through so that the • Recognise that they have information that belongs to them (name, address, DOB, school etc) and know emailing, online, safety, and internet friendship is repaired or even strengthened, and safety and that they should not share this online. information, personal, private that resorting to violence is never right harms • the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or

163 Being safe • Identify the basic rules for keeping safe and healthy. Asking for help, secret, backgrounds), or make different choices or have • Know when seek help and who they to ask (including dialling 999). surprise, safety, physical different preferences or beliefs (including health • Know rules for and ways of keeping physically and emotionally safe including stranger danger, road contact, touch, • that in school and in wider society they can expect and prevention safety acceptable, unacceptable, to be treated with respect by others, and that in privacy, private, respect turn they should show due respect to others, and basic First • Recognise that choices can have good and not so good consequences. • Know what is meant by ‘privacy’; their right to keep things ‘private’; the importance of respecting others’ privacy including those in positions of authority Aid) privacy (NSPCC Pants: The Underwear Rule) • know the simple rules and principles for keeping • Recognise good and uncomfortable feelings, a vocabulary to describe their feelings to others and to safe online develop simple strategies for managing feelings • that each person’s body belongs to them, and the • Know that people’s bodies and feelings can be hurt (including what makes them feel comfortable and differences between appropriate and inappropriate uncomfortable) or unsafe physical, and other, contact • Know the difference between secrets and nice surprises (that everyone will find out about eventually) and • How to recognise and report feelings of being the importance of not keeping a secret that makes them feel uncomfortable, anxious or afraid. unsafe or feeling bad about any adult Physical and • Know that we have a right to be physically and mentally healthy and a responsibility to keep healthy, Health, well-being, • how to ask for advice or help for themselves or others, and to keep trying until they are heard. mental including the benefits of physical activity, rest, healthy eating and dental health. healthy eating, physical activity, sleep, rest, dental • that mental wellbeing is a normal part of daily life, wellbeing • Recognise good and not so good feelings, develop a vocabulary to describe their feelings to others and to develop simple strategies for managing feelings health, communicating, in the same way as physical health (including • Know that household products, including medicines, can be harmful if not used properly. feelings, empathy, • that there is a normal range of emotions (e.g. healthy eating, behaviour, fair/unfair, happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all drugs, alcohol bodies, hurt, comfortable, teasing humans experience in relation to different and tobacco) Medicines, household experiences and situations products, safety, risk, • the benefits of physical exercise, time outdoors danger and joining in groups on mental wellbeing and Growing and • Recognise similarities and differences (physical and emotional) between themselves and others and treat Change, loss, growing, happiness changing others with sensitivity and respect changing, young to old, • isolation and loneliness can affect children and that • Know about change and loss and the associated feelings (including moving home, losing toys, pets or independence, correct it is very important for children to discuss their friends) terminology for body parts feelings with an adult and seek support (including genitalia) • the characteristics and mental and physical benefits of an active lifestyle • know how to make a clear and efficient call to emergency services if necessary

164 YEAR 2 PSHME

Subject Objectives Vocabulary DfE Statutory Guidance: content

Families and • Identify their special people (family, friends, carers), what makes them special and how special people same/ different protect people who should care for one another. fair/unfair , right/wrong • Know about the ways in which the people who look after them can protect them agree/disagree ,resolve, • Understand the characteristics of healthy family life, care for me asking for help, caring, commitment to each other, protection and care for each special people, groups, other, the importance of spending time together and communities, roles, help, sharing each other’s’ lives emergencies • Know that stable, caring relationships are at the heart of happy families and are important for children as they are Caring • Recognise what is fair and unfair, kind and unkind, what is right and wrong fair, unfair, unkind, kind, growing up friendships • Build strategies to resolve simple arguments through negotiation and offer constructive support and right, wrong, discussion, • Know how important friendships are in making us feel feedback to others negotiation, support, help, happy and secure, and how people choose and make • To recognise different types of teasing and bullying and to understand that these are wrong and teasing, bullying, friends unacceptable acceptable, unacceptable • Understand that healthy friendships are positive and • To know it is unacceptable to treat someone differently or unfairly because of their gender, race, welcoming towards others, and do not make them feel religion, ethnicity etc. lonely or excluded. • Know that most friendships have ups and downs, and that • Recognise they have a responsibility to speak up and tell an adult if they see or hear something that these can often be worked through so that the friendship they believe is unfair or wrong. is repaired or even strengthened, and that resorting to Respecting • Help construct, and agree to follow, group, class and school charters and to understand how these everybody, individual, violence is never right Ourselves and expectations help them unique, special, rights, • Know how to judge when a friendship is making them feel responsibilities, sharing, unhappy or uncomfortable, how to manage these Others • Recognise the difference between their ‘needs’ and their ‘wants.’ • Contribute to the life of the classroom and school discussion, views, needs, situations and how to seek help or advice from others, if needed • Think about themselves, to learn from their experiences, to recognise and celebrate their strengths and wants, opinions, (including classroom/school • Understand the need to respect others, even when they set simple but challenging goals are very different from them or make different choices or Citizenship) • Develop strategies and skills needed to care for their local, natural and built environments. rules/charter, emotions, birth, loss, separation, have different preferences or beliefs • Learn about ‘change’, including transitions – birth, loss, separation, divorce and bereavement and be • Know about different types of bullying and its impact on marriage, divorce, able to talk about the emotions involved. them and on others and how to get help bereavement, similarities, • Identify and respect the difference and similarities between people • Know the rules and principles for keeping safe online, differences, cooperating, how to recognise risks, harmful content and contact, and resolving arguments how to report them. • know how information and data is shared and used online. • Know what sorts of boundaries are appropriate in friendships with peers and others (including in a digital Online • Children know the reasons why people might share images online. They know they need to ask online, offline, consent, context) relationships someone’s consent before they share someone’s picture online, and that they can say no if someone share, digital footprint, • Understand about the concept of privacy and the wants to share their image. identity, true, email, text, implications of it for both children and adults; including

165 and Internet • Children know things online can last a long time and can be copied. video, photograph, text, that it is not always right to keep secrets if they relate to safety and • Children know that people’s online identity can be different to their real-life identity. report, block, being safe • Children know they need to be kind online. • Know how to respond safely and appropriately to adults Harms they may encounter (in all contexts, including online) • Children know technology allows us to communicate with people we don’t know – eg emailing a whom they do not know different school. • Know how to report concerns or abuse, and the • Children know that sometimes they might see content online that makes them feel upset or vocabulary and confidence needed to do so uncomfortable, and how to report this. • Understand that mental wellbeing is a normal part of daily • Children will be able to explain why using technology too much can have a negative impact on mental life, in the same way as physical health well-being and know strategies to help limit the time spent. • Know that there is a normal range of emotions (e.g. Being safe • Recognise safe and unsafe situations medicines, household happiness, sadness, anger, fear, surprise, nervousness) products, safety, risk, and scale of emotions that all humans experience in (including Health • Recognise what they like and dislike, how to make real, informed choices that improve their physical relation to different experiences and situations safety, road, fire, rules, and Prevention and emotional health. • Know simple self-care techniques, including the • Judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and secrets, surprises, safety, importance of rest, time spent with friends and family and and Basic First how to respond (including who to tell and how to tell them) physical contact, touch, the benefits of hobbies and interests Aid) • Communicate their feelings to others, to recognise how others show feelings and how to respond acceptable, unacceptable, • that bullying (including cyberbullying) has a negative and • To use simple rules for dealing with strangers, and for resisting pressure from either strangers or feelings, bodies, hurt, often lasting impact on mental wellbeing people known to them when they feel uncomfortable comfortable, teasing, • Where and how to seek support including whom in school bullying, privacy, to speak to if they are worried about someone • Learn when to say ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep respecting privacy, • Know about the benefits of rationing time spent online, secrets and I know this can happen when communicating online. the risks of excessive time spent on electronic devices • Understand safety in the local environment (including the park) and rail, water and fire safety. and the impact of positive and negative content online on their own and others’ mental and physical wellbeing Physical and • To communicate their feelings to others, to recognise how others show their feelings and how to communicating, feelings, • Understand the importance of building regular exercise mental respond. empathy, into daily and weekly routines and how to achieve this; for • Understand the importance of, and how to maintain, personal hygiene likes, dislikes, choices, example walking or cycling to school, a daily active mile wellbeing or other forms of regular, vigorous exercise • Know what constitutes, and how to maintain, a healthy lifestyle including the benefits of physical health, wellbeing, healthy (including eating, physical activity, • Know what constitutes a healthy diet (including activity, rest, healthy eating and dental health understanding calories, and other nutritional content) Healthy Eating, • To know how some diseases are spread and can be controlled; the responsibilities they have for their sleep, dental health, feelings, managing • Understand the principles of planning and preparing a Drugs, Alcohol own health and that of others and to develop simple skills to help prevent diseases spreading. range of healthy meal feelings, hygiene, • To understand that prescribed medicines are to be taken only by the named person • Know about personal hygiene and germs including and Tobacco) cleanliness, germs • To understand the dangers of too much exposure to the sun (including skin cancer), and how they can bacteria, viruses, how they are spread and treated, and the importance of handwashing. protect themselves and keep their skin and eyes safe. • Understand the importance of sufficient good quality sleep for good health

166 Growing and • Know about growing and changing and new opportunities and responsibilities that increasing change, loss, growing, • Understand about safe and unsafe exposure to the sun, Changing independence may bring changing, young to old, and how to reduce the risk of sun damage, including skin • Know about change and loss and the associated feelings (including moving home, losing toys, pets or independence, cancer. friends) responsibility, • Know how to make a clear and efficient call to emergency opportunities, correct services if necessary • Know about rituals associated with birth, marriage and death and to be able to talk about the emotions involved terminology, body parts, • Name the main external parts of the body (including external genitalia – penis/vulva) and the bodily external genitalia similarities and differences between boys and girls • Know the needs of babies and young people

167 YEAR 3 PSHME

Subject Objectives Vocabulary DFE Statutory Guidance content

Families and • Learn about people who are responsible for helping them stay healthy and safe; how they can help Responsibility, healthy, safe, • that families are important for children growing up people who these people to keep them healthy and safe responsible, support, advice, because they can give love, security and stability love, care, structures, similarities, • the characteristics of healthy family life, commitment to care for me • Learn that families and family life do not always look the same and that they should respect different family structures. differences. each other, including in times of difficulty, protection and care for children and other family members, the • Learn that love and care within families is important for their happiness and security. importance of spending time together and sharing each other’s lives Caring • Recognise what constitutes a positive, healthy relationship and develop the skills to form and mutual respect, truthfulness, • that others’ families, either in school or in the wider friendships maintain positive and healthy relationships trustworthiness, loyalty, kindness, world, sometimes look different from their family, but that • Recognise and respond appropriately to a wider range of feelings in others generosity, trust, sharing interests they should respect those differences and know that • Recognise different types of relationship, including those between acquaintances, friends, relatives and experiences, support, other children’s families are also characterised by love and care. and families, and that the sort of physical contact we have with these people will differ. feelings, empathy, recognising others’ feelings, friendships, • that stable, caring relationships, which may be of families, relatives, acquaintance, different types, are at the heart of happy families, and are important for children’s security as they grow up. couples, positive relationships • how important friendships are in making us feel happy Respecting • Understand that there are basic human rights shared by all peoples and all societies and that Human Rights, Unicef, United and secure, and how people choose and make friends. ourselves children have their own special rights set out in the United Nations Declaration of the Rights of the Nations, people, identity, • the characteristics of friendships, including mutual Child similarities, differences, diversity, and others respect, truthfulness, trustworthiness, loyalty, kindness, • Understand that differences and similarities between people arise from a number of factors, including equality, listening, viewpoints, generosity, trust, sharing interests and experiences and (including family structures, culture, ethnicity, race, religion, age, gender, gender identity, sexual orientation, opinions, respect, manners, support with problems and difficulties. Citizenship) and ability (see ‘protected characteristics’ in the Equality Act 2010) courtesy, duty rights holders, duty • that healthy friendships are positive and welcoming • Know that their actions affect themselves and others, and the importance of permission seeking and bearers, bullying, discrimination, towards others, and do not make others feel lonely or giving in relationships with peers, friends and adults. community, communities, values, excluded. • the importance of respecting others, even when they are • Listen and respond respectfully (with courtesy and manners) to a wide range of people, to feel customs, volunteers, democracy, rules, laws, making and changing very different from them (for example, physically, in confident to raise their own concerns, to recognise and care about other people's feelings and to try character, personality or backgrounds), or make different rules to see, respect and if necessary constructively challenge others’ points of view choices or have different preferences or beliefs. • To know it is unacceptable to treat someone differently or unfairly because of their gender, race, • the conventions of courtesy and manners. religion, ethnicity etc. • that in school and in wider society they can expect to be • Recognise they have a responsibility to speak up and tell an adult if they see or hear something that treated with respect by others, and that in turn they they believe is unfair or wrong. should show due respect to others, including those in positions of authority. • Develop an understanding of what being part of a community means, and about the varied • the importance of permission-seeking and giving in institutions that support communities locally and nationally relationships with friends, peers and adults. • To understand that we live in a democracy and that with individual liberty comes responsibility. • To recognise why rules and laws are important.

168 Online • Understand what the term ‘digital footprint’ means, and that the way a person presents themselves digital footprint, safety, online, • that for most people the internet is an integral part of life relationships online will stay with them. personal information, passwords, and has many benefits images, data, image, impact, • that the same principles apply to online relationships as and internet • Understand that communication is how we build relationships with people, and that online this can be more difficult as using acronyms, emojis, and not seeing someone’s body language can lead to consequence, effect to face-to- face relationships, including the importance of safety and respect for others online including when we are misunderstandings anonymous harms • Know that people who have put things online (photographs, stories) belong to them, and they need • the rules and principles for keeping safe online, how to their permission to share it. recognise risks, harmful content and contact, and how to • Understand the importance of ‘Share with Care’, and that sharing an image can be hurtful and make report them it more difficult for an image or a video to be removed from online. • how information and data is shared and used online. • Learn how technology can have an impact on sleep, and how this can impact other areas of life and • how to consider the effect of their online actions on well-being. others and know how to recognise and display respectful behaviour online and the importance of keeping personal Being safe • Recognise, predict and assess risks in different situations and decide how to manage them advice, support, asking for help information private. responsibly (including sensible road use, the risks in their local environment or being home alone) risk, danger, hazard, • about the benefits of rationing time spent online, the (including and to use this as an opportunity to build resilience – link to educational visits responsibility, safety, predict, risks of excessive time spent on electronic devices and health and • Learn about road safety and stranger danger. resilience, stranger, dangerous, the impact of positive and negative content online on • Understand strategies for keeping physically and emotionally safe including road safety or when pressure, managing pressure, their own and others’ mental and physical wellbeing prevention using public transport. influences, media, peer, actions, • concepts of basic first-aid, for example dealing with and basic • Recognise when they need help and to develop the skills to ask for help; to use basic techniques for behaviour, consequences, rules, common injuries, including head injuries. First Aid) resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious emergency, safety, roads, cycle, • the characteristics and mental and physical benefits of or that they think is wrong rail, bus, different types of an active lifestyle • that mental wellbeing is a normal part of daily life, in the Follow the school rules about health and safety, basic emergency first aid procedures (where and crossings • same way as physical health. how to get help) • that there is a normal range of emotions (e.g. happiness, Physical and • Know that we have a right to be physically and mentally healthy and we have a responsibility to keep Balanced lifestyles, balanced diet, sadness, anger, fear, surprise, nervousness) and scale mental healthy. choices, health, healthy, of emotions that all humans experience in relation to wellbeing • Reflect on and celebrate their achievements, identify their strengths and areas for improvement, set wellbeing, food, achievements, different experiences and situations. high aspirations and goals aspirations, strengths, goals, • how to recognise and talk about their emotions, including (including having a varied vocabulary of words to use when talking Deepen their understanding of good and not so good feelings, to extend their vocabulary to enable target-setting, collaborative mental • about their own and others’ feelings them to explain both the range and intensity of their feelings to others working, shared goals, range of health, • what sorts of boundaries are appropriate in friendships • Be able to talk openly about what makes us feel scared or uneasy and know who we can tell emotions, conflicting emotions, healthy managing feelings, happiness, with peers and others (including in a digital context) • Be aware that people experience a range of feelings and emotions • what constitutes a healthy diet (including understanding eating, drugs, sadness, anger, fear, surprise, • Recognise opportunities and develop the skills to make their own choices about food, understanding calories and other nutritional content). alcohol and nervousness, change, transitions, what might influence their choices and the benefits of eating a balanced diet • the principles of planning and preparing a range of tobacco) loss, separation, divorce, • Learn about ‘change’, including transitions (between key stages and schools), loss, separation, healthy meals bereavement divorce and bereavement • the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact Our • Judge what kind of physical contact is acceptable or unacceptable (for example hurting, touching physical contact, touch, of alcohol on diet or health) changing private areas, overly tactile) and how to respond, including what they should do or say if they feel acceptable, unacceptable, • about the concept of privacy and the implications of it for uncomfortable. confidentiality, secrets, surprises, bodies and both children and adults; including that it is not always • Know the importance of saying ‘no’ if something feels wrong or uncomfortable. right to keep secrets if they relate to being safe.

169 intimate • Understand the concept of ‘keeping something confidential or secret’, when they should or should personal safety, privacy, sharing, • that each person’s body belongs to them, and the relationships not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’ personal boundaries differences between appropriate and inappropriate or • Understand personal boundaries; to identify what they are willing to share with their most special unsafe physical, and other, contact. people; friends; classmates and others; and that we all have rights to privacy • how to recognise and report feelings of being unsafe or feeling bad about any adult. • Describe the process of growing from young to old and how people’s bodies and needs change

YEAR 4 PSHME

Subject Objectives Vocabulary DFE Statutory Guidance content

Families and • Learn about people who are responsible for helping them stay healthy and safe; how they can friendships, families, couples, people who help these people to keep them healthy and safe. positive relationships, communities, volunteers, • that others’ families, either in school or in the wider world, care for me • Know who to turn to if they feel they are not being listened to or people who are meant to care for them are putting them in danger/making them feel unsafe/unhappy. pressure groups, health, sometimes look different from their family, but that they wellbeing should respect those differences and know that other • Be aware of different family groupings. children’s families are also characterised by love and care. Caring • Recognise and manage ‘dares’ actions, behaviour, • that stable, caring relationships, which may be of different friendships • Use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes consequences, dares, types, are at the heart of happy families, and are important them uncomfortable or anxious or that they think is wrong challenges, for children’s security as they grow up people, rights, human rights, • how to recognise if family relationships are making them feel Respecting • Understand that there are basic human rights shared by all peoples and all societies and that unhappy or unsafe, and how to seek help or advice from ourselves children have their own special rights set out in the United Nations Declaration of the Rights of the children’s rights, others if needed. Child responsibility, rights holders, and others • how to ask for advice or help for themselves or others, and to • Understand that differences and similarities between people arise from a number of factors, duty bearers, community, keep trying until they are heard. (including including family structures, culture, ethnicity, race, religion, age, gender, gender identity, sexual home, school, environment, • how to report concerns or abuse, and the vocabulary and Citizenship) orientation, and ability (see ‘protected characteristics’ in the Equality Act 2010) identity, similarities, confidence needed to do so. • Appreciate the range of national, regional, religious and ethnic identities in the United Kingdom differences, equality, • that healthy friendships are positive and welcoming towards • Recognise and challenge stereotypes, including race and gender diversity, culture, ethnicity, others, and do not make others feel lonely or excluded. • Listen and respond respectfully to a wide range of people, to feel confident to raise their own race, religion, age, gender, • the characteristics of friendships, including mutual respect, gender identity, sexual truthfulness, trustworthiness, loyalty, kindness, generosity, concerns, to recognise and care about other people's feelings and to try to see, respect and if trust, sharing interests and experiences and support with necessary, constructively challenge others’ points of view orientation, and ability, feelings, empathy, problems and difficulties. • Consider the lives of people living in other places, and people with different values and customs recognising others’ feelings, • how to recognise who to trust and who not to trust, how to • Resolve differences by looking at alternatives, seeing and respecting others’ points of view, judge when a friendship is making them feel unhappy or listening, viewpoints, making decisions and explaining choices uncomfortable, managing conflict, how to manage these opinions, respect, people, • Work collaboratively towards shared goals situations and how to seek help or advice from others, if places, values, customs, needed. • Understand that they have different kinds of responsibilities, rights and duties at home, at school, disputes, conflict, feedback, • the importance of respecting others, even when they are in the community and towards the environment; to continue to develop the skills to exercise these support, negotiation, very different from them (for example, physically, in responsibilities compromise, resolving

170 problems, bullying, character, personality or backgrounds), or make different discrimination, discussion, choices or have different preferences or beliefs. debate, topical issues, • practical steps they can take in a range of different contexts problems, events, aggressive to improve or support respectful relationships. behaviour, stereotypes, • that in school and in wider society they can expect to be collaborative working, shared treated with respect by others, and that in turn they should show due respect to others, including those in positions of goals authority. • what a stereotype is, and how stereotypes can be unfair, Online • Learn that online identities can be copied, modified and altered, and it is important to only share media, images, information, negative or destructive. relationships images and information they are happy for anyone to know. Understand the Billboard Test. reality/fantasy, true/false, • the importance of permission-seeking and giving in trust, identity, representing, relationships with friends, peers and adults. and internet • Understand that people may represent themselves differently for different audiences, and how this may look online. respect, audience, opinion, • that people sometimes behave differently online, including by safety and • Know that all relationships are built on trust and respect, and they can take back trust at anytime. search engine, safety, online, pretending to be someone they are not. harms Understand how it can be more difficult to trust someone online, as it can be difficult to know personal information, • the rules and principles for keeping safe online, how to someone’s real identity. passwords, advice, support, recognise risks, harmful content and contact, and how to asking for help report them. • Know that people can pretend to be you, people’s friends, and that sometimes, people online are • how to critically consider their online friendships and sources computer programmes pretending to be real people, and these can be difficult to recognise. of information including awareness of the risks associated Understand these can be used to share opinions and encourage people to buy products. with people they have never met. • Understand that lots of people sharing the same opinion does not make that opinion true, and that • how information and data is shared and used online. using a search engine can give both facts and opinions, and it is important to challenge information • how to be a discerning consumer of information online seen online. including understanding that information, including that from Being safe • Recognise, predict and assess risks in different situations and decide how to manage them risk, danger, hazard, search engines, is ranked, selected and targeted. responsibly (including sensible road use and risks in their local environment or being home alone) responsibility, safety, safety, • how to respond safely and appropriately to adults they may and to use this as an opportunity to build resilience. roads, cycle, rail, water, fire, encounter (in all contexts, including online) whom they do not (including know. potential, rehearse, escape, health and • Understand strategies for keeping physically and emotionally safe including road safety, and • where to get advice e.g. family, school and/or other sources. safety in the local environment (including rail, water, public transport or home alone). prevention • that mental wellbeing is a normal part of daily life, in the • Know in an emergency who should be contacted. Consider situations which are emergencies and same way as physical health. and basic First which are not. Know who the emergency services are and how to make a 999 call. Know • that there is a normal range of emotions (e.g. happiness, Aid) emergency phone numbers of adults who can help us. sadness, anger, fear, surprise, nervousness) and scale of • Know the role of the charity CRIMESTOPPERS and Childline emotions that all humans experience in relation to different • Discuss situations when children are left at home which may be potentially dangerous e.g. locked experiences and situations out, fire or a stranger at front door. Rehearse escape plans and what to do. • Know when it is and isn’t appropriate to keep / share secrets

171 Physical and • Deepen their understanding of good and not so good feelings: to extend their vocabulary to balanced lifestyles, choices, • simple self-care techniques, including the importance of rest, mental enable them to explain both the range and intensity of their feelings to others health, wellbeing, balanced time spent with friends and family and the benefits of hobbies • Recognise when they need help and to develop the skills to ask for help (link to physical and diet, choices, food, and interests. wellbeing • where and how to seek support (including recognising the (including mental well-being). influences, conflicting emotions, feelings, managing triggers for seeking support), including whom in school they mental health, • Recognise that they may experience conflicting emotions and when they might need to listen to, should speak to if they are worried about their own or feelings, bacteria, viruses, or overcome these. someone else’s mental wellbeing or ability to control their healthy eating, hygiene routines, emergency drugs, alcohol • Understand how some diseases are spread and can be controlled; the responsibilities they have emotions (including issues arising online). for their own health and that of others; to develop simple skills to help prevent diseases spreading aid, help, safety, rules, habits, • how and when to seek support including which adults to and tobacco) (link to dental - science) change, transitions, loss, speak to in school if they are worried about their health. • Know that bacteria and viruses can affect health and that following simple routines can reduce separation, divorce, • about dental health and the benefits of good oral hygiene their spread bereavement and dental flossing, including regular check-ups at the dentist. • Know what is meant by the term ‘habit’ and why habits can be hard to change • about personal hygiene and germs including bacteria, • Learn about ‘change’, including loss, separation, divorce and bereavement viruses, how they are spread and treated, and the importance of handwashing. physical contact, touch, Our changing • Recognise what constitutes a positive, healthy relationship and develop the skills to form and • the facts and science relating to allergies, immunisation and bodies and maintain positive and healthy relationships acceptable, unacceptable, vaccination. privacy, sharing, personal intimate • Know that that civil partnerships and marriage are examples of a public demonstration of the • how to make a clear and efficient call to emergency services commitment made between two people who love and care for each other and want to spend their boundaries, personal safety, if necessary relationships lives together and who are of the legal age to make that commitment confidentiality, secrets, • that marriage represents a formal and legally recognised • Know that marriage and civil partnerships are commitments freely entered into by both people, surprises, hygiene, commitment of two people to each other which is intended to that no one should have to get married or civil partnered they don’t absolutely want to do so or are puberty, physical and normal, be lifelong. not making the decision freely for themselves different, emotional changes, • what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) • Know that two people who love and care for one another can be in a committed relationship and marriage, civil partnership, commitment, promises, vows, • about the concept of privacy and the implications of it for not be married or in a civil partnership both children and adults; including that it is not always right • Judge what kind of physical contact is acceptable or unacceptable (for example hurting, touching law, decision, choice, love, care, forced marriage, to keep secrets if they relate to being safe. private areas, overly tactile) and how to respond, including what they should do or say if they feel • that each person’s body belongs to them, and the differences uncomfortable. between appropriate and inappropriate or unsafe physical, • Know that we all have rights to privacy and other, contact. • Describe the process of growing from young to old and how people’s needs and bodies will/may • how to recognise and report feelings of being unsafe or change. feeling bad about any adult. • Understand the physical and emotional changes that occur during puberty, (also linked to personal hygiene) and be reassured that emotional changes are a normal • Know that personal hygiene becomes more important as puberty approaches

172 YEAR 5 PSHME

Subject Objectives Vocabulary DfE Statutory Guidance content

Families and • Recognise the role of voluntary, community and pressure groups, especially in relation to health communities, volunteers, • Know that stable, caring relationships, which may be of people who and wellbeing voluntary, pressure groups, different types, are at the heart of happy families, and are health, wellbeing important for children’s security as they grow up. care for me • Recognise if family relationships are making them feel unhappy or unsafe and who to seek support and advice from if needed. friendships, families, • about different types of bullying (including cyberbullying), acquaintance, couples, the impact of bullying, responsibilities of bystanders positive relationships (primarily reporting bullying to an adult) and how to get help. Caring • Recognise what constitutes a positive, healthy relationship and develop the skills to form and relationships, unhealthy, • •how to recognise if family relationships are making them friendships maintain positive and healthy relationships feelings, empathy, feel unhappy or unsafe, and how to seek help or advice • Recognise ways in which a relationship can be unhealthy and whom to talk to if they need support recognising others’ feelings, from others if needed. • Recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, bullying, abuse, prejudice, • the characteristics of friendships, including mutual respect, online and through social media) trolling, dares, pressure, truthfulness, trustworthiness, loyalty, kindness, generosity, • Know how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of managing pressure, trust, sharing interests and experiences and support with sources, including people they know and the media influences, media, peer problems and difficulties. • •that healthy friendships are positive and welcoming Respecting • Understand that there are basic human rights shared by all peoples and all societies and that rights, duties, environment, towards others, and do not make others feel lonely or ourselves children have their own special rights set out in the United Nations Declaration of the Rights of the values, customs, people, excluded. Child difference, diversity, identity, and others • that most friendships have ups and downs, and that these • Know that the universal rights are there to protect everyone and have primacy both over national family structures, culture, can often be worked through so that the friendship is (including law and family and community practices ethnicity, race, religion, age, repaired or even strengthened, and that resorting to Citizenship) • Know that differences and similarities between people arise from a number of factors, including gender, gender identity, violence is never right. family structures, culture, ethnicity, race, religion, age, gender, gender identity, sexual orientation, sexual orientation, ability, • how to recognise who to trust and who not to trust, how to and ability (see ‘protected characteristics’ in the Equality Act 2010) racism, sexism, religious judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these • Realise the nature and consequences of discrimination, teasing, bullying and aggressive intolerance, xenophobia, homophobia, biphobia situations and how to seek help or advice from others, if behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and needed. transphobia, acceptable, ask for help) • the importance of respecting others, even when they are • Discuss prejudice and discrimination, and respecting diversity, beliefs and practices of others. unacceptable, communities, very different from them (for example, physically, in volunteers, pressure groups, • Discuss the signs, effects and strategies for dealing with racism, sexism, religious intolerance, character, personality or backgrounds), or make different xenophobia, homophobia, biphobia and transphobia. resolving points of view, anti- choices or have different preferences or beliefs. social behaviour, aggression, • Recognise and challenge stereotypes • that in school and in wider society they can expect to be bullying, trolling, debate, treated with respect by others, and that in turn they should • Develop strategies to resolve disputes and conflict through negotiation and appropriate compromise discrimination, stereotypes, show due respect to others, including those in positions of and to give rich and constructive feedback and support to benefit others as well as themselves discussion, natural disasters, authority. • Discuss and respond, when appropriate, to world events such as natural disasters, protests, protest, terrorist attacks, • that people sometimes behave differently online, including terrorist attacks or special occasions. special occasions. by pretending to be someone they are not • that the same principles apply to online relationships as to face-to- face relationships, including the importance of

173 Online • Describe different types of media. Know that media influences people’s understanding of the world social media, information, respect for others online including when we are anonymous relationships and can shape ideas about gender and gender roles. forwarding, safety, online, • Develop strategies for respectfully challenging opinions they disagree with including inappropriate personal information, • the rules and principles for keeping safe online, how to and internet recognise risks, harmful content and contact, and how to messages about race, gender and identity online. passwords, images, media report them. safety and • Understand that being online means you can collaborate positively with like-minded people, but it is (different types), acceptable, unacceptable, • how to critically consider their online friendships and harms important to seek out information from a range of sources. sources of information including awareness of the risks • Know there are people online who want to cause physical and mental harm. Recognise what to do if associated with people they have never met they see this happen, who to speak to and know it is not a child’s fault. • about the concept of privacy and the implications of it for • Learn the ‘THINK’ (is it, True, Helpful, Inspiring, Necessary and Kind) rules, and recognise it is easier both children and adults; including that it is not always right to say hurtful things online. to keep secrets if they relate to being safe • Recognise there are pressures when using technology (gaming scores, being online FOMO). • how to recognise and report feelings of being unsafe or feeling bad about any adult. Recognise when they or a friend might need support, and who might provide that support. • how to ask for advice or help for themselves or others, and actions, behaviour, Being safe • Differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’ to keep trying until they are heard • Recognise how their increasing independence brings increased responsibility to keep themselves consequences, mobile • how to report concerns or abuse, and the vocabulary and (including and others safe phones, responsibility, safe confidence needed to do so. use, advice, support, asking health and • Develop strategies for keeping physically and emotionally safe including road safety (including cycle • that the internet can also be a negative place where online safety- the Bikeability programme), and safety in the environment (including rail, water and fire for help, safety, roads, cycle, abuse, trolling, bullying and harassment can take place, prevention and safety). rail, water, fire, strangers, which can have a negative impact on mental health basic First Aid) • Recognise what a crime is and how committing a crime can affect lives. danger, risk, safety, • where and how to report concerns and get support with issues online. • Know how to keep safe on the roads and railways when travelling independently. emergency aid, help, safety, rules • about the benefits of rationing time spent online, the risks • Pre-empt what risky situations may arise when home alone or walking home alone and consider of excessive time spent on electronic devices and the ways of keeping safe. impact of positive and negative content online on their own • Know that carrying a mobile phone can help you feel safe but it can also make me unsafe. Discuss and others’ mental and physical wellbeing. the risks of carrying a mobile phone • that mental wellbeing is a normal part of daily life, in the • Understand that some strangers may be unsafe and know how to deal with a situation when faced same way as physical health. with a stranger trying to communicate with us. • how to judge whether what they are feeling and how they Physical and • Know they have the right to be physically and mentally healthy and a responsibility to keep healthy. conflicting emotions, feelings, are behaving is appropriate and proportionate managing feelings, balanced • the importance of self-respect and how this links to their mental • Know what positively and negatively affects their physical, mental and emotional health and who to own happiness. turn to if they need help. lifestyles, choices, health, wellbeing wellbeing, • isolation and loneliness can affect children and that it is • Know the importance of respecting and caring for themselves and how this links to their own very important for children to discuss their feelings with an (including happiness and mental health. drugs, alcohol, tobacco, adult and seek support. mental health, • Know the importance of good quality sleep on mental and physical health: know that a lack of sleep medicines, caffeine, • the benefits of physical exercise, time outdoors, healthy eating, can have an impact on weight, mood and ability to learn. stimulant, energy drinks, community participation, voluntary and service-based substance, illegal, habit, activity on mental wellbeing and happiness. drugs, alcohol • Know that feeling lonely can have negative impact on mental health and the importance of talking to others to seek support. change, transitions, loss, • the importance of building regular exercise into daily and separation, divorce, weekly routines and how to achieve this; for example and tobacco) • Know which, why and how, commonly available substances (including alcohol, tobacco and ‘energy bereavement walking or cycling to school, a daily active mile or other drinks’) can damage their immediate and future health and safety. forms of regular, vigorous exercise. • Learn about ‘change’, including transitions, loss, separation, divorce and bereavement

174 Our changing • Learn how to take care of their body, understanding that they have the right to protect their body privacy, sharing, personal • the risks associated with an inactive lifestyle (including bodies and from inappropriate and unwanted contact. boundaries, confidentiality, obesity). secrets, surprises, personal • the importance of sufficient good quality sleep for good intimate • Judge what kind of physical contact is acceptable or unacceptable and how to respond (including hurting, touching private areas, forcing). safety, physical contact, health and that a lack of sleep can affect weight, mood and ability to learn relationships • Know the right to say ‘no’ and what is meant by ‘consent’ touch, acceptable, unacceptable, consent, • simple self-care techniques, including the importance of • Understand the concept of ‘keeping something confidential or secret’, and when it is right to ‘break a rest, time spent with friends and family and the benefits of confidence’ or ‘share a secret’ human reproduction, babies, hobbies and interests • Know, understand and describe how bodies and emotions change approaching and during puberty sexual intercourse, • the facts about legal and illegal harmful substances and pregnancy, contraception, • Know that 16 is the legal age of consent to have sex (this includes sexual intercourse, associated risks, including smoking, alcohol use and drug- penetrative sex and any sort of sexual touching) but 16 may not necessarily be the right age for parents/carers, IVF, gender, taking. someone to start having sex and many people do not have sex for the first time until they are older. gender identity, sexual orientation • Learn about human reproduction, the main stages of the human lifecycle and the birth process. • Learn that people may choose to have, choose not to have or be unable to have children and that babies can be made in different ways, such as through IVF. • Know it is possible to prevent fertilisation • Appreciate the responsibilities, and be aware of the skills, of parenting • Recognise the difference between, and the terms associated with gender, gender identity and sexual orientation.

Year 6 PSHME

Subject Objectives Vocabulary DfE Statutory Guidance content

Families and • Recognise the role of voluntary, community and pressure groups, especially in relation to health and communities, volunteers, people who wellbeing voluntary, pressure groups • the characteristics of healthy family life, commitment to care for me • Know the characteristics of a healthy family life and how families should support and spend time with each other in times of difficulty, transition, pain and loss. each other, including in times of difficulty, protection and • Be aware that relationships may develop/change over time and continue to develop an understanding care for children and other family members, the importance of spending time together and sharing each and appreciation of different family groupings other’s lives Caring • Recognise what constitutes a positive, healthy relationship. Control, un/healthy, empathy, • how important friendships are in making us feel happy friendships • Recognise ways in which a relationship can be unhealthy and whom to talk to if they need support. recognising others’, abuse, and secure, and how people choose and make friends • Recognise when and why someone might try to ‘befriend’ someone and gain their trust, in order to prejudice, trust trolling, dares, • that most friendships have ups and downs, and that control or influence them. pressure, managing pressure, these can often be worked through so that the friendship befriend, influences,

175 Respecting • Understand that there are basic human rights shared by all peoples and all societies and that children rights, duties, home, school, is repaired or even strengthened, and that resorting to violence is never right. ourselves have their own special rights set out in the United Nations Declaration of the Rights of the Child environment, people, places, • Know that differences and similarities between people arise from a number of factors, including family values, customs, people, • how to recognise who to trust and who not to trust, how and others to judge when a friendship is making them feel unhappy structures, culture, ethnicity, race, religion, age, gender, gender identity, sexual orientation, and ability difference, diversity, identity, (including family structures, culture, or uncomfortable, managing conflict, how to manage (see ‘protected characteristics’ in the Equality Act 2010). these situations and how to seek help or advice from Citizenship • Know how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of ethnicity, race, religion, age, others, if needed and sources, including people they know and the media gender, gender identity, • the importance of respecting others, even when they are sexual orientation, ability, Managing • Discuss the signs, effects and strategies for dealing with racism, sexism, religious intolerance, very different from them (for example, physically, in xenophobia, homophobia, biphobia and transphobia. racism, sexism, religious character, personality or backgrounds), or make different Money) • Recognise that we all have a role to play in confronting and ending all forms of discrimination. Recognise intolerance, xenophobia, choices or have different preferences or beliefs. and challenge stereotypes. homophobia, biphobia • practical steps they can take in a range of different transphobia, privilege, contexts to improve or support respectful relationships. • Be aware that everyone has different opportunities/starting points in life and how this can have a positive • what a stereotype is, and how stereotypes can be unfair, or negative impact (privilege, discrimination) acceptable, unacceptable, critique, mislead, negative or destructive • Recognise how images in the media (and online) do not always reflect reality and can affect how people misrepresent, • that the same principles apply to online relationships as feel about themselves resolving difference, points of to face-to- face relationships, including the importance of • Explore and critique how the media present information view, anti-social behaviour, respect for others online including when we are anonymous • Critically examine what is presented to them in social media and why it is important to do so; understand aggression, bullying, trolling, • the rules and principles for keeping safe online, how to how information contained in social media can misrepresent or mislead; the importance of being careful discrimination, stereotypes, what they forward to others recognise risks, harmful content and contact, and how to discussion, debate, money, report them. • Research, discuss and debate topical issues, problems and events that are of concern to them and offer spending, saving, budgeting, • how to be a discerning consumer of information online their recommendations to appropriate people money, interest, loan, tax, including understanding that information, including that • Know why and how rules and laws that protect them and others are made and enforced; know why debt, resources, from search engines, is ranked, selected and targeted. different rules are needed in different situations and how to take part in making and changing rules sustainability, economics, • where and how to report concerns and get support with • Learn about the role money plays in their own and others’ lives, including how to manage money and choices, environment, issues online. about being a critical consumer enterprise, enterprise skills, • why social media, some computer games and online • Develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their entrepreneurs gaming, for example, are age restricted. contribution to society through the payment of VAT) • how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom • Understand that resources can be allocated in different ways and that these economic choices affect they do not know. individuals, communities and the sustainability of the environment across the world • how to recognise and report feelings of being unsafe or • Know what is meant by enterprise and begin to develop enterprise skills feeling bad about any adult. Online • Know examples of online issues, which may make someone feel worried, sad, uncomfortable or frightened. information, forwarding, age- • how to report concerns or abuse, and the vocabulary relationships • Explain some of the pressures faced when using social media and how this may negatively impact restriction, safety, online, and confidence needed to do so. personal information, • the importance of self-respect and how this links to their and internet someone’s online identity. • Be critical of online images and recognise the many ways images can be manipulated to change opinion passwords, images, media own happiness. safety and or for commercial gain. Know this can include online ‘influencers’ posing as genuine. (different types), acceptable, • simple self-care techniques, including the importance of harms unacceptable, influencer, rest, time spent with friends and family and the benefits • Describe the ways to create a positive reputation and see how this is the same online. of hobbies and interests. • Understand the risks involved with instant communication such as live streaming. Know that rash and manipulation, commercial, impulsive communication can cause problems. identity, well-being, streaming, reputation.

176 • Know there are sites and apps, which may promote well-being and fitness, and know the potential problems • isolation and loneliness can affect children and that it is with these (body image, dieting and eating disorders, promoting a product or agenda). very important for children to discuss their feelings with • Know why most social media, computer games and online games have age restrictions and how to check an adult and seek support. what these are. • that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. Being safe • Develop strategies for keeping physically, mentally and emotionally safe including road safety (including actions, behaviour, consequences, mobile • it is common for people to experience mental ill health. cycle safety- the Bikeability programme), and safety in the environment (including rail, water and fire For many people who do, the problems can be resolved (including safety) phones, responsibility, safe if the right support is made available, especially if use, advice, support, asking health and • Recognise what a crime is and how committing a crime can affect lives. accessed early enough • Discuss which situations are anti-social, legal, illegal or unacceptable. for help, safety, roads, cycle, • how to recognise early signs of physical illness, such as prevention • Know what is meant my arson and why it might be carried out. rail, water, fire, strangers, weight loss, or unexplained changes to the body. and basic • Recognise what a weapon is, why some people may carry them and what the consequences are. danger, risk, safety, • the facts and science relating to allergies, immunisation First Aid) Discuss what should be done if they know that someone has a gun or knife (or other weapon). emergency aid, help, safety, and vaccination • the risks associated with an inactive lifestyle (including Pre-empt what risky situations may arise when home alone or walking home alone and consider ways of rules • obesity). keeping safe. • where and how to seek support (including recognising • Know that carrying a mobile phone can help you feel safe but it can also make me unsafe. Discuss the the triggers for seeking support), including whom in risks of carrying a mobile phone. school they should speak to if they are worried about Physical and • Know that we have a right to be physically and mentally healthy and a responsibility to keep healthy conflicting emotions, feelings, their own or someone else’s mental wellbeing or ability mental • Know the importance of respecting and caring for themselves and how this links to their own happiness managing feelings, balanced to control their emotions (including issues arising online). wellbeing and mental health. lifestyles, choices, health, • the facts about legal and illegal harmful substances and wellbeing, associated risks, including smoking, alcohol use and (including • Learn how to recognise the early signs of physical illness, such as excessive weight, sudden weight loss, drug-taking mental health, unexplained changes to the body, constant fatigue, weakness, shortness of breath, pain etc. drugs, alcohol, tobacco, medicines, caffeine, • how to recognise early signs of physical illness, such as healthy eating, • Learn a range of ways to look after their mental health and where to get help if they are concerned about weight loss, or unexplained changes to the body. stimulant, energy drinks, drugs, alcohol their own or someone else’s mental health. • about menstrual wellbeing including the key facts about • Know that bullying, including online bullying, can have a negative and long lasting impact on someone’s substance, illegal, processing, the menstrual cycle. and tobacco) selling, habit, change, mental health. • key facts about puberty and the changing adolescent transition • Know the difference between mental health and mental illness. Know that some people suffer from body, particularly from age 9 through to age 11, mental illness and that they will need the right support as soon as possible to try and manage or treat including physical and emotional changes. their condition. • Know which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; • Know that some drugs are restricted and some are illegal to own, use and give to others, including the consequences of using, possession and selling • Learn about ‘change’, particularly transition between primary and secondary school. Our • Know that forcing anyone to marry is a crime; that support is available to protect and prevent people privacy, sharing, personal changing from being forced into marriage and to know how to get support for them self or others boundaries, confidentiality, secrets, surprises, personal bodies and • Learn how to take care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact. safety, physical contact, • Judge what kind of physical contact is acceptable or unacceptable and how to respond (including touch, acceptable, hurting, touching private areas, forcing).Know the right to say ‘no’ and what is meant by ‘consent’ unacceptable, consent,

177 intimate • Know how bodies will, and emotions may, change as they approach and move through puberty human reproduction, babies, relationships (including menstruation, wet dreams and masturbation). sexual intercourse, • Know about menstrual well-being, including key facts about the menstrual cycle, possible symptoms and pregnancy, contraception, simple measures to ease symptoms. parents/carers, IVF, gender, • Know how sexually transmitted infections are passed, including HIV. gender identity, sexual • Understand that actions, such as grooming or female genital mutilation (FGM) constitute abuse and are orientation, puberty, a crime, and develop the skills and strategies required to get support if they have fears for themselves or menstruation, wet dreams, their peers masturbation, physical and • Be aware that adults can realise and choose their own sexuality and have the right to be free to do so. emotional changes, FGM • Be aware that everyone is assigned a gender identity at birth which may later feel not right for them • Recognise the difference between, and the terms associated with gender, gender identity and sexual orientation.

178

Science

Scientific and

Computing Technological

Understanding

DT

179 YEAR 1 SCIENCE (Please note all objectives in bold are statutory and must be taught.)

Content Objectives Vocabulary Scientists Working scientifically Plants • Identify & name a variety of common wild and garden plants, including deciduous & evergreen trees. Leaf, flower, blossom, petal, Beatrix Potter, During years 1 and 2, pupils • Identify & describe the basic structure of a variety of common flowering plants, including trees. fruit, berry, root, seed, Alan Titchmarsh should be taught to use the • Classify leaves, flowers, and seeds, choosing their own criteria. trunk, branch, stem, bark, following practical scientific • Observe a tree through the year. stalk, bud methods, processes and skills • Observe a trail/patch to identify how plants change through the year. Names of trees in the local through the teaching of the area programme of study content: • Identify patterns e.g. after comparing the size of leaves on different plants, children may suggest “bigger Names of garden and wild plants have bigger leaves.” • asking simple questions and flowering plants in the local • Use secondary sources to name plants (including trees). recognising that they can be area answered in different ways Animals, • Identify & name a variety of common animals including fish, amphibians, reptiles, birds & mammals. Head, body, eyes, ears, Chris Packham • observing closely, using simple including • Identify & name a variety of common animals that are carnivores, herbivores, omnivores. mouth, teeth, leg, tail, wing, equipment humans • Describe & compare the structure of a variety of common animals (fish, amphibians, reptiles, birds, claw, fin, scales, feathers, • performing simple tests mammals, including pets). fur, beak, paws, hooves • identifying and classifying • Identify, name, draw, label basic parts of a human body & say which part of the body is associated Names of animals • using their observations and with each sense. experienced first-hand from ideas to suggest answers to each vertebrate group • Classify animals they have seen/have first-hand experience of, choosing their own criteria to do so, e.g. questions Senses, touch, see, smell, physical structure. • gathering and recording data to taste, hear, fingers (skin), • Classify animals they have first-hand experience of based on what they eat (plants, other animals, both). help in answering questions. eyes, nose, ear and tongue (Complete this after the research.) • Children generate questions for investigation such as: ‘Do people with longer arms have longer legs?’ • Use secondary sources to name unknown animals seen in the local environment. Everyday • Distinguish between an object and the material from which it is made. Object, material, wood, Charles Working scientifically vocabulary materials • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and plastic, glass, metal, water, Macintosh questions, answers, equipment, rock. rock, brick, paper, fabric, gather, measure, record, results, sort, • Describe the simple physical properties of a variety of everyday materials. elastic, foil, card/cardboard, group, test, explore, observe, • Compare and group together a variety of everyday materials on the basis of their simple physical rubber, wool, clay, hard, compare, describe, properties. soft, stretchy, stiff, bendy, similar/similarities, • Classify and group objects made from the same material and the same object made from different materials, floppy, waterproof, different/differences, egg timers, considering absorbency, transparency and texture. Test objects made of different materials to see how absorbent, breaks/tears, ruler, tape measure, metre stick, effective they are e.g. umbrellas/hats/coats for waterproofness, cloths/nappies for absorbency, different rough, smooth, shiny, dull, beaker, pipette, syringe see through, not see papers for writing on/painting etc. through

180 Seasonal • Observe changes across the four seasons. Weather (sunny, rainy, Carol Kirkwood, changes • Observe and describe weather associated with the seasons and how day length varies. windy, snowy etc.), seasons Tomasz • Make observations of weather. (Winter, Summer, Spring, Schafernaker • Record and photograph local environment over time. Autumn), sun, sunrise, • At the end of the year, look for patterns in evidence e.g. ‘Does it rain more in spring? Do we have more sunset, day length sunny days in the summer? Which was the coldest month?’

Year 2 Science (Please note all objectives in bold are statutory and must be taught.)

Content Objectives Vocabulary Scientists Working scientifically Living • Explore and compare the differences between things that are living, dead, and things that have Living, dead, never been alive, suited, Jane Goodall, During years 1 and 2, pupils things never been alive. suitable, basic needs, food, food Steve Irwin should be taught to use the and their • Identify that most living things live in habitats to which they are suited and describe how chain, shelter, move, feed, names of following practical scientific habitats different habitats provide for the basic needs of different kinds of animals and plants, and how local habitats e.g. pond, woodland methods, processes and skills they depend on each other. etc., names of micro-habitats e.g. through the teaching of the • Identify and name a variety of plants and animals in their habitats, including microhabitats. under logs, in bushes etc. programme of study content: • Describe how animals obtain their food from plants and other animals, using the idea of a simple • asking simple questions food chain, and identify and name different sources of food. and recognising that they • Find and classify things that are living, dead, never been alive. can be answered in • Classify minibeasts and plants found in the environment. different ways • Explore animals and plants in micro-habitats throughout the year (e.g. under a rock, under a log). • observing closely, using • Children generate questions for investigation such as: ‘Where do you see more ivy? Where do snails simple equipment live?’ • performing simple tests • Use secondary sources to name unknown plants and animals seen in the local environment. • identifying and classifying Plants • Observe and describe how seeds and bulbs grow into mature plants. Head, body, eyes, ears, mouth, teeth, Charlie • using their observations and ideas to suggest • Find out and describe how plants need water, light and a suitable temperature to grow and stay leg, tail, wing, claw, fin, scales, Dimmock, answers to questions healthy. feathers, fur, beak, paws, hooves Percy • gathering and recording • Based on the children’s own criteria: classify and group seeds and bulbs. Names of animals experienced first- Thrower data to help in answering Plant seeds and bulbs and observe how they grow. hand from each vertebrate group • questions. • Children generate questions for investigation such as: ‘Do big seeds germinate more quickly? Does it Senses, touch, see, smell, taste, matter which way round you plant a bulb or seed?’ hear, fingers (skin), eyes, nose, ear and tongue • Look at packets to decide how to plant and care for seeds. Animals, • Notice that animals, including humans, have offspring which grow into adults. Offspring, reproduction, growth, child, Dina Asher- Working scientifically including • Find out about and describe the basic needs of animals, including humans, for survival (water, young/old stages (examples - Smith, vocabulary humans food and air) chick/hen, baby/child/adult, Adam Gemili, See previous years. • Describe the importance for humans of exercise, eating the right amounts of different types of caterpillar/butterfly), exercise, Florence pictogram, tally chart, block food, and hygiene. heartbeat, breathing, hygiene, germs, Nightingale, diagram, Venn diagram, order, • Based on the children’s own criteria, classify and group food items and animals. disease, food types (examples – Mary Seacole link, stop watch

181 • Observe a life cycle (e.g. caterpillars, chicks, farm animals). meat, fish, vegetables, bread, rice, • Observe how their body changes during/after exercise. pasta) • Research adult animals and their young Use of • Identify and compare the suitability of a variety of everyday materials, including wood, metal, Object, material, wood, plastic, glass, John Boyd everyday plastic, glass, brick, rock, paper and cardboard for particular uses. metal, water, rock, brick, paper, Dunlop materials • Find out how the shapes of solid objects made from some materials can be changed by fabric, elastic, foil, card/cardboard, squashing, bending, twisting and stretching. rubber, wool, clay, hard, soft, • Based on the children’s own criteria, classify materials e.g. samples of wood, metal, plastic, etc. stretchy, stiff, bendy, floppy, • Test materials for different uses, e.g. Which material can you use to make an aeroplane? Which fabric waterproof, absorbent, breaks/tears, would you use for curtains? Which materials are best for Cinderella’s mop? rough, smooth, shiny, dull, see through, not see through

YEAR 3 SCIENCE (Please note all objectives in bold are statutory and must be taught.)

Content Objectives Vocabulary Scientists Working Scientifically Plants • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Photosynthesis, pollen, David Bellamy, During years 3 and 4, pupils should be taught • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and insect/wind pollination, Gertrude Jekyll to use the following practical scientific how they vary from plant to plant. seed formation, seed methods, processes and skills through the teaching of the programme of study content: • Investigate the way in which water is transported within plants. dispersal – wind dispersal, animal dispersal, water • asking relevant questions and using • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and different types of scientific enquiries to seed dispersal. dispersal answer them • Gather seeds and photographic evidence of blossoms/flowers and berries on a particular trail throughout the year. • setting up simple practical enquiries, • Investigate what happens when conditions are changed e.g. more/less light/water, change in temperature, nutrients (Baby comparative and fair tests Bio vs other brands). • making systematic and careful observations &, where appropriate, Nutrition, nutrients, Animals, • Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make Leonardo da taking accurate measurements using including their own food; they get nutrition from what they eat. carbohydrates, sugars, Vinci standard units, using a range of humans • Identify that humans and some other animals have skeletons and muscles for support, protection and movement. protein, vitamins, minerals, equipment, including thermometers and • Based on the children’s own criteria, sort food items based on their nutrients and classify animals by whether or not they fibre, fat, water, skeleton, data loggers have a skeleton. bones, muscles, support, • gathering, recording, classifying and • Children generate questions for investigation such as: Do ‘healthy’ drinks have less sugar? Do people with long arms protect, move, skull, ribs, presenting data in a variety of ways to help in answering questions throw further? spine, muscles, joints • recording findings using simple Rocks • Compare and group together different kinds of rocks on the basis of their appearance and simple physical Rock, stone, pebble, Mary Anning scientific language, drawings, labelled properties. boulder, grain, crystals, diagrams, keys, bar charts, and tables • Describe in simple terms how fossils are formed when things that have lived are trapped within rock. layers, hard, soft, texture, • reporting on findings from enquiries, • Recognise that soils are made from rocks and organic matter. absorb water, soil, fossil, including oral and written explanations, • Look at different soils and discuss how they are similar/different. marble, chalk, granite, displays or presentations of results and conclusions • Observe how soil separates into different layers in water. sandstone, slate, soil, peat, sandy/chalk/clay soil • using results to draw simple Light • Recognise that they need light in order to see things and that dark is the absence of light. Light, light source, dark, Isaac Newton conclusions, make predictions for new absence of light, values, suggest improvements and raise • Notice that light is reflected from surfaces. further questions • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes. transparent, translucent, • Recognise that shadows are formed when the light from a light source is blocked by an opaque object. opaque, shiny, matt,

182 • Find patterns in the way that the size of shadows change. surface, shadow, reflect, • identifying differences, similarities or • Based on the children’s own criteria, classify light sources (leading to man-made/natural) and classify materials (leading to mirror, sunlight, dangerous changes related to simple scientific ideas and processes reflective/non-reflective, transparent/translucent/opaque). • using straightforward scientific evidence • Investigate shadows (size of shadows, shape of shadows). NB Do not look at how shadows in the playground change to answer questions or to support their throughout the day. findings

Forces • Compare how things move on different surfaces. Force, push, pull, twist, Magnets- Working scientifically vocabulary and • Notice that some forces need contact between two objects, but magnetic forces can act at a distance. contact force, non-contact William Gilbert See previous years. Magnets • Observe how magnets attract or repel each other and attract some materials and not others. force, magnetic force, questions, types of scientific enquiry, • Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, strength, bar answer, changes, comparative tests, fair magnet, and identify some magnetic materials. magnet, ring magnet, tests, careful, accurate, observations, • Describe magnets as having two poles. button magnet, horseshoe present, data/evidence/results, keys, bar magnet, attract, repel, • Predict whether two magnets will attract or repel each other, depending on which poles are facing. charts, results, conclusions, prediction, magnetic material, metal, support/not support, thermometers, data • Based on the children’s own criteria: sort materials (leading towards metal/non-metal and magnetic/not magnetic); sort iron, steel, poles, north loggers, magnifying glass, microscope toys (leading to what makes them move e.g. push/pull). pole, south pole • Test the strength of different magnets. • Find out how magnets are used in everyday life.

YEAR 4 SCIENCE (Please note all objectives in bold are statutory and must be taught.)

Objectives Vocabulary Scientists Working Scientifically Living • Recognise that living things can be grouped in a variety of ways. Classification, David During years 3 and 4, pupils should be things • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider classification keys, Attenborough taught to use the following practical and their environment. environment, habitat, scientific methods, processes and skills habitats • Recognise that environments can change and that this can sometimes pose dangers to living things. human impact, through the teaching of the programme of • Introduce branching databases/dichotomous keys. positive, negative, study content: • Research and be able to name plants/animals in the wider environment e.g. polar, desert etc. migrate, hibernate • asking relevant questions and using • Research global environmental issues and their impact on living things. different types of scientific enquiries to answer them Animals, • Describe the simple functions of the basic parts of the digestive system in humans. Digestive system, Zhaoming Liu, • setting up simple practical enquiries, • Identify the different types of teeth in humans and their simple functions. digestion, mouth, William including comparative and fair tests • Construct and interpret a variety of food chains, identifying producers, predators and prey. teeth, saliva, humans Beaumont • making systematic and careful • Compare and contrast different types of teeth (linking to simple functions). oesophagus, stomach, small intestine, observations &, where appropriate, • Classify jaw bones/teeth to aid with making food chains e.g. recognise what eats plants and what eats animals by looking at taking accurate measurements using their teeth. nutrients, large intestine, rectum, standard units, using a range of • Research what different animals eat within a specific environment, e.g. coral, polar, African grasslands, in order to construct anus, teeth, incisor, equipment, including thermometers food chains. canine, molar, and data loggers

premolars, herbivore, • gathering, recording, classifying and

carnivore, omnivore, presenting data in a variety of ways to

producer, predator, help in answering questions

prey, food chain

183 States of • Compare and group materials together, according to whether they are solids, liquids or gases. Solid, liquid, gas, state Antoine • recording findings using simple matter • Observe that some materials change state when they are heated or cooled, and measure or research the temperature at change, melting, Lavoisier scientific language, drawings, labelled which this happens in degrees Celsius (°C). freezing, melting point, diagrams, keys, bar charts, and tables • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with boiling point, • reporting on findings from enquiries, temperature. evaporation, including oral and written • Based on the children’s own criteria, classify solids and liquids (including grains, crystals, powders: physical properties) temperature, water explanations, displays or • What affects the melting rate of chocolate? cycle presentations of results and • Test the ‘runniness’ of liquids or which liquids freeze. conclusions • Research the melting point of metals. • using results to draw simple • Research the water cycle. conclusions, make predictions for new values, suggest improvements Sound • Identify how sounds are made, associating some of them with something vibrating. Sound, source, Alexander and raise further questions • Recognise that vibrations from sounds travel through a medium to the ear. vibrate, vibration, Graham Bell • identifying differences, similarities or • Find patterns between the pitch of a sound and features of the object that produced it. travel, pitch (high, changes related to simple scientific • Find patterns between the volume of a sound and the strength of the vibrations that produced it. low), volume, faint, loud, insulation ideas and processes • Recognise that sounds get fainter as the distance from the sound source increases. • using straightforward scientific • Measure volume from different instruments. evidence to answer questions or to • Measure how volume changes away from a source. support their findings. • Investigate string telephones. • Explore pitch e.g. through a carousel of activities. Electricity • Identify common appliances that run on electricity. Electricity, electrical Humphry Working scientifically vocabulary • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, appliance/device, Davy and See previous years. switches and buzzers. mains, plug, electrical Thomas increase, decrease, appearance • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a circuit, complete Edison complete loop with a battery. circuit, component, • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple cell, battery, positive, series circuit. negative, • Recognise some common conductors and insulators, and associate metals with being good conductors. connect/connections, loose connection, • Based on the children’s own criteria, classify household appliances and/or toys (leading to electrical/not electrical, short circuit, crocodile batteries/mains). clip, bulb, switch, • Test materials to classify into insulators and conductors. buzzer, motor, conductor, insulator, metal, non-metal, symbol

184 YEAR 5 SCIENCE (Please note all objectives in bold are statutory and must be taught.)

Content Objectives Vocabulary Scientists Working Scientifically Living • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Life cycle, reproduce, Dian Fossey During years 5 and 6, pupils should be things • Describe the life process of reproduction in some plants and animals. sexual, sperm, fertilises, taught to use the following practical and their egg, live young, scientific methods, processes and skills • Classify animals according to their life cycle. habitats metamorphosis, through the teaching of the programme • Grow from cuttings and observe whether they grow roots/stem/leaf/flower. asexual, plantlets, of study content: • Generate questions such as ‘do larger animals have longer gestation periods?’ runners, bulbs, cuttings • planning different types of scientific • Research life cycle of a chosen animal and present in a variety of ways. enquiries to answer questions, Animals, • Describe the changes as humans develop to old age. Puberty: the vocabulary Robert Winston including recognising and including • Develop questions to ask an expert e.g. doctor. to describe sexual controlling variables where humans characteristics necessary Thermal/electrical Marie Curie, Properties • Compare and group together everyday materials on the basis of their properties, including their • taking measurements, using a range and hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. insulator/conductor, Spencer Silver of scientific equipment, with changes • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a change of state, increasing accuracy and precision, mixture, dissolve, of substance from a solution. taking repeat readings when solution, soluble, materials • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including appropriate insoluble, filter, sieve through filtering, sieving and evaporating. • recording data and results of • Give reasons, based on evidence from comparative and fair tests, for the particular uses of reversible/non- reversible change, increasing complexity using everyday materials, including metals, wood and plastic. scientific diagrams and labels, • Demonstrate that dissolving, mixing and changes of state are reversible changes. burning, rusting, new material classification keys, tables, scatter • Explain that some changes result in the formation of new materials, and that this kind of change is graphs, bar and line graphs not usually reversible, including changes associated with burning and the action of acid on • using test results to make bicarbonate of soda. predictions to set up further • After observing what happens when solids are added to liquids, classify materials based on the outcomes. comparative and fair tests • Observe rusting with uncoated nails in different liquids. • reporting and presenting findings • Compare rates of solubility. from enquiries, including • Burn different materials conclusions, causal relationships Earth and • Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. Earth, Sun, Moon, Caroline and explanations of and degree of Space • Describe the movement of the Moon relative to the Earth. (Mercury, Jupiter, Herschel, trust in results, in oral and written • Describe the Sun, Earth and Moon as approximately spherical bodies. Saturn, Venus, Mars, Copernicus forms such as displays and other • Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun Uranus, Neptune) Ptolemy presentations across the sky. spherical, solar system, • identifying scientific evidence that rotates, star, orbit, • Measures shadows throughout the day. has been used to support or refute planets ideas or arguments. • Generate questions to research about Earth and Space.

185 Forces • Explain that unsupported objects fall towards the Earth because of the force of gravity acting Force, gravity, Earth, air Heath Working scientifically vocabulary between the Earth and the falling object. resistance, water Robinson, See previous years. • Identify the effects of air resistance, water resistance and friction that act between moving resistance, friction, Rube Goldberg, opinion/fact, variables, independent surfaces. mechanisms, simple Leonardo da variable, dependent variable, controlled • Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to machines, levers, Vinci - variable, accuracy, precision, degree of have a greater effect. pulleys, gears helicopters trust, classification keys, scatter graphs, • Compare friction e.g. different objects pulled or pushed by a forcemeter. line graphs, causal relationships, support/refute • Compare water resistance e.g. plasticine in a cylinder of liquid (more viscous liquid is easier). • Compare air resistance e.g. spinners, parachutes. • Compare levers and pulleys.

YEAR 6 SCIENCE (Please note all objectives in bold are statutory and must be taught.)

Content Objectives Vocabulary Scientists Working Scientifically Living things • Describe how living things are classified into broad groups according to common Vertebrates, fish, Carl During years 5 and 6, pupils should be taught and their observable characteristics and based on similarities and differences, including amphibians, birds, Linnaeus to use the following practical scientific habitats microorganisms, plants and animals. mammals, invertebrates, methods, processes and skills through the • Give reasons for classifying plants and animals based on specific characteristics. insects, spiders, snails, teaching of the programme of study content: • Classify plants into flowering, mosses, ferns, conifers. worms, flowering and • planning different types of scientific • Create a branching key to help classify living things without support. non-flowering enquiries to answer questions, including • Research unusual animals. recognising and controlling variables • Research the difference between fungus, bacteria and virus. where necessary Animals , • Identify and name the main parts of the human circulatory system, and describe the Heart, pulse, rate, Gerty Curi, • taking measurements, using a range of including functions of the heart, blood vessels and blood. pumps, blood, blood Fabrici, scientific equipment, with increasing accuracy and precision, taking repeat humans • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies vessels, transported, Barnard readings when appropriate function. lungs, oxygen, carbon • recording data and results of increasing • Describe the ways in which nutrients and water are transported within animals, including dioxide, nutrients, water, complexity using scientific diagrams and humans. muscles, cycle, labels, classification keys, tables, scatter • Observe pulse rates before, during and after exercise. circulatory system, diet, exercise, drugs and graphs, bar and line graphs • Generate pattern seeking questions such as ‘do older people have lower pulse rates?’ lifestyle • using test results to make predictions to • Research the human circulatory system. set up further comparative and fair tests Evolution and • Recognise that living things have changed over time and that fossils provide information Offspring, sexual Charles • reporting and presenting findings from inheritance about living things that inhabited the Earth millions of years ago. reproduction, vary, Darwin, enquiries, including conclusions, causal • Recognise that living things produce offspring of the same kind, but normally offspring characteristics, suited, Rosalind relationships and explanations of and vary and are not identical to their parents. adapted, environment, Franklin degree of trust in results, in oral and • Identify how animals and plants are adapted to suit their environment in different ways inherited, species, fossils and that adaptation may lead to evolution.

186 • Classify a species of animal or plant to show variation in a species. written forms such as displays and other • Use different equipment to pick up available food to look for patterns in the suitability of bird presentations beaks. • identifying scientific evidence that has • Research how animals are adapted to different habitats. been used to support or refute ideas or arguments. Light • Recognise that light appears to travel in straight lines. As for year 3 (Light, light Alhazen, Working scientifically vocabulary • Use the idea that light travels in straight lines to explain that objects are seen because source, dark, absence of Aristotle See previous years. they give out or reflect light into the eye. light, transparent, true value, anomaly, error, reliable • Explain that we see things because light travels from light sources to our eyes or from translucent, opaque, light sources to objects and then to our eyes. shiny, matt, surface, • Use the idea that light travels in straight lines to explain why shadows have the same shadow, reflect, mirror, shape as the objects that cast them. sunlight, dangerous) plus straight lines, light rays. • Investigate the shape of shadows and link this to light travelling in straight lines.

Electricity • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage Circuit, complete circuit, Benjamin of cells used in the circuit. circuit diagram, circuit Franklin, • Compare and give reasons for variations in how components function, including the symbol, cell, battery, Nikola brightness of bulbs, the loudness of buzzers and the on/off position of switches. bulb, buzzer, motor, Tesla • Use recognised symbols when representing a simple circuit in a diagram. switch, voltage • Investigate the effect of adding more bulbs/cells/buzzers/motors to a circuit.

187 YEAR 1 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

Subject Objectives – Technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists Structures • Build structures, exploring how they can be made stronger, stiffer and more • designing eg drawing, user, model, Explore range of full- Design: stable. plan size size items of • design purposeful, functional, Playgrounds Framework structures • making eg equipment, parts, playground appealing products for (or Boats) • Use simple methods for making freestanding structures stronger and more stable. construction kits, join, fix equipment on a visit themselves and other users • Name different types of a product and main features. • knowledge and understanding to a park. based on design criteria • Observe carefully, draw and name simple mathematical shapes in the context of a eg framework, movement, structure, Boats – science • generate, develop, model and product. weak, strong, side, edge, surface, (materials) link. ‘Lost communicate their ideas and Found’ by Oliver • Use basic cutting, shaping and joining techniques for 3D modelling, for example with thinner, thicker, corner, point, through talking, drawing, paper and card using glues and masking tape; Make simple hinges. symmetrical edge, straight, curved; Jeffers templates, mock-ups and, • Use construction kits to aid modelling. names and shapes of materials where appropriate, information • Assemble, join and combine 2D and 3D materials into a model. which are used in full-size and communication technology Make: • Evaluate products made, commenting on main features. playground equipment eg metal, wood, plastic; types of playground • select from and use a range of equipment tools and equipment to perform eg swing, see-saw, roundabout, practical tasks [for example, climbing frame, slide; names of cutting, shaping, joining and mathematical 2D shapes eg circle, finishing] triangle, square, rectangle & 3D • select from and use a wide shapes eg cuboid, cube range of materials and Mechanisms • Explore and use mechanisms in their products: • designing eg idea, discuss, choose, ‘Spot the dog’ and components, including Levers and sliders drawing, labelling ‘Jolly Postman’ construction materials, textiles Moving • Identify simple levers and sliders in moving books/products and explain how they work. • making eg hole punch, paper fastener, books and ingredients, according to pictures: • Make drawings of simple products to show how they work, using appropriate join, cut carefully, planning their characteristics vocabulary. • knowledge and understanding Evaluate: character/scene eg moving, handle, lever, pivot, pull, from story; • Try out their ideas using construction kits to make simple levers. • explore and evaluate a range push, slider, direction, blade, metal, of existing products and greeting card • Assemble strips of card to make simple sliders and lever mechanisms (with some adult balance, movement, forward, backwards, support). order, sequence, length evaluate their ideas and with moving products against design criteria parts; class • Use tools safely. • Develop their design ideas through talking and modelling. Skills: topic book focused practical tasks • Choose and use a given technique to make a simple slider or lever mechanism and incorporate it into a moving picture. • Evaluate strengths and weaknesses of their product.

188 Textiles • Select from and use a wide range of materials and components according to • designing eg user, label, drawing, their characteristics: ideas, mock-up, choose, decide, Bookmark Sew together two pieces of fabric evaluate, try out ideas • Draw around a template. • making eg plan, template, fabric, • Make simple drawings and label parts. cutting out, sewing, needle, running • Recognise that ideas for their own designs can be developed by looking at existing stitch, gluing, adding products. • knowledge and understanding eg • Identify simple design criteria. stitch, thread, needle, strong, quality, • Model ideas by making a paper mock-up using glue as a joining technique. features • Mark out, cut and join fabric pieces to make the main part of a product using simple joining techniques, e.g. gluing and stitching (running stitch). • Use appropriate finishing techniques. Cooking and • Use the basic principles of a healthy and varied diet to prepare dishes, • designing eg choosing, ‘Handa’s Surprise’ nutrition • Understand where food comes from. investigating, tasting, arranging, by Eileen Browne • Recognise and name a number of different fruit and vegetables. experimenting, popular, sort, Fruit/vegetable • Classify some fruit/vegetables by colour, texture and taste, how and where they are blockgraph, pictogram kebab, salad grown, what they are used for, how they are eaten (eg peeled). • making eg washing, cleaning, • Know and practise the hygiene rules for fruit and vegetable preparation. peeling, cutting, slicing, grating • Carry out simple tasting of fruit and vegetables and record results. • knowledge and understanding • Know that fruit and vegetables are an important part of a healthy diet. eg salad, fruit, vegetables, peel, • Select and use appropriate equipment and ingredients, including simple tools in flesh, skin, grater, chopping board, preparation. peeler, seeds, pips, stalk, juice, root, leaf, stone, bunch, skewer; sensory • Talk about their finished product, and record through pictures and words how it looks eg crisp, sharp, juicy, sweet, sour, and tastes and how well it matches their original ideas and chosen target group. sticky, squashy, smooth, crunchy, scented, waxy

189 YEAR 2 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

Subject Objectives – Technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists Structures • Build structures, exploring how they can be made stronger, stiffer and more • designing eg choose, try out ideas, discuss, ‘Home’ by Carson Design: stable. drawing, label, list Ellis • design purposeful, functional, Homes Framework structures • making eg join, fix, plan, scissors, hole punch, appealing products for • Show through simple drawings the main features of a building, with a sense of masking tape, PVA glue themselves and other users proportion. • knowledge and understanding eg structure, based on design criteria • Recognise and name mathematical shapes eg square, rectangle, triangle, framework, strong, weak, wall, roof, window, • generate, develop, model and circle in the context of buildings. stairs, guttering, glass, brick, transparent, communicate their ideas through • Join 2D and 3D materials effectively in different ways, making effective hinge; mathematical understanding eg square, talking, drawing, templates, hinges. rectangle, triangle cube, cuboid, side, edge, mock-ups and, where • Begin to understand how they can make their structures more stable. surface, on top of, underneath, smaller than, appropriate, information and • Use construction kits to help develop their ideas. symmetrical, beside, next to, triangulation for communication technology • Construct model by joining/combining 2D and 3D materials in appropriate strength Make: ways. • select from and use a range of • Evaluate their finished structure, testing for strength and stability. tools and equipment to perform practical tasks [for example, Mechanisms • Explore and use mechanisms in their products: • designing eg purpose, ideas, discuss, explore, ‘Duck in the Truck’ cutting, shaping, joining and Wheels and axles predict, guess, survey, table, Venn diagram, by Jez Alborough; finishing] Give examples of how different vehicles are used for different purposes and most/least common toy vehicles, Vehicles • • select from and use a wide • making eg joining, combining, connecting, photos of various what features they may contain, naming the main parts of a vehicle. range of materials and testing, punching vehicles • Make simple drawings, with some labels of parts. components, including • Join wheels and axles effectively on a chassis and explain how they work. • knowledge and understanding construction materials, textiles • Develop ideas for making a model vehicle which has a purpose, and which eg vehicle, wheels, chassis, axles, doweling, and ingredients, according to reflects their original idea, applying what they have learnt. hole punch, logo, distance their characteristics • Construct a vehicle which functions. Evaluate: • Use a range of finishing techniques including a label or logo. • explore and evaluate a range of • Evaluate their finished vehicle, recording how it works and matches the existing products and evaluate original ideas. their ideas and products against Textiles • Select from and use a wide range of materials and components according • designing eg user, list, label, drawing, ideas, ‘The Glove Puppet design criteria to their characteristics. mock-up, choose, decide, evaluate, try out Man’ by John Skills: Glove • Describe how different types of puppets have been made. ideas, standard unit Yeoman focused practical tasks puppets • Make clear, labelled drawings of the puppets. • making eg plan, template, fabric, cutting out, • Discuss the advantages and disadvantages of different joining techniques. sewing, needle, (double) running stitch, gluing • Design their puppet considering what it needs to do to work well. • knowledge and understanding eg character, • Adapt a given template and model their ideas using paper. puppet, seam, stitch, thread, strong, quality,

190 • Use a template or paper pattern to cut out two pieces of fabric for their puppet. features, strengthen, reflective symmetry, • Join their fabric pieces effectively. position, to, towards • Add features to their puppets using appropriate materials and techniques. • Talk about their finished puppet in relation to how well it works and how well it fulfils the design criteria. Cooking • Use the basic principles of a healthy and varied diet to prepare dishes, • designing eg choosing, investigating, tasting, ‘Oliver’s and • Understand where food comes from. arranging, experimenting, popular, sort, Vegetables’ by nutrition • Consider how to make a smoothie/cordial healthy – sugar content. blockgraph, pictogram Vivian French and • Explore different flavour combinations and textures (eg seeds) with regard to • making eg washing, cleaning, peeling, cutting, Alison Bartlett; Arcimboldo fruit Fruit taste, learning how to balance the combination of ingredients. slicing, grating, chopping, cooking, blending and vegetable art smoothie or • Consider seasonality/availability of ingredients. • knowledge and understanding eg salad, cordial • Select and use appropriate equipment, including cooking fruit for cordials. fruit, vegetables, peel, flesh, skin, grater, • Evaluate their finished product by market testing and suggest improvements. chopping board, peeler, pan, cooker, blender, seeds, pips, stalk, juice, root, leaf, stone, bunch, skewer; sensory eg crisp, sharp, juicy, sweet, sour, sticky, squashy, smooth, crunchy, scented, waxy

YEAR 3 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

Subject Objectives – technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists

Structures • Apply their understanding of how to strengthen, stiffen and reinforce • designing eg font, graphic, decision, evaluating, The three Ps: Design: more complex structures. criteria, fit for purpose, holds protection, • Investigate a range of commercially made packaging and recognise that • making eg scoring, tabs, adhesives, join, preservation, • use research and develop design many examples are constructed from nets. assemble, accuracy promotionLeo criteria to inform the design of Packaging • Make paper models (mock-ups) of their ideas before measuring, marking • knowledge and understanding eg three- Baekeland (Bakelite) innovative, functional, appealing out, cutting and assembling with accuracy. dimensional (3D) shape, cube, cuboid, prism, and Jacques E products that are fit for purpose, • Evaluate their packaging against their original design criteria. net, vertex, edge, face, packaging, shell Brandenburger aimed at particular individuals or • Produce packaging that is visually lively, accurately made and appropriate structure, breadth, capacity (cellophane) groups for its purpose. • generate, develop, model and Ant and Bee Go communicate their ideas through Shopping by Angela discussion, annotated sketches, Banner cross-sectional and exploded diagrams, prototypes, pattern pieces • Understand and use mechanical systems in their products. • designing eg brainstorm, suggestion, evaluate, and computer-aided design

191 Mechanisms Simple pneumatic systems ideas, constraints, appropriate, graph, data, sort, Ancient Greek order, et, label, title, list, probable, possible, mathematician Hero • Investigate toys with a cam mechanism, looking at the moving part in more impossible of Alexandria Make: detail. • making eg planning, storyboard, components, Moving • Develop an understanding of simple pneumatic systems. fixing, tubing, syringe, attaching, finishing • select from and use a wider range of Monsters • Work as part of a team to design and make a model monster with at least • knowledge and understanding eg control, tools and equipment to perform one moving part controlled by a pneumatic system. pneumatic system, pressure, inflate, deflate, input, practical tasks [for example, cutting, output, pump, hinge, fastest, slowest, often, shaping, joining and finishing], always, sometimes, never accurately Textiles • Select from and use a wider range of materials and components • designing eg specification, flow chart, mock-up, Bayeux Tapestry • select from and use a wider range of according to their functional properties and aesthetic qualities. accurate, users, fabric swatches, working drawing materials and components, • Investigate different wall hangings and tapestries. • making eg pattern/template, working properties Aino Kajaniemi including construction materials, textiles and ingredients, according • Experiment with different embroidery stiches (running stitch, backstitch, • knowledge and understanding eg running stitch, split stitch, stem stitch etc.). backstitch, split stitch, stem stitch, applique to their functional properties and Wall aesthetic qualities • Use applique to attach fabric together. hangings Evaluate: • Plan and design wall hanging creating story through fabric. Cooking • Understand and apply the principles of a healthy and varied diet • designing eg texture, taste, appearance, healthy, ‘Sam’s Sandwich’ by • investigate and analyse a range of and • Prepare and cook a variety of predominantly savoury dishes using a preference, criteria, cost, questionnaire, data, David Pelham existing products nutrition range of cooking techniques frequency diagram • evaluate their ideas and products • Understand seasonality, and know where and how a variety of • making eg cut, mix, spread, slice, blend, grate, Max's Sandwich against their own design criteria and ingredients are grown, reared, caught and processed. chop, chopping board, knife, grater consider the views of others to Book: The Ultimate • Use information from an evaluation activity to select and prepare a • knowledge and understanding eg sandwich, Guide to Creating improve their work range of sandwich ingredients for a purpose, combining the ingredients filling, ingredients, fridge, food groups, hygiene, Perfection Between • understand how key events and Sandwich individuals in design and technology to create an appealing sandwich. high risk, healthy eating, ‘balanced plate’, thick, Two Slices of Bread snacks • Consider how well their sandwich meets the original purpose. thin – sensory eg sweet, sour, bitter, salty have helped shape the world by Max Halley • Understand of the ‘balanced plate’ model for healthy eating and will Skills: have applied this to ideas about how the sandwich contributes to a healthy diet. focused practical tasks

YEAR 4 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

192 Subject Objectives – technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists

Structures • Apply their understanding of how to strengthen, stiffen and • designing eg user, choice, decoration, quality, Selection of photo Design: reinforce more complex structures. component parts, purpose frames • Investigate a range of commercially made photo frames. • making eg planning, order, rolling, layering, cutting, • use research and develop design • Gain an understanding of ways in which structures can be made stable, finish, board criteria to inform the design of Photo frames recognise conflicting demands on the structure. • knowledge and understanding eg stable, free- innovative, functional, appealing • Design and make a complete personalised free-standing photograph standing, stiffen, frame, sturdy, reinforce, quality, products that are fit for purpose, frame, appropriate for a particular person. distance, near, close, wide, narrow, deep, shallow, aimed at particular individuals or thick, thin groups Mechanisms • Understand and use mechanical systems in their products. • designing eg model, mock-up, plan, fit for the Heads by Matthew • generate, develop, model and Levers and linkages purpose Van Fleet, Oscar communicate their ideas through • making eg fold, adhesive, scoring, cutting, joining, the Octopus by discussion, annotated sketches, cross-sectional and exploded • Use ideas gained from investigating a variety of products and increase temporary fixing, permanent fixing Matthew Van Fleet Storybooks their repertoire of skills and techniques. • knowledge and understanding eg linkage, lever, diagrams, prototypes, pattern pieces • Use tools safely to design and make pages, incorporating levers and pivot, flexible, shape, joint, hinge, area, surface, and computer-aided design linkages, for a book finished to a high standard. covers – types of movement eg rotary, linear Make: • Develop skills in making a range of simple mechanisms. • Work as part of a group. • select from and use a wider range of • Evaluate, in use, both their own and others’ products. tools and equipment to perform Variety of purses Textiles • Select from and use a wider range of materials and components • designing eg user, purpose, design criteria, model, practical tasks [for example, cutting, according to their functional properties and aesthetic qualities. evaluating, labelled drawings, stiffening, reinforcing, shaping, joining and finishing], • Show understanding and skills in working with textiles to design and coins, notes accurately make a money container that meets their design criteria. • making eg pattern/templates, strength, weaknesses, • select from and use a wider range of Money • Evaluate existing products. accurate, finishing materials and components, including containers • Test effectiveness of different fabrics. • knowledge and understanding eg fabric, construction materials, textiles and fastening, compartment, zip, press stud, clasp, hook ingredients, according to their and eye, button, buckle, seam, seam allowance, functional properties and aesthetic reinforce, gusset, dye, embroidery – properties eg qualities strength, hardwearing, stretch, fray Cooking • Understand and apply the principles of a healthy and varied diet • designing eg texture, taste, appearance, healthy, Recipe books and • Prepare and cook a variety of predominantly savoury dishes using preference, criteria, cost, questionnaire, data, Evaluate: nutrition a range of cooking techniques frequency diagram ‘Stone Soup’ – • Understand seasonality, and know where and how a variety of • making eg cut, mix, spread, slice, blend, grate, traditional tale • investigate and analyse a range of ingredients are grown, reared, caught and processed. chop, chopping board, knife, grater existing products • Undertake independent research to inform a range of ideas. • knowledge and understanding eg soup, • evaluate their ideas and products • Understand the importance of nutrition and a balanced diet. ingredients, fridge, food groups, hygiene, high risk, against their own design criteria and

193 Soup making • Create own design criteria to ensure product is purposeful. healthy eating, ‘balanced plate’, thick, thin – sensory Pumpkin Soup by consider the views of others to • Create recipes, including ingredients. eg sweet, sour, bitter, salty Helen Cooper improve their work • Understand how to handle foods safely and hygienically. • understand how key events and individuals in design and technology have helped shape the world Skills:

focused practical tasks

YEAR 5 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

194 Subject Objectives – technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists Structures • Apply their understanding of how to strengthen, stiffen and reinforce • designing eg investigate, survey, plan, research, Chinese origins Design: more complex structures. texture, intention, structure, outcome • Study a variety of simple kites. • making eg mouldable material, mould, moulding, Homan Walsh, • use research and develop design • Research information from different sources. adhesives, polyvinyl acetate (PVA) wood glue, Niagara suspension criteria to inform the design of Kites • Set out activities for children to experiment with making things float and stay shaping, cutting bridge innovative, functional, appealing in the air. • knowledge and understanding eg aerobatic, products that are fit for purpose, • Investigate the strengths of different materials and how & where they could afloat, airbourne, altitude, ascend, crash, aimed at particular individuals or be strengthened. descend, dip, dive, dual-line, flexible, flimsy, groups • Design, make and evaluate a kite that can stay in the air. glide, single-line • generate, develop, model and communicate their ideas through Mechanis • Understand and use mechanical systems in their products. • designing eg sequence, annotated diagram, Toys with moving discussion, annotated sketches, Cams, axles sketch, decision, choice, prototype, model, parts ms cross-sectional and exploded communicate diagrams, prototypes, pattern pieces • Investigate toys with a cam mechanism, looking at the moving part in more • making eg shape, assemble, accurate, saw, and computer-aided design detail. Try different shapes of cam and study their movement. mark out Moving • Learn how to set up and use: bench hook, G clamp and measure. • knowledge and understanding eg cam, Make: • Mark and drill an off-centre hole in a wooden wheel. mechanism, movement, linear motion, rotary Toys • Design, make and evaluate a toy with a moving part, using a cam for a motion, pivot, off-centre, axle, force, framework, • select from and use a wider range of particular purpose. follower, guide, offset, shaft tools and equipment to perform Textiles • Select from and use a wider range of materials and components • designing eg specification, flow chart, mock-up, A selection of practical tasks [for example, cutting, according to their functional properties and aesthetic qualities. accurate, users, fabric swatches, working slippers shaping, joining and finishing], • Observe and dissemble a simple slipper, discuss how it has been made. drawing accurately • Look at the fabrics used for the different parts e.g. soles, inner and outer • making eg pattern/template, working properties ‘Grandpa’s Slippers’ • select from and use a wider range of Slippers layers. Discuss touch and appearance and how material is fit for purpose. • knowledge and understanding eg seam, by Joy Watson materials and components, including • Discuss with the children the suitability of the slippers for different users and seam allowance, insulation, sole, upper, inner, construction materials, textiles and their different purposes. reinforce, right side/wrong side, stitch, stitching, ingredients, according to their • Show how a pattern is made and used. Demonstrate how to stitch right tacking, wadding, sewing machine, hem functional properties and aesthetic sides together; using tacking stitch. qualities • Design, make and evaluate a prototype slipper and if time, a pair of slippers. Evaluate:

• investigate and analyse a range of existing products • Understand and apply the principles of a healthy and varied diet • designing eg evaluating, investigation, costing • evaluate their ideas and products • Prepare and cook a variety of predominantly savoury dishes using a preferences, profile, specification, criteria, fair against their own design criteria and range of cooking techniques

195 Cooking • Understand seasonality, and know where and how a variety of test, Menus and recipe consider the views of others to and ingredients are grown, reared, caught and processed. • making eg ingredients, quantities, shaping, books improve their work • understand how key events and nutrition • Provide children with a variety of vegetables and explain about seasonality. mixing, topping, baking, cooking method, grilling, • Look at recipes and explain about nutritional information. boiling, frying, glazing individuals in design and technology • knowledge and understanding eg savoury, have helped shape the world • Give children chance to research different dishes. • Investigate different cooking methods and why they would be used. − names of tools and equipment − sensory characteristics eg texture, doughy, Main • Survey others to decide on popular meals. • Plan, make and evaluate a nutritious main course. crisp, chewy, crunchy, stretchy, elastic Skills: course of − food safety eg hygiene, bacteria, mould, an evening decay, food poisoning focused practical tasks meal

YEAR 6 DT (Teachers should plan at least two of these each year, plus cooking and nutrition. Please note, the highlighted area in each year group must be covered. The approaches included are suggestions only and teachers are free to choose how they implement the objectives.)

Subject Objectives – technical knowledge Vocabulary Books/resources/ Objectives - Process content scientists/ technologists Structures • Apply their understanding of how to strengthen, stiffen and reinforce more • designing eg modelling, scale model, fair Shelter – Celine Design: complex structures. test Claire • use research and develop design Shelters • Ask children to investigate a range of shelters that are constructed in different • making eg rolling, strengthening, reinforcing criteria to inform the design of ways. • knowledge and understanding eg innovative, functional, appealing • Find out about different performance textiles used for tents and outdoor triangulation, diagonal, stable, strength, products that are fit for purpose, equipment. framework, material, tube, rigid, section, aimed at particular individuals or • Investigate how to strengthen structures and how to reinforce a simple square water resistance, tie, strut, beam, bracket, groups framework. stay, member, horizontal, vertical, gusset – • generate, develop, model and • Test a variety of textiles for water resistance and strength. forces eg tension, compression, bending, communicate their ideas through • Design, make and evaluate a model of a shelter for a specific purpose. twisting discussion, annotated sketches, • Brainstorm ideas, recording designs on paper. cross-sectional and exploded diagrams, prototypes, pattern • Make shelter, evaluating as it progresses and thinking of alternatives if the first pieces and computer-aided design attempt fails.

• Use simple tests to evaluate the function and strength of the shelter. Make:

• select from and use a wider range Frederick Savage Mechanisms • Understand and use electrical systems in their products [for example, • designing eg model, mock-up, select, of tools and equipment to perform Enoch Farrar series circuits incorporating switches, bulbs, buzzers and motors] modify, improvements, design proposal, practical tasks [for example, Fairgrounds • Apply their understanding of computing to program, monitor and control criteria their products.

196 • Research rides that have rotating parts. • making eg framework, construct, temporary cutting, shaping, joining and • Look at mechanisms in which a belt and pulley is used. joins, permanent joins finishing], accurately • Investigate different ways of making a framework to hold the model. • knowledge and understanding eg rotation, • select from and use a wider range • Find out how a model can be controlled by a computer. spindle, axle, drive belt, pulley, electric of materials and components, • Children to design and make a model of a fairground ride which has a rotating motor, speed, framework, horizontal, including construction materials, part. vertical, electric circuit, switch, gearing up or textiles and ingredients, according • Evaluate product according to their own criteria for success. down, computer control, mechanism to their functional properties and Textiles aesthetic qualities This aspect does not need to be covered this year although some elements may be used during the shelters topic. Evaluate: • investigate and analyse a range of existing products Cooking • Understand and apply the principles of a healthy and varied diet • designing eg evaluating, investigation, Menus and recipe • evaluate their ideas and products and • Prepare and cook a variety of predominantly savoury dishes using a range preferences, profile, specification, criteria, books against their own design criteria of cooking techniques fair test, costing nutrition and consider the views of others to • making eg ingredients, quantities, shaping, • Understand seasonality, and know where and how a variety of ingredients improve their work are grown, reared, caught and processed. mixing, topping, baking, cooking method, Making a two • understand how key events and course meal • Research different combinations of meal to ensure they cover all the main food grilling, boiling, frying, glazing individuals in design and groups. • knowledge and understanding technology have helped shape the • Survey others to decide on what meal would be popular. eg savoury, world • Look at recipes and further develop their knowledge of seasonality. − names of tools and equipment • Learn about different aspects of food safety. − sensory characteristics eg texture, Skills: • Children use the skills that they have developed in cooking and nutrition to plan, doughy, crisp, chewy, crunchy, stretchy, focused practical tasks cook and evaluate a two course meal. elastic − food safety eg hygiene, bacteria, mould, decay, food poisoning

YEAR 1 COMPUTING Theme/period/ Subject content Digital Citizenship and Online Safety Vocabulary NC KS1 Objectives influential figure

197 • Know which/whose devices is it safe for me to use Website • Understand that some internet content is not appropriate for me • Understand what algorithms are, how Internet Ada Lovelace (early Online safety • Know a selection of websites which are appropriate for me they are implemented as programs on • Understand that I should not put any information about myself on the internet computing pioneer digital devices, and that programs Browser who worked on ‘The execute by following precise and Analytical Engine – a unambiguous instructions

• Be able to log onto network or class area precursor of modern • Create and debug simple programs • Recognise a few key icons for browsers (e.g. Internet Explorer/ Firefox etc.) and Device computers) Digital literacy understand that they are used to access the internet • Use logical reasoning to predict the behaviour of simple programs • Be able to use a variety of devices to record images (e.g. iPads, tablets, digital Input devices cameras etc.) • Use technology purposefully to create, • Be able to create a picture for a purpose/ to model real life. (e.g. using an art Output devices organise, store, manipulate and retrieve app/package to draw a picture of a particular time of day) digital content • Be able to use devices to access audio books and music • Recognise common uses of information • Recognise common uses of digital devices and information technology beyond technology beyond school school Hardware • Use technology safely and respectfully, • Know how to turn on/off the devices they use (laptops, desktops etc.) keeping personal information private; • Understand how to look after devices to increase their shelf life Software identify where to go for help and support Digital devices • Recognise the difference between input devices (e.g. a keyboard) and output when they have concerns about content devices (e.g. a computer monitor) and understand that some devices can be both Log on/ off or contact on the internet or other online input and output (e.g. an iPad screen) technologies • Understand that a range of devices can be called a computer Network

Core concepts Keyboard Ongoing processes/skills Programming • Understand that ‘algorithm’ means a set of rules/instructions Screen • Work collaboratively to share, develop and refine ideas Using and applying Desktop • Be able to discuss effectiveness of work, their choices and how they could improve • Create and record simple programs to achieve a particular outcome, understanding Icon it that devices will only act on information given and that the information needs to be input in a specific way for the device to work Algorithm • Do so using a Beebot/ Expresso Coding etc. and also linked to real life situations (e.g. instructions for making a jam sandwich) Digital citizen YEAR 2 COMPUTING Subject Theme/period/ Digital Citizenship and Online Safety Vocabulary NC KS1 Objectives content influential figure

198 • Learn how to create safe images which don’t reveal personal information • Understand what algorithms are, • Understand what viruses are, what they can do, how to avoid them (including how to deal with and how they are implemented as Online safety avoid pop-ups in games and internet browsers) Multimedia Tim Berners-Lee programs on digital devices, and • Know how to make a good password and keep it safe (English engineer that programs execute by following • Understand concept of online interactions being the same as ‘real life’ Podcasts and computer precise and unambiguous • Know to report anything that is inappropriate or makes them feel uncomfortable/threatened to a scientist, best known instructions Virus responsible adult if they come across as the inventor of • Create and debug simple programs • Understand purpose of age-restrictions on gaming, social media, streaming services and other online the World Wide • Use logical reasoning to predict the content Digital footprint Web) behaviour of simple programs • Be able to create a multimedia document/presentation to convey information or express an opinion or Cyberbullying • Use technology purposefully to provide an experience for its audience (e.g. Powerpoint, MS Word, animation, blog entry etc.) Digital literacy • Be able to use a variety of tools in an art package create, organise, store, manipulate Age-appropriate • Be able to upload images from an iPad / digital camera etc onto a laptop or desktop to use at a later and retrieve digital content date or as part of a multimedia project usage • Recognise common uses of • Use a variety of sources to find information for a theme (e.g. videos, images) information technology beyond Age-restrictions • Develop understanding of how to select words and phrases to make an effective search school • Understand the importance of sensible, specific file naming Tabs • Use technology safely and • Be able to save a document to a specific location and be able to retrieve a document through a respectfully, keeping personal number of routes – recent doc/open program used etc Bookmarks information private; identify where • Know that an icon represents an application/function to go for help and support when • Be able to navigate between tabs and use bookmarks Email they have concerns about content • Be able to explore a simple web page and develop understanding of ‘home’ / ‘back’/ ‘find’ buttons or contact on the internet or other • Understand the different ways in which we can communicate and share ideas online (e.g. social Social network online technologies network/ instant messaging/ e-mails/ blogging etc) • Know how to adapt their posture and device position when using devices for any length of time, so as Blog to prevent aches/pains/eye strain Digital devices Debugging

199 Core concepts Ongoing processes/skills • Understand that computer programs are a collection of algorithms Programming • Understand that all computers are programmed • Work collaboratively to share, • Understand that computers need precise instructions develop and refine ideas • Understand that ‘debugging’ means editing/checking • Be able to discuss effectiveness of work, their choices and how Using and applying they could improve it • Create and record simple programs to achieve a particular outcome (e.g. using a Beebot/ Expresso Coding etc.)

YEAR 3 COMPUTING Theme/period/ Subject content Digital Citizenship and Online Safety Vocabulary influential NC KS2 Objectives figure • Understand that not all information on the internet is accurate and that there is a need to • Design, write and debug programs Online safety check information from several different sources Digital Footprint William that accomplish specific goals, • Know the advantages and disadvantages of different forms on online communication in Higinbotham including controlling or simulating terms of audience/ security/ safety/ purpose USB Physicist physical systems; solve problems by • Know how to avoid getting malware and viruses (e.g. by following the SMART rules created Ethernet (invented the first decomposing them into smaller parts Cloud video game by Childnet) • Use sequence, selection, and computing ‘Tennis for two’) • Recognise there are different ways to encourage people to purchase things online (e.g. repetition in programs; work with Server adverts/ pop-ups/ in-app purchases/ influencers on social media etc.) variables and various forms of input Hardware • Explicitly reference sources they have used to create content and output Digital Citizenship Software • Know that online devices collect and store information and their online habits • Use logical reasoning to explain how

• Compose digital communications (emails/ blog posts/ instant messages etc.) clearly and Iteration some simple algorithms work and to succinctly to reduce the risk of the misunderstanding Selection detect and correct errors in • Understand how we change our use of language and content of our communications based algorithms and programs on the method being used and audience (e.g. differences between sending an instant message/ email to a friend or publishing a message on an open social network such as • Understand computer networks, Twitter) including the internet; how they can provide multiple services, such as • Know there are different file types and have a general idea of the purpose of the most the World Wide Web, and the Digital Literacy common examples (e.g. wav/ mp3/ ogg = sound; jpg/ gif = image; doc/ txt = text etc.) opportunities they offer for • Know what a virus and malware is communication and collaboration • Create a presentation with an understanding of my audience and choose colour, text fonts, boxes and transitions appropriately, this will include creating different moods and • Use search technologies effectively, atmospheres appreciate how results are selected

200 • Use Garageband/ Broadcaster/ Audacity etc. to create layered sounds to tell a story with and ranked, and be discerning in speech, sound effects and background music evaluating digital content • Be able to problem solve difficulties with various devices (e.g. how to get rid of a pop up • Select, use and combine a variety of window/ how to force quit [Ctrl+Alt+Del] if a spinney wheel or sand timer is showing software (including internet services) software or computer to be unresponsive) on a range of digital devices to design and create a range of programs, systems and content that Digital Devices • Be able to troubleshoot if a device isn’t turning on/ is unresponsive (e.g. check if mouse Is accomplish given goals, including plugged in) collecting, analysing, evaluating and presenting data and information

Core Concepts • Use technology safely, respectfully and responsibly; recognise Programming • Understand the meaning and purpose of iteration (repeat loops) and selection (...if…then). acceptable/unacceptable behaviour;

identify a range of ways to report Using and Applying concerns about content and contact • Design computer programs to control real life/ physical devices • Debug own and other pre-written programs • Select and use different input devices (e.g. a mouse/ keyboard/ interactive screen/ Ongoing processes/skills microscope/ MakeyMakey etc.) and output devices (e.g. a computer screen/ speaker etc.) to • Work collaboratively to share, meet different criteria develop and refine ideas • Be able to discuss effectiveness of work, their choices and how they could improve it

YEAR 4 COMPUTING Subject Theme/period/ Digital Citizenship and Online Safety Vocabulary NC KS2 Objectives content influential figure • Understand that not all information on the internet is accurate and that there is a need to check • Design, write and debug programs that information from several different sources accomplish specific goals, including Online safety • Know the advantages and disadvantages of different forms on online communication in terms of Digital Footprint Melba Roy Mouton controlling or simulating physical audience/ security/ safety/ purpose (mathematician whose systems; solve problems by • Know how to avoid getting malware and viruses (e.g. by following the SMART rules created by work was essential at decomposing them into smaller parts Childnet) NASA) • Use sequence, selection, and • Recognise there are different ways to encourage people to purchase things online (e.g. adverts/ USB repetition in programs; work with pop-ups/ in-app purchases/ influencers on social media etc.)

201 • Explicitly reference sources they have used to create content Ethernet variables and various forms of input • Know that online devices collect and store information and their online habits and output Digital • Compose digital communications (emails/ blog posts/ instant messages etc.) clearly and Cloud • Use logical reasoning to explain how Citizenship succinctly to reduce the risk of the misunderstanding computing some simple algorithms work and to • Understand how we change our use of language and content of our communications based on detect and correct errors in algorithms the method being used and audience (e.g. differences between sending an instant message/ Server and programs email to a friend or publishing a message on an open social network such as Twitter) Hardware • Understand computer networks, • Know there are different file types and have a general idea of the purpose of the most common including the internet; how they can provide multiple services, such as the examples (e.g. wav/ mp3/ ogg = sound; jpg/ gif = image; doc/ txt = text etc.) Software Digital Literacy • Know what a virus and malware is World Wide Web, and the opportunities they offer for • Create a presentation with an understanding of my audience and choose colour, text fonts, boxes and transitions appropriately, this will include creating different moods and atmospheres communication and collaboration • Use Garageband/ Broadcaster/ Audacity etc. to create layered sounds to tell a story with speech, Iteration • Use search technologies effectively, sound effects and background music appreciate how results are selected • Be able to problem solve difficulties with various devices (e.g. how to get rid of a pop up window/ Selection and ranked, and be discerning in how to force quit [Ctrl+Alt+Del] if a spinney wheel or sand timer is showing software or computer evaluating digital content to be unresponsive) Input device • Select, use and combine a variety of software (including internet services) • Be able to troubleshoot if a device isn’t turning on/ is unresponsive (e.g. check if mouse is Output device on a range of digital devices to design Digital Devices plugged in) and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting Core Concepts data and information • Use technology safely, respectfully Programming • Understand the meaning and purpose of iteration (repeat loops) and selection (...if…then). and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report Using and Applying concerns about content and contact Ongoing processes/skills • Design computer programs to control real life/ physical devices • Debug own and other pre-written programs • Work collaboratively to share, • Select and use different input devices (e.g. a mouse/ keyboard/ interactive screen/ microscope/ develop and refine ideas MakeyMakey etc.) and output devices (e.g. a computer screen/ speaker etc.) to meet different • Be able to discuss effectiveness of criteria work, their choices and how they could improve it

202 YEAR 5 COMPUTING Theme/period/ Subject Digital Citizenship and Online Safety Vocabulary influential NC KS2 Objectives content figure • Understand the impact and impression given by your own online content/ digital footprint • Design, write and debug programs Online safety • Communicate respectfully, inclusively and responsibly online through awareness of different Malware Toh Chai Keong that accomplish specific goals, potential audiences Security risk (implemented including controlling or simulating • Know how to avoid illegal downloads and other potentially criminal online activity the first wireless physical systems; solve problems by • Recognise different levels of risk in downloads, and the authenticity of different websites Digital footprint network for decomposing them into smaller parts laptop • Recognise risk levels of different devices (e.g. internet café computers/ wi-fi networks that are not • Use sequence, selection, and Variable computers) secure/ your phone vs your friend’s phone etc.) repetition in programs; work with • Identify manipulative communication: when you are being sold to, or an individual/ group/ variables and various forms of input organisation is trying to influence you and output • Understand how to balance your own privacy with being open to your family • Use logical reasoning to explain how • Know how to restrict your own device usage to improve sleep patterns/ mindfulness etc some simple algorithms work and to detect and correct errors in • Predict future uses of computing technology based on current trends and potential future problems/ algorithms and programs Digital needs (e.g. climate change/ increases in world population) • Understand computer networks, Citizenship • Understand that, when you share online content with friends/ family, you have a responsibility to including the internet; how they can ensure that the material is not 1) offensive, or 2) a potential security risk (e.g. viruses etc.) provide multiple services, such as

203 • Use advanced tools in word processing and presentational software e.g. line spacing. Columns, the World Wide Web, and the Digital Literacy tables, text boxes, aligning text, transitions and hyperlinks that best meet the needs of that audience opportunities they offer for • In presentations, combine text, images, sound and video with effects and transitions that meet the communication and collaboration needs of the audience and help to convey meaning (atmosphere/feelings) rather than to simply • Use search technologies effectively, impress appreciate how results are selected • Create online stories to share and then embedding into a blog/ website alongside other digital and ranked, and be discerning in media (e.g. video/ game/ audio/ other online content) evaluating digital content • Create podcasts/radio shows to tell stories/explain ideas/share information; Discuss their choices, • Select, use and combine a variety of audience and impact software (including internet services) • Create films and animations using a range of software to express stories and ideas; Use more on a range of digital devices to advanced techniques and effects for a more powerful effect on their audience design and create a range of • Adapt images to a range of target audiences by focusing on composition/ use of colouring/ text etc. 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

- Be able to talk about which device, if any, is the best suited to the task and be able to talk Ongoing processes/skills Digital Devices about the reasons for their selection, considering the final purpose and state of product (e.g. • Work collaboratively to share, paper copy vs. digital copy/ how it can be transferred etc.) develop and refine ideas - Understand how to use the finder options to locate folders and files, applications and key • Be able to discuss effectiveness of words within text, either online or in a local document work, their choices and how they - Become familiar with typical file sizes for particular document types. could improve it

204 Core concepts Programming • Understand the difference between uses of ‘If…then…’ and ‘If…then…; else…’ selection statements • Understand the use of ‘Repeat until’ iteration statements • Understand how variables control and use data in programs;

Using and applying • Design programs to meet specific criteria and solve problems, using a range of iteration and selection statements plus use of variables to achieve their aims • Design and evaluate programs based on audience/ purpose/ effectiveness • Create different programs to meet the same criteria/ end goal • Recognise pros and cons of different algorithms, and identifying the most efficient method for solving a problem • Continue focus on debugging • Use programming tools such as Scratch/ Espresso Coding

YEAR 6 COMPUTING Theme/period/ Subject Digital Citizenship and Online Safety Vocabulary influential NC KS2 Objectives content figure • Research your own digital footprint • Design, write and debug programs • Understand how to control your own online identity Copyright Dame Stephanie that accomplish specific goals, Online safety • Understand that people manipulate their own online persona to give an unrealistically positive Plagiarism ‘Steve’ Shirley including controlling or simulating impression of their life Creative (refugee woman physical systems; solve problems • Understand dangers of extremist and illegal content; Understand intellectual property so as to avoid commons brought to UK on by decomposing them into smaller plagiarism/ piracy; the parts • Understand what constitutes adult content and know what is appropriate for you to access at different Trolling Kindertransport, • Use sequence, selection, and ages who founded her repetition in programs; work with Contact lists own software • Understand what ‘trolling’ is and the implications of it variables and various forms of input company and and output • Understand the terms ‘copyright’ and ‘plagiarism’ and be able to find Creative Commons (i.e. Component was the first copyright-free) material for their own use • Use logical reasoning to explain Network female president how some simple algorithms work Digital • Understand that use of the internet in some countries/ areas may be controlled, restricted or non- of the Chartered existent, and that the quality of internet connection can vary by area or country and to detect and correct errors in Citizenship British algorithms and programs • Know and understand the history of computing, and how it has shaped our world Computing • Understand computer networks, Society) including the internet; how they can

provide multiple services, such as

205 • Understand how to use contact lists/ address books efficiently the World Wide Web, and the opportunities they offer for Digital communication and collaboration Literacy • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in • Understand the units of measurement for digital information (e.g. bits/ bytes/ megabytes/ gigabytes evaluating digital content etc) • Select, use and combine a variety Digital • Understand the main functions of the different components in a computer of software (including internet Devices • Understand the difference between physical, wireless and mobile networks services) on a range of digital devices to design and create a [Continue to explore and refine the skills taught in Year 5] range of programs, systems and content that accomplish given Programming Core concepts goals, including collecting, analysing, evaluating and • Understand the difference between uses of ‘If…then…’ and ‘If…then…; else…’ selection statements presenting data and information • Understand the use of ‘Repeat until’ iteration statements • Use technology safely, respectfully • Understand how variables control and use data in programs; and responsibly; recognise Using and applying acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact • Design programs to meet specific criteria and solve problems, using a range of iteration and selection

statements plus use of variables to achieve their aims Ongoing processes/skills • Design and evaluate programs based on audience/ purpose/ effectiveness • Work collaboratively to share, • Create different programs to meet the same criteria/ end goal develop and refine ideas • Recognise pros and cons of different algorithms, and identifying the most efficient method for solving a • Be able to discuss effectiveness problem of work, their choices and how • Continue focus on debugging they could improve it • Use programming tools such as Scratch/ Espresso Coding

206 Year X – Yearly Plan

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Title and Creative entry point

High quality texts

Communication, Languages and Literacy (including MFL)

Maths, Economics and Enterprise

Creative and Expressive Arts (Art, Music, Drama and Dance)

Historical, Global, Social and Spiritual Understanding (History, Geography and RE)

Physical wellbeing, health and lifestyles (PE, PSHME, Rights Respecting, Diversity)

Scientific and Technological Understandings (Science, DT, Computing)

207