Академический Документы
Профессиональный Документы
Культура Документы
Our Curriculum
Boughton Heath Academy curriculum document to support and
enhance experiential tangible learning experiences
mushrooms grow quickly, and that slowing down is an intrinsic element of our ethos.
Through the development of fine motor and coordination skills, children can learn to
engage at depth in the here and now. At a deeper level, there is a spiritual level to our
curriculum, in that from deeper seeing of the world around them, comes quality
engagement and subsequently the desire to write and respond, and to write and respond
well.
Our approach to learning, for ourselves as teachers, as well as our children, needs to be
sensitively grown and nurtured over time, through planned sequences of first-hand (or
vicarious) experiences and reflection. This is an opportunity to be bold, in a supportive
community of teaching and learning. Together, we are committed to leading children
towards becoming independent learners who are inspired by their lives and who can
express their complex responses to it.
Curriculum Rationale
Our curriculum map has been produced using our research into how children learn. We
have carefully considered where to position the experiences, skills and knowledge we
believe our children need, in order to be successful on their learning journeys. We have
taken the 2014 National Curriculum and linked our key skills to each curriculum area to
ensure clear consistent progression.
The topics we have produced are definitely not carved in stone. We will evaluate annually
the success of each theme, within the National Curriculum. This will maintain the integrity
of our curriculum coverage, continuity of skills development and the rich and varied
experiences we expect to provide for all pupils.
Basic Skills
We value the acquisition of basic skills as we see these as the scaffolding for all learning.
These skills are vital for enabling all pupils to access the whole curriculum and to enhance
future economic and social wellbeing. It is the responsibility of all staff to teach and
extend the basic skills in Mathematics and English.
Work will be carefully planned to ensure continuity and progression. We are aware that
pupils start at different points and progress at different rates and consequently
appropriate targets will be set for differing groups of children and individuals. All pupils
can expect quality first teaching in phonics, reading, writing and number.
Childrens progress will be monitored and assessed on a termly basis. Whole school
tracking procedures are in place and action will be taken to support those whose progress
is slow or those pupils falling behind expected levels.
Boughton Heath Primary School recognises the roles that all parties must play in order to
support continuous improvement in basic skills. Dialogue with parents will be open and
honest indicating achievement and efforts in basic skills. The school will provide guidance
and information for parents to enable them to be partners in pupils learning.
Themes and lessons will be well paced according to the needs of the children. Pupil
participation will be encouraged through high levels of interaction, pupil involvement and
KAGAN cooperative learning
Metacognition
Developing childrens awareness of how they learn best is as important as what they learn
so as to grow confident and flexible learners. For this reason metacognition is a central
element of Teaching and Learning at the school. Our pupils have identified the prerequisites for good learning. These factors are reflected within the acronym LEARN:
L-Look and Listen
E-Engage with the Environment
A-Ask and Think
R-Reflect
N-Never give up
It is explored in whole school assemblies as well as in classrooms to support active
learning. Children are encouraged to apply their knowledge of different learning
approaches through a variety of methods.
At the start of the academic year pupils will be reminded of what a good learner does to
secure success. All adults working with children are encouraged to use metacognitive
strategies to support learning readiness and to ensure pupil focus.
Learning Environment
In order that we can achieve our educational aims we believe that learning environments
should be carefully designed and thoughtfully organised, to encourage enquiry and a
desire to learn.
We expect our school environment (both inside and out) to inspire our community of
learners. Each space should be carefully planned to encourage debate, to make people
stop and think, to provide a space for quiet reflection but also to showcase work and to
raise aspiration.
Feedback
Good marking and feedback are an integral part of the teaching and learning process. We
believe that constructive feedback will enable pupils to focus on success and improvement
needs against learning intentions/objectives.
In order for feedback to be formative we believe the information must be used and acted
on by the children. This process will enable them to become reflective learners and enable
them to close the gap between current and desired performance.
Research evidence indicates that effective feedback is one of the highest impact
approaches to raising educational standards in schools. We expect all staff to give the high
quality oral feedback to pupils and mark work in the agreed way such that pupils are clear
about their next learning steps.
Display
Good display can create an atmosphere where children feel welcome and secure, where
they feel a sense of belonging to the environment and of the environment belonging to
them. Good display creates a rich learning environment that stimulates and sustains
interest through sensual experience. Sensitive display of the childs work will demonstrate
the teachers respect for the childs efforts and contribution to the class.
The use of objects as an integral part of a display creates interest and engagement.
Objects should be used within the classroom to reflect our approach to the curriculum and
learning.
Displays should be moved from classrooms to central areas so that our community can
appreciate and value the work being undertaken in the school. These displays will reflect
the high standards we expect and raise aspiration across the school.
Cultural entitlement
We are committed to providing a rich and vibrant curriculum for our pupils, to which high
quality cultural experiences are fundamental. We expect that each and every one of our
pupils will have first-hand experiences every term as part of their thematic approach to
the curriculum. We are ideally situated to provide a wealth of learning opportunities within
our local environment of Cheshire West and Chester.
We have a long tradition of excellence in our music, drama and sporting provision and we
are committed to increasing opportunities for the visual arts.
Inclusion
We are a fully inclusive school and will ensure that all children, whatever their
background, level of need or ability will be accepted by the school community. We will
have high aspirations for all pupils and we will provide equality of opportunity within the
school and this is made clear by our equality policy.
Positive Behaviour
We have high standards of behaviour and we expect pupils to behave appropriately and
adhere to our agreed golden rules. This is achieved through all staff dealing consistently
with behaviour at all times.
We expect to see groups of children working industriously around our school as learning
takes place everywhere and is not limited to classrooms. These pupils may not be directly
supervised and it is the responsibility of us all to commend them but also to discipline if
high standards of behaviour are not being adhered to.
Extra-Curricular Learning
We will endeavour to provide a wide range of extra-curricular experiences that pupils can
access as an extension to the opportunities provided within our curriculum. These will be
run by external providers, quality assured by the school and by our own school staff. Each
term we will evaluate what is on offer. We will always attempt to provide for those clubs
and activities that our community request whilst bearing in mind the need to provide rich
and varied opportunities for all children.
Learning Wheel
The learning wheel forms the structure and sequence of learning at Boughton Heath. We
firmly believe that with this structure the quality of learning and the process of learning
will be enhanced. Children will follow this structure to enable them to have a deeper level
of learning and use thinking skills which link to our work on philosophy for children.
Each classroom area has one full learning wheel on display with childrens work associated
with each section around.
YEAR 1
ENGLISH &
MATHEMATICS
Statutory requirements
read aloud accurately books that are consistent with their developing phonic
knowledge and that do not require them to use other strategies to work out words
re-read these books to build up their fluency and confidence in word reading.
Notes and guidance (non-statutory)
Pupils should revise and consolidate the GPCs and the common exception words taught
in Reception. As soon as they can read words comprising the year 1 GPCs accurately
and speedily, they should move on to the year 2 programme of study for word reading.
The number, order and choice of exception words taught will vary according to the
phonics programme being used. Ensuring that pupils are aware of the GPCs they
contain, however unusual these are, supports spelling later.
Young readers encounter words that they have not seen before much more frequently
than experienced readers do, and they may not know the meaning of some of these.
Practice at reading such words by sounding and blending can provide opportunities not
only for pupils to develop confidence in their decoding skills, but also for teachers to
explain the meaning and thus develop pupils vocabulary.
Pupils should be taught how to read words with suffixes by being helped to build on the
root words that they can read already. Pupils reading and re-reading of books that are
closely matched to their developing phonic knowledge and knowledge of common
exception words supports their fluency, as well as increasing their confidence in their
reading skills. Fluent word reading greatly assists comprehension, especially when pupils
come to read longer books.
Reading comprehension
Statutory requirements
Pupils should be taught to:
develop pleasure in reading, motivation to read, vocabulary and understanding by:
listening to and discussing a wide range of poems, stories and non-fiction at a
level beyond that at which they can read independently
being encouraged to link what they read or hear read to their own experiences
becoming very familiar with key stories, fairy stories and traditional tales,
retelling them and considering their particular characteristics
recognising and joining in with predictable phrases
learning to appreciate rhymes and poems, and to recite some by heart
discussing word meanings, linking new meanings to those already known
understand both the books they can already read accurately and fluently and those
they listen to by:
drawing on what they already know or on background information and
vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting
inaccurate reading
discussing the significance of the title and events
making inferences on the basis of what is being said and done
predicting what might happen on the basis of what has been read so far
participate in discussion about what is read to them, taking turns and listening to
what others say
explain clearly their understanding of what is read to them.
Statutory requirements
recognise and use language relating to dates, including days of the week, weeks,
months and years
tell the time to the hour and half past the hour and draw the hands on a clock face
to show these times.
Notes and guidance (non-statutory)
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at
this stage.
Pupils move from using and comparing different types of quantities and measures using
non-standard units, including discrete (for example, counting) and continuous (for
example, liquid) measurement, to using manageable common standard units.
In order to become familiar with standard measures, pupils begin to use measuring
tools such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling the time throughout the day, first using
oclock and then half past.
Geometry properties of shapes
Statutory requirements
Pupils should be taught to:
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Notes and guidance (non-statutory)
Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects
fluently. They recognise these shapes in different orientations and sizes, and know that
rectangles, triangles, cuboids and pyramids are not always similar to each other.
Geometry position and direction
Statutory requirements
Pupils should be taught to:
describe position, direction and movement, including whole, half, quarter and threequarter turns.
Notes and guidance (non-statutory)
Pupils use the language of position, direction and motion, including: left and right, top,
middle and bottom, on top of, in front of, above, between, around, near, close and far,
up and down, forwards and backwards, inside and outside.
Pupils make whole, half, quarter and three-quarter turns in both directions and connect
turning clockwise with movement on a clock face.
SCIENCE
Key stage 1 programme of study years 1 and 2
Working scientifically
Statutory requirements
During years 1 and 2, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.
Notes and guidance (non-statutory)
Pupils in years 1 and 2 should explore the world around them and raise their own
questions. They should experience different types of scientific enquiries, including
practical activities, and begin to recognise ways in which they might answer scientific
questions. They should use simple features to compare objects, materials and living
things and, with help, decide how to sort and group them, observe changes over time,
and, with guidance, they should begin to notice patterns and relationships. They should
ask people questions and use simple secondary sources to find answers. They should
use simple measurements and equipment (for example, hand lenses, egg timers) to
gather data, carry out simple tests, record simple data, and talk about what they have
found out and how they found it out. With help, they should record and communicate
their findings in a range of ways and begin to use simple scientific language.
These opportunities for working scientifically should be provided across years 1 and 2 so
that the expectations in the programme of study can be met by the end of year 2. Pupils
are not expected to cover each aspect for every area of study.
Essential
Experiences
Regular
observation within
school grounds
throughout the
year Geography
links.
Dissect a flower.
Plant and grow
flowers and
vegetables to
observe and
sketch.
Desirable
Experiences
Local trip to forest,
riverside to view
plants in other
local
environments.
Essential
Experiences
Regular
observation
within school
grounds
throughout the
year Geography
links.
Desirable
Experiences
The king of tiny
things Jeanne
Willis
Bog Baby
Trip to Chester Zoo.
Trip to farm
Statutory requirements
Essential
Experiences
describe and compare the structure Use their senses
of a variety of common animals
throughout the
(fish, amphibians, reptiles, birds
year to help
and mammals, including pets)
observe and
identify, name, draw and label the
describe.
basic parts of the human body and Draw around
say which part of the body is
each others
associated with each sense.
bodies and label.
Desirable
Experiences
Trip to Pets at
Home.
Create a replica 3D
body.
Dissect an animal
Essential
Experiences
Hands on exploring of
materials with a
purpose behind this
of creating something
using the best
material.
Use of the senses to
explore materials.
Desirable
Experiences
Comparing
materials of toys
or homes with
parents
changes within
living memory
Peepo J and A
Alhberg
Essential
Experiences
Regular weather
observation within
school grounds
throughout the
year.
Walk to Caldy
Valley each
season.
Create weather
measuring
instruments rain
gauge, cloud
reader, sun dial.
Desirable
Experiences
Walters windy
washing line
YEAR 1
FOUNDATION SUBJECTS
+TANGIBLE ESSENTIAL
AND DESRIBLE
YEAR 1
History
Key Skills
Describing
things from
their past
Time
language
Ways of
finding
information
N.C. P.O.S.
ESSENTIAL EXPERIENCES
DESIRABLE
EXPERIENCES
Geography
Finding the
longest/
shortest
route to
school
Study childrens
games P Breugel the
Elder, and compare
with the park or the
beach by LS Lowry
who looks looks
theyre having more
fun?
make jigsaws of
scenes from the
picture
Recreate the scene
from the picture with
traditional childrens
game on the
playground
instructional writing
Major glad, major
dizzy Jan Oke
Visit Weaver Hall &
Workhouse Artists toys
Art and
Design
Recognise
and use the
correct
grip/hold for
different
mark making
tools
Recognise
and use the
primary
colours
Be able to
effectively
mix different
colours
www.tripgeo.com
Weather observations, fieldwork in the
sky
www.raintoday.co.uk
Use first hand observation to investigate
the school grounds and local streets
Recognise and record different types of
land use and buildings.
Explain how/why things are as they are
in the local area
Walks to Caldy Valley across the year.
Make predictions of
stories through artwork.
PE
Talk about
my work
using
pictures and
diagrams
Cut, stick,
attach
Choose
better ways
of improving
by trial and
error
Have control
and
coordination
when still
and travelling
team
Music
Computing
I can sing
songs from
memory
I can clap
rhythms
I know how
some sounds
are made
and changed
YEAR 2
ENGLISH &
MATHEMATICS
FOUNDATION SUBJECTS
Statutory requirements
read accurately words of two or more syllables that contain the same graphemes as
above
read words containing common suffixes
read further common exception words, noting unusual correspondences between
spelling and sound and where these occur in the word
read most words quickly and accurately, without overt sounding and blending, when
they have been frequently encountered
read aloud books closely matched to their improving phonic knowledge, sounding out
unfamiliar words accurately, automatically and without undue hesitation
re-read these books to build up their fluency and confidence in word reading.
Notes and guidance (non-statutory)
Pupils should revise and consolidate the GPCs and the common exception words taught
in year 1. The exception words taught will vary slightly, depending on the phonics
programme being used. As soon as pupils can read words comprising the year 2 GPCs
accurately and speedily, they should move on to the years 3 and 4 programme of study
for word reading.
When pupils are taught how to read longer words, they should be shown syllable boundaries
and how to read each syllable separately before they combine them to read the word.
Pupils should be taught how to read suffixes by building on the root words that they
have already learnt. The whole suffix should be taught as well as the letters that make it
up.
Pupils who are still at the early stages of learning to read should have ample practice in
reading books that are closely matched to their developing phonic knowledge and
knowledge of common exception words. As soon as the decoding of most regular words
and common exception words is embedded fully, the range of books that pupils can
read independently will expand rapidly. Pupils should have opportunities to exercise
choice in selecting books and be taught how to do so.
Reading comprehension
Statutory requirements
Pupils should be taught to:
develop pleasure in reading, motivation to read, vocabulary and understanding by:
listening to, discussing and expressing views about a wide range of
contemporary and classic poetry, stories and non-fiction at a level beyond that
at which they can read independently
discussing the sequence of events in books and how items of information are
related
becoming increasingly familiar with and retelling a wider range of stories, fairy
stories and traditional tales
being introduced to non-fiction books that are structured in different ways
recognising simple recurring literary language in stories and poetry
discussing and clarifying the meanings of words, linking new meanings to
known vocabulary
discussing their favourite words and phrases
continuing to build up a repertoire of poems learnt by heart, appreciating these
and reciting some, with appropriate intonation to make the meaning clear
understand both the books that they can already read accurately and fluently and
those that they listen to by:
Statutory requirements
drawing on what they already know or on background information and
vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting
inaccurate reading
making inferences on the basis of what is being said and done
answering and asking questions
predicting what might happen on the basis of what has been read so far
participate in discussion about books, poems and other works that are read to them and
those that they can read for themselves, taking turns and listening to what others say
explain and discuss their understanding of books, poems and other material, both
those that they listen to and those that they read for themselves.
Notes and guidance (non-statutory)
Pupils should be encouraged to read all the words in a sentence and to do this
accurately, so that their understanding of what they read is not hindered by imprecise
decoding [for example, by reading place instead of palace].
Pupils should monitor what they read, checking that the word they have decoded fits in
with what else they have read and makes sense in the context of what they already
know about the topic.
The meaning of new words should be explained to pupils within the context of what
they are reading, and they should be encouraged to use morphology (such as prefixes)
to work out unknown words.
Pupils should learn about cause and effect in both narrative and non-fiction (for
example, what has prompted a characters behaviour in a story; why certain dates are
commemorated annually). Thinking aloud when reading to pupils may help them to
understand what skilled readers do.
Deliberate steps should be taken to increase pupils vocabulary and their awareness of
grammar so that they continue to understand the differences between spoken and
written language.
Discussion should be demonstrated to pupils. They should be guided to participate in it
and they should be helped to consider the opinions of others. They should receive
feedback on their discussions.
Role-play and other drama techniques can help pupils to identify with and explore
characters. In these ways, they extend their understanding of what they read and have
opportunities to try out the language they have listened to.
Writing transcription
Statutory requirements
Spelling (see English Appendix 1)
Pupils should be taught to:
spell by:
segmenting spoken words into phonemes and representing these by
graphemes, spelling many correctly
learning new ways of spelling phonemes for which one or more spellings are
already known, and learn some words with each spelling, including a few
common homophones
learning to spell common exception words
learning to spell more words with contracted forms
learning the possessive apostrophe (singular) [for example, the girls book]
Statutory requirements
distinguishing between homophones and near-homophones
add suffixes to spell longer words, including ment, ness, ful, less, ly
apply spelling rules and guidance, as listed in English Appendix 1
write from memory simple sentences dictated by the teacher that include words
using the GPCs, common exception words and punctuation taught so far.
Notes and guidance (non-statutory)
Spelling
In year 2, pupils move towards more word-specific knowledge of spelling, including
homophones. The process of spelling should be emphasised: that is, that spelling
involves segmenting spoken words into phonemes and then representing all the
phonemes by graphemes in the right order. Pupils should do this both for single-syllable
and multi-syllabic words.
At this stage childrens spelling should be phonically plausible, even if not always
correct. Misspellings of words that pupils have been taught to spell should be corrected;
other misspelt words can be used as an opportunity to teach pupils about alternative
ways of representing those sounds.
Pupils should be encouraged to apply their knowledge of suffixes from their word
reading to their spelling. They should also draw from and apply their growing knowledge
of word and spelling structure, as well as their knowledge of root words.
Writing handwriting
Statutory requirements
Pupils should be taught to:
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.
Notes and guidance (non-statutory)
Pupils should revise and practise correct letter formation frequently. They should be
taught to write with a joined style as soon as they can form letters securely with the
correct orientation.
Writing composition
Statutory requirements
Pupils should be taught to:
develop positive attitudes towards and stamina for writing by:
writing narratives about personal experiences and those of others (real and
fictional)
writing about real events
writing poetry
writing for different purposes
consider what they are going to write before beginning by:
planning or saying out loud what they are going to write about
Statutory requirements
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence
make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate
time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation [for
example, ends of sentences punctuated correctly]
read aloud what they have written with appropriate intonation to make the meaning
clear.
Notes and guidance (non-statutory)
Reading and listening to whole books, not simply extracts, helps pupils to increase their
vocabulary and grammatical knowledge, including their knowledge of the vocabulary
and grammar of Standard English. These activities also help them to understand how
different types of writing, including narratives, are structured. All these can be drawn on
for their writing.
Pupils should understand, through being shown these, the skills and processes essential
to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check
their meaning is clear.
Drama and role-play can contribute to the quality of pupils writing by providing
opportunities for pupils to develop and order their ideas through playing roles and
improvising scenes in various settings.
Pupils might draw on and use new vocabulary from their reading, their discussions
about it (one-to-one and as a whole class) and from their wider experiences.
Writing vocabulary, grammar and punctuation
Statutory requirements
Pupils should be taught to:
develop their understanding of the concepts set out in English Appendix 2 by:
learning how to use both familiar and new punctuation correctly (see English
Appendix 2), including full stops, capital letters, exclamation marks, question
marks, commas for lists and apostrophes for contracted forms and the
possessive (singular)
learn how to use:
sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify [for example, the blue
butterfly]
the present and past tenses correctly and consistently including the progressive
form
subordination (using when, if, that, or because) and co-ordination (using or,
and, or but)
the grammar for year 2 in English Appendix 2
some features of written Standard English
use and understand the grammatical terminology in English Appendix 2 in discussing
their writing.
objects or quantity
write simple fractions for example,
and
1
2
1
2
1
3
1
4
2
4
and
3
4
2
4
1
2
and
equivalence on the number line (for example, 1 41 , 1 24 (or 1 21 ), 1 34 , 2). This reinforces
the concept of fractions as numbers and that they can add up to more than one.
Measurement
Statutory requirements
Pupils should be taught to:
choose and use appropriate standard units to estimate and measure length/height in
any direction (m/cm); mass (kg/g); temperature (C); capacity (litres/ml) to the
nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
compare and order lengths, mass, volume/capacity and record the results using >, <
and =
recognise and use symbols for pounds () and pence (p); combine amounts to make
a particular value
find different combinations of coins that equal the same amounts of money
solve simple problems in a practical context involving addition and subtraction of
money of the same unit, including giving change
compare and sequence intervals of time
tell and write the time to five minutes, including quarter past/to the hour and draw
the hands on a clock face to show these times
know the number of minutes in an hour and the number of hours in a day.
Notes and guidance (non-statutory)
Pupils use standard units of measurement with increasing accuracy, using their
knowledge of the number system. They use the appropriate language and record using
standard abbreviations.
Comparing measures includes simple multiples such as half as high; twice as wide.
They become fluent in telling the time on analogue clocks and recording it.
Pupils become fluent in counting and recognising coins. They read and say amounts of
money confidently and use the symbols and p accurately, recording pounds and pence
separately.
Geometry properties of shapes
Statutory requirements
Pupils should be taught to:
identify and describe the properties of 2-D shapes, including the number of sides and
line symmetry in a vertical line
identify and describe the properties of 3-D shapes, including the number of edges,
vertices and faces
identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder
and a triangle on a pyramid]
Statutory requirements
compare and sort common 2-D and 3-D shapes and everyday objects.
Notes and guidance (non-statutory)
Pupils handle and name a wide variety of common 2-D and 3-D shapes including:
quadrilaterals and polygons, and cuboids, prisms and cones, and identify the properties
of each shape (for example, number of sides, number of faces). Pupils identify, compare
and sort shapes on the basis of their properties and use vocabulary precisely, such as
sides, edges, vertices and faces.
Pupils read and write names for shapes that are appropriate for their word reading and
spelling.
Pupils draw lines and shapes using a straight edge.
Geometry position and direction
Statutory requirements
Pupils should be taught to:
order and arrange combinations of mathematical objects in patterns and sequences
use mathematical vocabulary to describe position, direction and movement, including
movement in a straight line and distinguishing between rotation as a turn and in
terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise).
Notes and guidance (non-statutory)
Pupils should work with patterns of shapes, including those in different orientations.
Pupils use the concept and language of angles to describe turn by applying rotations,
including in practical contexts (for example, pupils themselves moving in turns, giving
instructions to other pupils to do so, and programming robots using instructions given in
right angles).
Statistics
Statutory requirements
Pupils should be taught to:
interpret and construct simple pictograms, tally charts, block diagrams and simple
tables
ask and answer simple questions by counting the number of objects in each category
and sorting the categories by quantity
ask and answer questions about totalling and comparing categorical data.
Notes and guidance (non-statutory)
Pupils record, interpret, collate, organise and compare information (for example, using
many-to-one correspondence in pictograms with simple ratios 2, 5, 10).
Essential
Experiences
Plants throughtout
our year- map
them over the
year- growth,
growth death, new
buds.
Desirable
Experiences
Plants
Statutory requirements
Pupils should be taught to:
observe and describe how seeds
and bulbs grow into mature plants
find out and describe how plants
need water, light and a suitable
temperature to grow and stay
healthy.
Essential
Experiences
Regular observation
within school
grounds oe
tree/hedgerow- zig
zag book and
extend/compare to
Hilbre Island and
what found there.
Desirable
Experiences
Essential
Experiences
Regular
observation within
school grounds
throughout the
year Geography
links
Desirable
Experiences
Meerkat Mail
Meerkat and
explorers
Essential
Experiences
What materials were
Tudor Homes made
from? What materials
are our homes made
fromcompare and
their fit for purpose
and use.
Desirable
Experiences
Links with Fire of
Science experiment
setting types of
materials alight to
demonstrate the
spread of the fire.
Map making mod
rock
Map making from
playdough
YEAR 2
FOUNDATION SUBJECTS
+TANGIBLE ESSENTIAL AND
DESRIBLE
YEAR 2
History
Key Skills
Recount
events of a
famous
persons life
Labelling
diagrams,
stories,
diaries to
inform of the
past
N.C. P.O.S.
ESSENTIAL EXPERIENCES
DESIRABLE
EXPERIENCES
Geography
Creating a
map of the
classroom
and local
area
Look at current
explorers, Ellen
MacArthur
make jigsaws of scenes
from the picture
Recreate the scene from
the picture with
traditional childrens
game on the playground
instructional writing
Marcia Williams Archies
War scrap book.
Walter Till scrapbookSainsburys advert.
Memorial Gary Crew
Centenary
remembrance
Family trees
Events beyond living
memory
Interview grandparents
over Christmas.
ABC UK James Dunnlink wth art work.
Meerkat Mail Emily
Gravett
Where the Forest meets
the sea Jeannie Baker
Art and
Design
Use a variety
of 2D media
to create
plans,
designs and
images
Use the form
of collage to
express
ideas and
develop
awareness of
2D media
Investigate
the variety
of colours on
the colour
spectrum
oceans
understand geographical
similarities and differences
through studying the human
and physical geography of a
small area of the United
Kingdom, and of a small area in
a contrasting non-European
country
the location of hot and cold
areas of the world in relation to
the Equator and the North and
South Poles
using a range of materials to
design and make products
using drawing, painting and
sculpture to share their ideas,
experiences and imagination
develop a wide range of art and
design techniques in using
colour, pattern, texture, line,
shape, form and space using
clay and printing to a large
scale and in 3D
being taught about the work of
a range of artists, craftsmen
and designers, describing the
differences and similarities
between different practices and
disciplines, and making links to
their own work.
Design
Technolo
gy
Write and
present my
ideas using
pictures and
diagrams
PE
Be confident in
my body shape
to roll
Kick, throw,
strike and
catch in a
variety of
games
Basketball
Rugby
Handball Dodgeball
Hockey
Dance
Rounders
Tennis
Cricket
Athletics
OAA
Music
Computin
g
I make and
control long
and short
sounds using
my voice and
instruments
Carefully
choose and
organise
sounds to
achieve an
effect or image
I can recognise
changes in
timbre, pitch
and dynamics
Purple Mash
Chimp:
Sounds - To play sounds using click and
swipe. To create a sound pad.
Princess and the frog - To move objects on
a click. To program collision detection into an
object.
Turtle - To move an object forward and using
turns.
Magician - To use a timer on an object.
Tick tock clock challenge - To use the timer
to control sounds.
Debug Challenges - Debug various
programs.
Free code - children create their own simple
programs.
Safer Internet Day Tuesday 10th Feb 15
Children will think about how to use the
internet safely and create rules to follow.
YEAR 3
ENGLISH &
MATHEMATICS
FOUNDATION SUBJECTS
Statutory requirements
preparing poems and play scripts to read aloud and to perform, showing
understanding through intonation, tone, volume and action
discussing words and phrases that capture the readers interest and imagination
recognising some different forms of poetry [for example, free verse, narrative
poetry]
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and
explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters feelings, thoughts and motives
from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising
these
identifying how language, structure, and presentation contribute to meaning
retrieve and record information from non-fiction
participate in discussion about both books that are read to them and those they can
read for themselves, taking turns and listening to what others say.
Notes and guidance (non-statutory)
The focus should continue to be on pupils comprehension as a primary element in
reading. The knowledge and skills that pupils need in order to comprehend are very
similar at different ages. This is why the programmes of study for comprehension in
years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the
level of challenge.
Pupils should be taught to recognise themes in what they read, such as the triumph of
good over evil or the use of magical devices in fairy stories and folk tales.
They should also learn the conventions of different types of writing (for example, the
greeting in letters, a diary written in the first person or the use of presentational devices
such as numbering and headings in instructions).
Pupils should be taught to use the skills they have learnt earlier and continue to apply
these skills to read for different reasons, including for pleasure, or to find out
information and the meaning of new words.
Statutory requirements
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].
Notes and guidance (non-statutory)
Pupils should be using joined handwriting throughout their independent writing.
Handwriting should continue to be taught, with the aim of increasing the fluency with
which pupils are able to write down what they want to say. This, in turn, will support
their composition and spelling.
Writing composition
Statutory requirements
Pupils should be taught to:
plan their writing by:
discussing writing similar to that which they are planning to write in order to
understand and learn from its structure, vocabulary and grammar
discussing and recording ideas
draft and write by:
composing and rehearsing sentences orally (including dialogue), progressively
building a varied and rich vocabulary and an increasing range of sentence
structures (English Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices [for example,
headings and sub-headings]
evaluate and edit by:
assessing the effectiveness of their own and others writing and suggesting
improvements
proposing changes to grammar and vocabulary to improve consistency,
including the accurate use of pronouns in sentences
proof-read for spelling and punctuation errors
read aloud their own writing, to a group or the whole class, using appropriate
intonation and controlling the tone and volume so that the meaning is clear.
Notes and guidance (non-statutory)
Pupils should continue to have opportunities to write for a range of real purposes and
audiences as part of their work across the curriculum. These purposes and audiences
should underpin the decisions about the form the writing should take, such as a
narrative, an explanation or a description.
Pupils should understand, through being shown these, the skills and processes that are
essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and
re-reading to check their meaning is clear, including doing so as the writing develops.
Pupils should be taught to monitor whether their own writing makes sense in the same
way that they monitor their reading, checking at different levels.
Number fractions
Statutory requirements
Pupils should be taught to:
count up and down in tenths; recognise that tenths arise from dividing an object into
10 equal parts and in dividing one-digit numbers or quantities by 10
recognise, find and write fractions of a discrete set of objects: unit fractions and
non-unit fractions with small denominators
recognise and use fractions as numbers: unit fractions and non-unit fractions with
small denominators
recognise and show, using diagrams, equivalent fractions with small denominators
add and subtract fractions with the same denominator within one whole [for
example, 57 + 71 = 76 ]
compare and order unit fractions, and fractions with the same denominators
solve problems that involve all of the above.
Essential
Experiences
Desirable
Experiences
Understanding
importance of rivers
to the four ancient
civilisations
Essential
Experiences
Look at skeletons
linked to ancient
history anf what it
tells us about
lifestyle and diet
Desirable
Experiences
Essential
Experiences
Rock formation Hills,
mountains and coasts geology of the UK and
impact on the
landscape and
prehistoric settlements
http://www.bbc.co.uk/n
ews/scienceenvironment-29572008
Desirable
Experiences
Collect calendars
with photos of
coasts, UK
landmarks (The
Works)
Essential
Experiences
How did early man
make light at night?
Desirable
Experiences
Shadow puppets
prehistoric animals
Essential
Experiences
Development of the
wheel (Summer)
How the Ancient
Egyptians moved the
stone blocks
Desirable
Experiences
YEAR 3
FOUNDATION SUBJECTS
+TANGIBLE ESSENTIAL AND
DESRIBLE
YEAR 3
History
Key Skills
N.C. P.O.S.
ESSENTIAL
EXPERIENCES
DESIRABLE
EXPERIENCES
Use Ug by Raymond Briggs to
encourage children to think
critically about what they read
in books e.g. Was everything
made of stone in the Stone
Age? (Ask perceptive
questions, think critically, weigh
evidence, sift arguments, and
develop perspective and
judgement.)
Use Stone Age Boy by Satoshi
Kitamura
Stig of the Dump Clive King
Egyptology Templar books
Geography
Drawing maps,
plans and
sketches of local
places
Using an atlas
Art and
Design
Design
Technology
PE
Make careful
observational
drawings
understanding
how using a
variety of
soft/hard
pencils creates
different effects
Use a variety of
2D/3D materials
Be able to use
clay tool, bind
clay and
manipulate the
medium
effectively
Use the
technical
vocabulary
Use research
methods to
develop a
product
Throw, catch,
strike, field and
stop a ball with
control and
accuracy
I keep
possession of
equipment
used for
throwing or
catching
(football, rugby,
hockey)
Music
Preform with
control and an
awareness of
what others are
playing
I carefully
choose, order,
combine and
control sound
Use the
appropriate
musical
vocabulary
Computing
Languages
YEAR 4
ENGLISH &
MATHEMATICS
FOUNDATION SUBJECTS
Statutory requirements
preparing poems and play scripts to read aloud and to perform, showing
understanding through intonation, tone, volume and action
discussing words and phrases that capture the readers interest and imagination
recognising some different forms of poetry [for example, free verse, narrative
poetry]
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and
explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters feelings, thoughts and motives
from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising
these
identifying how language, structure, and presentation contribute to meaning
retrieve and record information from non-fiction
participate in discussion about both books that are read to them and those they can
read for themselves, taking turns and listening to what others say.
Notes and guidance (non-statutory)
The focus should continue to be on pupils comprehension as a primary element in
reading. The knowledge and skills that pupils need in order to comprehend are very
similar at different ages. This is why the programmes of study for comprehension in
years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the
level of challenge.
Pupils should be taught to recognise themes in what they read, such as the triumph of
good over evil or the use of magical devices in fairy stories and folk tales.
They should also learn the conventions of different types of writing (for example, the
greeting in letters, a diary written in the first person or the use of presentational devices
such as numbering and headings in instructions).
Pupils should be taught to use the skills they have learnt earlier and continue to apply
these skills to read for different reasons, including for pleasure, or to find out
information and the meaning of new words.
Writing handwriting
Statutory requirements
Pupils should be taught to:
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].
Notes and guidance (non-statutory)
Pupils should be using joined handwriting throughout their independent writing.
Handwriting should continue to be taught, with the aim of increasing the fluency with
which pupils are able to write down what they want to say. This, in turn, will support
their composition and spelling.
Writing composition
Statutory requirements
Pupils should be taught to:
plan their writing by:
discussing writing similar to that which they are planning to write in order to
understand and learn from its structure, vocabulary and grammar
discussing and recording ideas
draft and write by:
composing and rehearsing sentences orally (including dialogue), progressively
building a varied and rich vocabulary and an increasing range of sentence
structures (English Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices [for example,
headings and sub-headings]
evaluate and edit by:
assessing the effectiveness of their own and others writing and suggesting
improvements
proposing changes to grammar and vocabulary to improve consistency,
including the accurate use of pronouns in sentences
proof-read for spelling and punctuation errors
read aloud their own writing, to a group or the whole class, using appropriate
intonation and controlling the tone and volume so that the meaning is clear.
Notes and guidance (non-statutory)
Pupils should continue to have opportunities to write for a range of real purposes and
audiences as part of their work across the curriculum. These purposes and audiences
should underpin the decisions about the form the writing should take, such as a
narrative, an explanation or a description.
Pupils should understand, through being shown these, the skills and processes that are
essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and
re-reading to check their meaning is clear, including doing so as the writing develops.
Statutory requirements
multiplying by 0 and 1; dividing by 1; multiplying together three numbers
recognise and use factor pairs and commutativity in mental calculations
multiply two-digit and three-digit numbers by a one-digit number using formal
written layout
solve problems involving multiplying and adding, including using the distributive law
to multiply two digit numbers by one digit, integer scaling problems and harder
correspondence problems such as n objects are connected to m objects.
Notes and guidance (non-statutory)
Pupils continue to practise recalling and using multiplication tables and related division
facts to aid fluency.
Pupils practise mental methods and extend this to three-digit numbers to derive facts,
(for example 600 3 = 200 can be derived from 2 x 3 = 6).
Pupils practise to become fluent in the formal written method of short multiplication and
short division with exact answers (see Mathematics Appendix 1).
Pupils write statements about the equality of expressions (for example, use the
distributive law 39 7 = 30 7 + 9 7 and associative law (2 3) 4 = 2 (3
4)). They combine their knowledge of number facts and rules of arithmetic to solve
mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60.
Pupils solve two-step problems in contexts, choosing the appropriate operation, working
with increasingly harder numbers. This should include correspondence questions such as
the numbers of choices of a meal on a menu, or three cakes shared equally between 10
children.
Number fractions (including decimals)
Statutory requirements
Pupils should be taught to:
recognise and show, using diagrams, families of common equivalent fractions
count up and down in hundredths; recognise that hundredths arise when dividing an
object by one hundred and dividing tenths by ten.
solve problems involving increasingly harder fractions to calculate quantities, and
fractions to divide quantities, including non-unit fractions where the answer is a
whole number
add and subtract fractions with the same denominator
recognise and write decimal equivalents of any number of tenths or hundredths
recognise and write decimal equivalents to 41 , 21 , 34
find the effect of dividing a one- or two-digit number by 10 and 100, identifying the
value of the digits in the answer as ones, tenths and hundredths
round decimals with one decimal place to the nearest whole number
compare numbers with the same number of decimal places up to two decimal places
solve simple measure and money problems involving fractions and decimals to two
decimal places.
2
8
).
Pupils continue to practise adding and subtracting fractions with the same denominator,
to become fluent through a variety of increasingly complex problems beyond one whole.
Pupils are taught throughout that decimals and fractions are different ways of
expressing numbers and proportions.
Pupils understanding of the number system and decimal place value is extended at this
stage to tenths and then hundredths. This includes relating the decimal notation to
division of whole number by 10 and later 100.
They practise counting using simple fractions and decimals, both forwards and
backwards.
Pupils learn decimal notation and the language associated with it, including in the
context of measurements. They make comparisons and order decimal amounts and
quantities that are expressed to the same number of decimal places. They should be
able to represent numbers with one or two decimal places in several ways, such as on
number lines.
Measurement
Statutory requirements
Pupils should be taught to:
Convert between different units of measure [for example, kilometre to metre; hour
to minute]
measure and calculate the perimeter of a rectilinear figure (including squares) in
centimetres and metres
find the area of rectilinear shapes by counting squares
estimate, compare and calculate different measures, including money in pounds and
pence
read, write and convert time between analogue and digital 12- and 24-hour clocks
solve problems involving converting from hours to minutes; minutes to seconds;
years to months; weeks to days.
Notes and guidance (non-statutory)
Pupils build on their understanding of place value and decimal notation to record metric
measures, including money.
They use multiplication to convert from larger to smaller units.
Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions
in the same unit.
They relate area to arrays and multiplication.
Essential Experiences
Desirable Experiences
Outdoor visits regularly to
Caldy Valley walk
observe and map seasonal Mrs Tabb to speak about
changes
animals and habitats
Disaster zone, states of
matter, impact of volcanic
eruptions, flooding
Visit Beeston on residential
Habitat walk
Classify different animals
using classification charts
Essential Experiences
Understanding of medical
conditions in Ancient
Greece. Autopsy in Roman
Pompeii
Disasters!
Science experiment looking
Desirable Experiences
Dentist talk about
different teeth and their
uses
Statutory requirements
simple functions
construct and interpret a
variety of food chains,
identifying producers,
predators and prey.
Essential Experiences
Looking at how food chains
are disasters for the animal
being eaten or if a food
source is cut.
Desirable Experiences
Essential Experiences
Desirable Experiences
Cooling tower visit?
Essential Experiences
Make an iron man face
with cardboard and make
his eyes light up using a
circuit and light bulbs.
Make switches
Desirable Experiences
Group conductors and
insulators
Statutory requirements
identify whether or not
a lamp will light in a
simple series circuit, based
on whether or not the
lamp is part of a complete
loop with a battery
recognise that a switch
opens and closes a circuit
and associate this with
whether or not a lamp
lights in a simple series
circuit
recognise some
common conductors and
insulators, and associate
metals with being good
conductors.
Essential Experiences
Desirable Experiences
YEAR 4
History
Autumn
Key Skills
Place historical
events in a
chronological
framework
Use historical
vocabulary in
research
Compose and
contrast aspects
of the past and
present
N.C. P.O.S.
ESSENTIAL
EXPERIENCES
Walker Art
Gallery
Liverpool Greek
sculpture gallery
replica Elgin
Marbles debate
about being sent
home
Link to myths and
legends in
classical art
gallery
DESIRABLE
EXPERIENCES
Dress up like Greeks
and have a Greek
feast
History/Ge
ography
Spring
Use ordnance
Survey maps to
identify symbols
Use 4 figure
references to
locate points on a
map
Use an atlas and
find counties,
cities and
physical features
in the UK
Interactive
Roman Empire
map links to
Europe past and
present Why
did the Romans
Spread? why
did they extend
the Empire?
(resources and
minerals)
Geography link
Who was it a
disaster for?
From Sept 2016
visit Roman
Chester
Roman artefact
box and armour
loan boxes from
Grosvenor
Museum 7.50
for week
artefact handling
Volcanoes/Earthq
uake
Naples/Pompeii
Caroline Lawrence
Secrets of vesuvius
the roman mysteries
Science
Summer
Working
scientifically
objectives
Play different
instruments with rice,
sand, water, corn flour
to see the vibrations.
Group conductors and
insulators
Art and
Design
Design
Technology
PE
Make accurate
observational
drawings using
different media
such as charcoal/
chalk/ oil pastels
Design and make
a suitable frame
to which papier
mache can cover
Use words,
labelled sketches,
plans and
models to
communicate the
details of my
designs
Use the
appropriate tools
for a task
Develop games,
adapting and
refining rules
The importance
of warming up
and cooling down
Mixed media
Sculpture of The
Iron Man
Mosaics
Greek pot
Architecture
Walker gallery
columns
Aqueducts and
coliseum,
amphitheatres
Construct armour
Make a Greek
salad
Music
Computing
Make creative
use of the way
sounds can be
changed/organise
d or controlled
Sing with
increasing
confidence and
appreciate the
harmony
o
Dance / Drama
Carmin burana
Carl Orff (
Pompeii at the
time of the
eruption)
Music for Life
lesson
Languages
YEAR 5
ENGLISH &
MATHEMATICS
FOUNDATION SUBJECTS
Statutory requirements
recommending books that they have read to their peers, giving reasons for
their choices
identifying and discussing themes and conventions in and across a wide range
of writing
making comparisons within and across books
learning a wider range of poetry by heart
preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so that the meaning is
clear to an audience
understand what they read by:
checking that the book makes sense to them, discussing their understanding
and exploring the meaning of words in context
asking questions to improve their understanding
drawing inferences such as inferring characters feelings, thoughts and motives
from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying
key details that support the main ideas
identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others ideas and challenging views
courteously
explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes
where necessary
provide reasoned justifications for their views.
1
2
).
add and subtract fractions with the same denominator and denominators that are
multiples of the same number
multiply proper fractions and mixed numbers by whole numbers, supported by
materials and diagrams
71
read and write decimal numbers as fractions [for example, 0.71 = 100
]
recognise and use thousandths and relate them to tenths, hundredths and decimal
equivalents
round decimals with two decimal places to the nearest whole number and to one
decimal place
read, write, order and compare numbers with up to three decimal places
solve problems involving number up to three decimal places
recognise the per cent symbol (%) and understand that per cent relates to number
of parts per hundred, and write percentages as a fraction with denominator 100,
and as a decimal
solve problems which require knowing percentage and decimal equivalents of 21 , 41 ,
1
5
2
5
4
5
Measurement
Statutory requirements
Pupils should be taught to:
convert between different units of metric measure (for example, kilometre and
metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre
and millilitre)
understand and use approximate equivalences between metric units and common
imperial units such as inches, pounds and pints
measure and calculate the perimeter of composite rectilinear shapes in centimetres
and metres
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
estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)]
and capacity [for example, using water]
solve problems involving converting between units of time
use all four operations to solve problems involving measure [for example, length,
mass, volume, money] using decimal notation, including scaling.
Notes and guidance (non-statutory)
Pupils use their knowledge of place value and multiplication and division to convert
between standard units.
Pupils calculate the perimeter of rectangles and related composite shapes, including
using the relations of perimeter or area to find unknown lengths. Missing measures
questions such as these can be expressed algebraically, for example 4 + 2b = 20 for a
rectangle of sides 2 cm and b cm and perimeter of 20cm.
Pupils calculate the area from scale drawings using given measurements.
Pupils use all four operations in problems involving time and money, including
conversions (for example, days to weeks, expressing the answer as weeks and days).
Geometry properties of shapes
Statutory requirements
Pupils should be taught to:
identify 3-D shapes, including cubes and other cuboids, from 2-D representations
know angles are measured in degrees: estimate and compare acute, obtuse and
reflex angles
draw given angles, and measure them in degrees (o)
identify:
angles at a point and one whole turn (total 360o)
angles at a point on a straight line and 21 a turn (total 180o)
Post-it Science
investigations
completed, a
minimum of one
per term.
Using
stopwatches,
thermometers,
astrolabes, rulers
to gain readings.
Using a range of
data handling
techniques to
record and
process
information.
Predicting results
based on prior
knowledge and
understanding.
Verifying and
comparing
results obtained
using data
handling
techniques and
other results.
Learning laws of
science to help
understand and
prove results
obtained.
An ongoing
measurable
investigation
showing the effects
of time.
Essential
Experiences
Propagate, observe
and compare the
reproduction of a
streptocarpus and a
mint plant.
Compare animals
and enviroments
between River Dee
and Niagra river.
Desirable
Experiences
Visiting scientist.
Caterpillar to
butterfly hatching
set.
Essential Experiences
Observational
drawings.
Puberty
Design and deliver a
questionnaire to
research feelings
towards different
things.
Desirable
Experiences
Visit by a
grandparent
willing to
discuss their
childhood.
Essential
Desirable
Experiences
Experiences
Grouping and
Making own
classifying a number
stalactites and
of materials and
stalagmites.
liquids using their
senses and
recording their
findings using data
handling activities
such as Venn
diagrams.
Growing Crystals to
illustrate dissolving
a solvent and how it
can be reinstated.
Suspended Ice
experiment to
illustrate differing
densities and
separating mixtures
and the properties
of liquids.
Kitchen Chaos
interactive sorting
game.
Separating mixtures
techniques and
procedures.
Separating materials
using mixtures and
materials.
Alka-Seltzer rockets.
Lava
CO2 balloons.
Essential
Experiences
Visit to Jodrell Bank
to use the
clockwork Orrery.
Work with the
distance scale
model of the solar
system to
understand
distance, shape
and size of the
different planets.
Research the
Mayan calendar to
explain day, night
and the movement
of the sun.
Desirable
Experiences
Keep a moon diary.
Lantern walk as a
class to see the
night sky together.
Essential Experiences
Why dont we fall off
the earth?
Gravity investigation.
Galileos pendulum
experiment.
Learn and discuss
Newtons Laws of
Motion.
Friction experiments.
Levers, pulleys and
gear investigations.
Desirable Experiences
Bikability as a basis
for lever, pulley and
gear discussions.
YEAR 5
FOUNDATION SUBJECTS
+TANGIBLE ESSENTIAL AND
DESRIBLE
YEAR 5
History
Key Skills
N.C. P.O.S.
ESSENTIAL
EXPERIENCES
DESIRABLE
EXPERIENCES
Weaver Hall
AngloSaxon/Viking
session.
Reproductions
artefacts to
study.
Central America)
Geography
Use a compass
to orientate a
map and follow
a route in the
local area
Niagra falls
Children selecting
different regions
and cities link
to regions and
settlements of
the UK, eg New
YORK,
Birmingham
etc, study then
report back
Economic geography.
Art and
Design
Helmets/ illuminated/
weapons jewellery all
linked to Anglo Saxons
and Viking art &
culture. Staffordshire
hoard studies ( linked to
history)
Weaving
Study a Mayan
artefact.
Design
Technology
Produce step by
step instruction,
plans and
diagrams
Select a range
of tools
appropriate
Carry out tests,
adapt and
suggest
alternatives
before making
PE
Different
techniques of
throwing,
striking,
catching and
movement
Swimming
between 50
100 meters
Mayans.
Study of the Paris codex
(linked to history)
Have opportunities to
play games as a team
and individually.
Develop flexibility and
strength through a
variety of sporting
activities.
Perform dances using a
range of motion and
DT day from a
specialist
company.
Play
competitively for
the school.
Keep swimming
for 90 seconds
Music
Show musical
sensitivity in
selecting
sounds and
structures to
express an idea
Understand
how lyrics
reflect the
cultural context
and have a
defending
develop flexibility, strength,
technique, control and balance,
for example through gymnastics
and athletics
perform dances using a range of
movement patterns
take part in outdoor and
adventurous activity challenges
both individually and within a
team
compare their performances with
previous ones to achieve their
personal best.
swim competently, confidently and
proficiently over a distance of at
least 25 metres
use a range of strokes effectively
such as front crawl, backstroke
and breaststroke
perform safe self-rescue in
different water-based situations.
play and perform in solo and
ensemble contexts, using their
voice and playing musical
instruments with increasing
accuracy, control and expression
appreciate and understand a wide
range of high-quality live and
recorded music from different
traditions and from great
musicians and composers
rhythmic techniques.
Take part in
adventurous outdoor
activities.
Swim using a range of
strokes confidently and
effectively.
Listen to a live
band.
Build their own
clay whistle
(linked with DT)
social meaning
Computing
To become
accomplished in the use
of the programming
systems on Purple
Mash.
Languages
and safely
select, use and combine a variety
of software (including internet
services) on a range of digital
devices to accomplish given
goals, including collecting,
analysing, evaluating and
presenting data and information.
listen attentively to spoken
language and show
understanding by joining in and
responding
explore the patterns and sounds
of language through songs and
rhymes and link the spelling,
sound and meaning of words
engage in conversations; ask and
answer questions; express
opinions and respond to those of
others; seek clarification and
help*
speak in sentences, using familiar
vocabulary, phrases and basic
language structures
develop accurate pronunciation
and intonation so that others
understand when they are
reading aloud or using familiar
words and phrases*
present ideas and information
orally to a range of audiences*
read carefully and show
understanding of words, phrases
YEAR 6
ENGLISH &
MATHEMATICS
FOUNDATION SUBJECTS
Statutory requirements
recommending books that they have read to their peers, giving reasons for
their choices
identifying and discussing themes and conventions in and across a wide range
of writing
making comparisons within and across books
learning a wider range of poetry by heart
preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so that the meaning is
clear to an audience
understand what they read by:
checking that the book makes sense to them, discussing their understanding
and exploring the meaning of words in context
asking questions to improve their understanding
drawing inferences such as inferring characters feelings, thoughts and motives
from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying
key details that support the main ideas
identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others ideas and challenging views
courteously
explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes
where necessary
provide reasoned justifications for their views.
associate a fraction with division and calculate decimal fraction equivalents [for
example, 0.375] for a simple fraction [for example, 38 ]
identify the value of each digit in numbers given to three decimal places and multiply
and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
multiply one-digit numbers with up to two decimal places by whole numbers
use written division methods in cases where the answer has up to two decimal
places
solve problems which require answers to be rounded to specified degrees of
accuracy
recall and use equivalences between simple fractions, decimals and percentages,
including in different contexts.
1
3
2=
1
6
Measurement
Statutory requirements
Pupils should be taught to:
solve problems involving the calculation and conversion of units of measure, using
decimal notation up to three decimal places where appropriate
use, read, write and convert between standard units, converting measurements of
length, mass, volume and time from a smaller unit of measure to a larger unit, and
vice versa, using decimal notation to up to three decimal places
convert between miles and kilometres
recognise that shapes with the same areas can have different perimeters and vice
versa
recognise when it is possible to use formulae for area and volume of shapes
calculate the area of parallelograms and triangles
calculate, estimate and compare volume of cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic metres (m3), and extending to other
units [for example, mm3 and km3].
Notes and guidance (non-statutory)
Pupils connect conversion (for example, from kilometres to miles) to a graphical
representation as preparation for understanding linear/proportional graphs.
They know approximate conversions and are able to tell if an answer is sensible.
Using the number line, pupils use, add and subtract positive and negative integers for
measures such as temperature.
They relate the area of rectangles to parallelograms and triangles, for example, by
dissection, and calculate their areas, understanding and using the formulae (in words or
symbols) to do this.
Pupils could be introduced to compound units for speed, such as miles per hour, and
apply their knowledge in science or other subjects as appropriate.
Geometry properties of shapes
Statutory requirements
Pupils should be taught to:
draw 2-D shapes using given dimensions and angles
recognise, describe and build simple 3-D shapes, including making nets
compare and classify geometric shapes based on their properties and sizes and find
unknown angles in any triangles, quadrilaterals, and regular polygons
illustrate and name parts of circles, including radius, diameter and circumference and
know that the diameter is twice the radius
recognise angles where they meet at a point, are on a straight line, or are vertically
opposite, and find missing angles.
Notes and guidance (non-statutory)
Pupils draw shapes and nets accurately, using measuring tools and conventional
markings and labels for lines and angles.
Pupils describe the properties of shapes and explain how unknown angles and lengths
can be derived from known measurements.
These relationships might be expressed algebraically for example, d = 2 r;
Desirable Experiences
Essential
Experiences
Desirable
Experiences
Collection of
invertebrates,
worm/art farming to
identify characteristics
and behaviours
Construction of Bug
Hotel
Essential
Experiences
Pupils should be taught to:
Use of Pig heart to
identify and name the main parts of examine heart
the human circulatory system, and
function, composition
describe the functions of the heart, and comparison with
blood vessels and blood
the human circulatory
recognise the impact of diet,
system
exercise, drugs and lifestyle on the
way their bodies function
Data handling exercise
describe the ways in which
experiment PE links
nutrients and water are transported
within animals, including humans.
Growing of plants poly tunnel
Desirable
Experiences
DT - Cooking and
nutrition links
Essential Experiences
Desirable
Experiences
Shrewsbury and
Shropshire wildlife trust
education sessions
linked to Darwin
Light
Statutory requirements
Pupils should be taught to:
recognise that light appears to
travel in straight lines
use the idea that light travels in
straight lines to explain that objects
are seen because they give out or
reflect light into the eye
use the idea that light travels in
straight lines to explain why
shadows have the same shape as
the objects that cast them.
explain that we see things because
light travels from light sources to
our eyes or from light sources to
objects and then to our eyes
Essential
Experiences
Desirable
Experiences
Post it science
investigation providing
proof that travels in
straight lines and that
light is blocked by
objects creating
shadows
Experiment using
prisms, bubbles etc to
show how light can be
bent depending upon
the material it is
passing through
Electricity
Statutory requirements
Pupils should be taught to:
associate the brightness of a lamp
or the volume of a buzzer with the
number and voltage of cells used
in the circuit
compare and give reasons for
variations in how components
function, including the brightness
of bulbs, the loudness of buzzers
and the on/off position of switches
use recognised symbols when
representing a simple circuit in a
diagram.
Essential
Experiences
T-rex DT day
children create electrical
circuits to light bulbs or
drive motors
Desirable
Experiences
Visit to electric
mountain
Snowdonia
Designing switches to
turn on/off series circuit
Draw accurate
schematics using the
correct symbols
YEAR 6
FOUNDATION SUBJECTS
+TANGIBLE ESSENTIAL AND
DESRIBLE
YEAR 6
History
Spring
Key Skills
N.C. P.O.S.
a study of an aspect or
theme in British history that
extends pupils chronological
knowledge beyond 1066
DESIRABLE
EXPERIENCES
ESSENTIAL
EXPERIENCES
Independent transition
project free choice of a
study of an aspect or
theme in British history
that extends pupils
The greatest
Christmas present
ever Morpurgo
Memorial Shaun
Tan, Gary Crewe
Archies scrapbook
Marcia Williams
chronological knowledge
beyond 1066
Geography
Summer
Use scales on a
map (1:10000)
Used 6 figure
grid references
and identify
features
Historical investigation
into the origins of
Grosvernor museum
visit
Art and
Design
Any of
previous skills
from Y3-5
Plan and design
using initial
sketches
Understand the
Longitude at latitude,
positioning on a globe
balloon exercise
Ani
Landscapes through
textiles or mixed media
impact and
effect of light
and shade
Using wire/card
frames to
modroc
Make accurate
observational
drawings using
different media
such as
charcoal/ chalk/
oil pastels
Design and
make a suitable
frame to which
papier mache
can cover
Make careful
observational
drawings
understanding
how using a
variety of
soft/hard
pencils creates
different effects
Use a variety of
2D/3D materials
Be able to use
clay tool, bind
clay and
manipulate the
techniques, such as
drawing, painting and
sculpture with materials
(e.g. pencil, charcoal, paint,
clay)
about the greatest artists,
architects and designers in
history.
extensions to images on
Yannarthusbetrand2.org
Design
Technology
medium
effectively
Use belts and
pulleys to make
a mechanism
work
Understand the
limitations of
resources
I can plan with
time, cost and
materials in
consideration
PE
Active participation in
skills acquisition and
opportunities to enhance
skills through small sided
games
quality in most
of the games I
play
Music
Maintain my
part with an
awareness of
how parts fit
together
Demonstrate
imagination and
confidence in
the use of
sound
Use knowledge
of lyrics to
enhance my
own
compositions
Computing
Gorilla:
Driving Game
2go
Football Game
Coding Principles:
Functions Concatenation
Free Code:
Free code scenes
Free code gorilla
2code Game Planner
Provide opportunities
for children to write
own programs
Languages
French cafe