entials in the National Curriculum

two purposes:

national curriculum in a succinct and user friendly way

essentials’ for each year group
have been identified through work with a large number of teachers. The purpose of identifying these is to help tea
judgement on the end of year expectations; the idea being that pupils cannot be deemed to have met the yea
they have met all of the key essentials alongside the vast majority of the other objectives.

e provided in an editable format to allow individual schools to amend to suit their context and own systems.

is available from Focus Education:

tion.co.uk

nt:
uld be used within the purchasing organisation only.
ESSENTIALS IN THE NATIONAL CURRICULUM
edge and skills as the route to decode words.
h the correct sound to graphemes (letters or groups of
onemes, including, where applicable, alternative sounds
blending sounds in unfamiliar words containing GPCs that
ption words, noting unusual correspondences between
nd where these occur in the word.
ng taught GPCs and -s, -es, -ing, -ed, -er and -est endings.
more than one syllable that contain taught GPCs.
ntractions [for example, I’m, I’ll, we’ll], and understand that
esents the omitted letter(s).
ely books that are consistent with their developing phonic
do not require them to use other strategies to work out
to build up their fluency and confidence in word reading.
YEAR 1 READING
Comprehension
Develop pleasure in reading, motivation to read, vocabulary a
understanding by:
o listening to and discussing a wide range of poems, stories a
a level beyond that at which they can read independently
o being encouraged to link what they read or hear read to t
experiences
o becoming very familiar with key stories, fairy stories and trad
retelling them and considering their particular characteristi
o recognising and joining in with predictable phrases
o learning to appreciate rhymes and poems, and to recite so
o discussing word meanings, linking new meanings to those a
Understand both the books they can already read accurately
those they listen to by:
o drawing on what they already know or on background info
vocabulary provided by the teacher
o checking that the text makes sense to them as they read a
inaccurate reading
o discussing the significance of the title and events
o making inferences on the basis of what is being said and d
o predicting what might happen on the basis of what has be
Participate in discussion about what is read to them, taking tur
to what others say.

SSENTIALS IN THE NATIONAL CURRICULUM
nic knowledge and skills as the route to decode words until
as become embedded and reading is fluent
ending the sounds in words that contain the graphemes taught
nising alternative sounds for graphemes
of two or more syllables that contain the same graphemes as
common suffixes
exception words, noting unusual correspondences between
where these occur in the word
ly and accurately, without overt sounding and blending, when
ntly encountered
ely matched to their improving phonic knowledge, sounding out
ately, automatically and without undue hesitation
build up their fluency and confidence in word reading.
Explain clearly their understanding of what is read to them.
YEAR 2 READING
Comprehension
Develop pleasure in reading, motivation to read, vocabulary and und
o listening to, discussing and expressing views about a wide range o
and classic poetry, stories and non-fiction at a level beyond that a
read independently
o discussing the sequence of events in books and how items of infor
related
o becoming increasingly familiar with and retelling a wider range of
stories and traditional tales
o being introduced to non-fiction books that are structured in differe
o recognising simple recurring literary language in stories and poetry
o discussing and clarifying the meanings of words, linking new mean
vocabulary
o discussing their favourite words and phrases
o continuing to build up a repertoire of poems learnt by heart, appre
and reciting some, with appropriate intonation to make the mean
Understand both the books that they can already read accurately an
those that they listen to by:
o drawing on what they already know or on background informatio
vocabulary provided by the teacher
o checking that the text makes sense to them as they read and corr
inaccurate reading
o making inferences on the basis of what is being said and done
o answering and asking questions
 o predicting what might happen on the basis of what has been read

Participate in discussion about books, poems and other works that are
and those that they can read for themselves, taking turns and listening
say.

Explain and discuss their understanding of books, poems and other ma

that they listen to and those that they read for themselves.

SSENTIALS IN THE NATIONAL CURRICULUM YEAR 3 READING

knowledge of root words, prefixes and suffixes (etymology
listed in Appendix 1 of the National Curriculum, both to
nderstand the meaning of new words they meet.
on words, noting the unusual correspondences between
and where these occur in the word.
Comprehension continued
Understand what they read, in books they can read independe
o checking that the text makes sense to them, discussing their
understanding and explaining the meaning of words in cont
o asking questions to improve their understanding of a text

o drawing inferences such as inferring characters’ feelings, tho

motives from their actions, and justifying inferences with evid
tudes to reading and understanding of what they read
o predicting what might happen from details stated and impli

iscussing a wide range of fiction, poetry, plays, non- o identifying main ideas drawn from more than one paragrap
nce books or textbooks summarising these

at are structured in different ways and reading for a o identifying how language, structure, and presentation contr
s meaning

to check the meaning of words that they have read Retrieve and record information from non-fiction.

amiliarity with a wide range of books, including fairy Participate in discussion about both books that are read to them
d legends, and retelling some of these orally they can read for themselves, taking turns and listening to what

es and conventions in a wide range of books

and play scripts to read aloud and to perform, showing

rough intonation, tone, volume and action
and phrases that capture the reader’s interest and

e different forms of poetry [for example, free verse,

SSENTIALS IN THE NATIONAL CURRICULUM YEAR 4 READING

knowledge of root words, prefixes and suffixes (etymology
listed in Appendix 1 of the National Curriculum, both to
nderstand the meaning of new words they meet.
on words, noting the unusual correspondences between
and where these occur in the word.
Comprehension continued
Understand what they read, in books they can read independe
o checking that the text makes sense to them, discussing their
understanding and explaining the meaning of words in cont
o asking questions to improve their understanding of a text

o drawing inferences such as inferring characters’ feelings, tho

motives from their actions, and justifying inferences with evid
tudes to reading and understanding of what they read
o predicting what might happen from details stated and impli

iscussing a wide range of fiction, poetry, plays, non- o identifying main ideas drawn from more than one paragrap
nce books or textbooks summarising these

at are structured in different ways and reading for a o identifying how language, structure, and presentation contr
s meaning

to check the meaning of words that they have read Retrieve and record information from non-fiction.

amiliarity with a wide range of books, including fairy Participate in discussion about both books that are read to them
d legends, and retelling some of these orally they can read for themselves, taking turns and listening to what

es and conventions in a wide range of books

 and play scripts to read aloud and to perform, showing
rough intonation, tone, volume and action

and phrases that capture the reader’s interest and

e different forms of poetry [for example, free verse,

SSENTIALS IN THE NATIONAL CURRICULUM
knowledge of root words, prefixes and suffixes
ymology), as listed in Appendix 1 of the National
ead aloud and to understand the meaning of new words
tudes to reading and understanding of what they read
d and discuss an increasingly wide range of fiction,
n-fiction and reference books or textbooks
at are structured in different ways and reading for a
s language, considering the impact on the reader.
amiliarity with a wide range of books, including myths,
itional stories, modern fiction, fiction from our literary
oks from other cultures and traditions
books that they have read to their peers, giving reasons
YEAR 5 and YEAR 6 READING
Comprehension continued
Understand what they read by:
o checking that the book makes sense to them, discussing the
understanding and exploring the meaning of words in conte
o asking questions to improve their understanding
o drawing inferences such as inferring characters’ feelings, tho
motives from their actions, and justifying inferences with evid
o predicting what might happen from details stated and impli
o summarising the main ideas drawn from more than one para
identifying key details that support the main ideas
o identifying how language, structure and presentation contrib
meaning
Discuss and evaluate how authors use language, including figur
Distinguish between statements of fact and opinion.
Retrieve, record and present information from non-fiction.

iscussing themes and conventions in and across a wide Participate in discussions about books that are read to them and
can read for themselves, building on their own and others’ idea
ons within and across books challenging views courteously.
range of poetry by heart
and plays to read aloud and to perform, showing Explain and discuss their understanding of what they have read,
rough intonation, tone and volume so that the meaning through formal presentations and debates, maintaining a focus
dience and using notes where necessary.

Provide reasoned justifications for their views.

ESSENTIALS IN THE NATIONAL CURRICULUM YEAR 1 WRITING
Handwriting Vocabulary, grammar and punctu

o sit correctly at a table, holding a pencil Word

g each of the 40+ phonemes comfortably and correctly Use regular plural noun suffixes -s o
o begin to form lower-case letters in the correct dogs; wish, wishes], understanding
tion words direction, starting and finishing in the right these suffixes on the meaning of t
week place
o form capital letters Add suffixes to verbs where no ch
the alphabet: o form digits 0-9 in the spelling of root words [e.g. h
o understand which letters belong to which helper].
es to distinguish between handwriting ‘families’ (i.e. letters that are
ngs of the same sound formed in similar ways) and to practise these. Know how the prefix un- changes
verbs and adjectives [e.g. unkind,
ffixes:
g rule for adding -s or -es as
r for nouns and the third Sentence
marker for verbs Composition Combine words to make sentenc
un- Write sentences by:
er and -est where no change o saying out loud what they are going to write Join words and joining clauses usin
spelling of root words [for about
g, helped, helper, quicker, o composing a sentence orally before writing it Text
o sequencing sentences to form short narratives Sequence sentences to form shor
o re-reading what they have written to check
g rules and guidance, as that it makes sense Punctuation
of the National Curriculum Separate words with spaces.
Discuss what they have written with the teacher
simple sentences dictated by or other pupils. Begin to punctuate using capital
clude words using the GPCs question marks and exclamation m
ption words taught so far. Read aloud their writing clearly enough to be demarcate sentences.
heard by their peers and the teacher.
Use capital letters for names and
pronoun I [e.g. of people, places,
week].

Terminology for pupils

Letter, capital letter, word, singula

ESSENTIALS IN THE NATIONAL CURRICULUM
words into phonemes and
by graphemes, spelling many
of spelling phonemes for which one
e already known, and learn some
elling, including a few common
mmon exception words
e words with contracted forms Consider what they are going to write before beginning by:
ve apostrophe (singular) [for
ook] about ordination (or, and, but).
en homophones and near-
er words, including -ment, -ness, -ful, -
guidance, as listed in Appendix 1 of
e sentences dictated by the teacher
the GPCs, common exception
aught so far.
ers of the correct size relative to one
he diagonal and horizontal strokes
rs and understand which letters,
ne another, are best left unjoined Punctuation
and digits of the correct size,
tionship to one another and to lower
n words that reflects the size of the
sentence, punctuation, full stop, q
exclamation mark.
YEAR 2 WRITING
Composition Vocabulary, grammar and punctuation
Word
Develop positive attitudes towards and stamina for writing Form nouns using suffixes such as -ness, -e
by: compounding [e.g. whiteboard, superma
o writing narratives about personal experiences and those
of others (real and fictional) Form adjectives using suffixes such as -ful,
o writing about real events
o writing poetry Use the suffixes -er, -est in adjectives and
o writing for different purposes English to turn adjectives into adverbs.
Sentence
o planning or saying out loud what they are going to write Use subordination (when, if, that, because
o writing down ideas and/or key words, including new
vocabulary Use expanded noun phrases for descriptio
o encapsulating what they want to say, sentence by specification [e.g. the man on the moon]
sentence
Know how the grammatical patterns in a
Make simple additions, revisions and corrections to their own its function as a statement, question, excl
writing by: command.
o evaluating their writing with the teacher and other pupils
o re-reading to check that their writing makes sense and Text
that verbs to indicate time are used correctly and Choose the correct tense (present and pa
consistently, including verbs in the continuous form throughout writing.
o proof-reading to check for errors in spelling, grammar
and punctuation [for example, ends of sentences Use the progressive form of verbs in the pr
punctuated correctly] tense to mark actions in progress [e.g. she
was shouting].
Read aloud what they have written with appropriate
intonation to make the meaning clear. Learn how to use some features of written
Use capital letters, full stops, question mar
marks to demarcate sentences.
Use commas to separate items in a list.
Use apostrophes to mark where letters are

ESSENTIALS IN THE NATIONAL CURRICULUM
and suffixes and understand
National Curriculum English
hones.
often misspelt (National
ix 1).
e apostrophe accurately in
plurals [for example, girls’,
with irregular plurals [for
].
hree letters of a word to
a dictionary.
simple sentences, dictated by
clude words and punctuation
nd horizontal strokes that are
rs and understand which
ent to one another, are best
y, consistency and quality of
Composition
Plan their writing by:
o discussing writing similar to that which they are
planning to write in order to understand and
learn from its structure, vocabulary and
grammar begins with a consonant or vowel.
o discussing and recording ideas
Draft and write by:
o composing and rehearsing sentences orally
(including dialogue), progressively building a
varied and rich vocabulary and an increasing
range of sentence structures – see Appendix 2
of the National Curriculum when, before, after, while, so, becau
o organising paragraphs around a theme then, next, soon, therefore]; or prepo
o in narratives, creating settings, characters and
plot
o in non-narrative material, using simple
organisational devices [for example, headings
and sub-headings] because, although
Evaluate and edit by:
o assessing the effectiveness of their own and
others’ writing and suggesting improvements
o 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
Use apostrophes to mark singular possessi
the girl’s name].
Terminology for pupils
Noun, noun phrase, statement, question,
command, compound, suffix, adjective, a
(past, present), apostrophe, comma.
YEAR 3 WRITING
Vocabulary, grammar and punctuati
Word
Form nouns using a range of prefixes
Use a or an according to whether the
Identify and use word families based
words, showing how words are relate
meaning, [e.g. solve, solution, solver,
insoluble]
Sentence
Express time, place and cause using
before, after, during, in, because of]
Extend sentences with more than one
a wider range of conjunctions, includ
Text
Start to use paragraphs to group rela
Use headings and sub-headings to ai
Use the present perfect form of verbs
simple past [e.g. He has gone out to
out to play].
Punctuation
 r example, by ensuring that
etters are parallel and
es of writing are spaced
he ascenders and descenders
ch].
whole class, using appropriate intonation and
controlling the tone and volume so that the
meaning is clear.
Begin to use inverted commas to pun
speech.
Terminology for pupils
Preposition, conjunction, word family
subordinate clause, direct speech, co
consonant letter vowel, vowel letter,
commas/speech marks.

ESSENTIALS IN THE NATIONAL CURRICULUM YEAR 4 WRITING

and suffixes and understand
nglish Appendix 1).
hones.
often misspelt (National
ix 1).
e apostrophe accurately in
plurals [for example, girls’,
with irregular plurals [for
].
hree letters of a word to
a dictionary.
simple sentences, dictated by
clude words and punctuation
Composition Vocabulary, grammar and punctua
Plan their writing by: Word
o discussing writing similar to that which they are Recognise the grammatical differe
planning to write in order to understand and plural and possessive -s.
learn from its structure, vocabulary and
grammar Use Standard English forms for verb
o discussing and recording ideas instead of local spoken form [e.g. w
of we was]
Draft and write by:
o composing and rehearsing sentences orally Sentence
(including dialogue), progressively building a Expand noun phrases by the additio
varied and rich vocabulary and an increasing adjectives, nouns and preposition p
range of sentence structures – see Appendix 2 teacher expanded to the strict mat
of the National Curriculum curly hair]
o organising paragraphs around a theme
o in narratives, creating settings, characters and Use fronted adverbials [e.g. Later th
plot the bad news.]
o in non-narrative material, using simple
organisational devices [for example, headings Text
and sub-headings] Use paragraphs to organise ideas a

Evaluate and edit by: Use appropriate pronoun and noun

nd horizontal strokes that are
rs and understand which
ent to one another, are best
o assessing the effectiveness of their own and across sentences to aid cohesion a
others’ writing and suggesting improvements repetition.
o proposing changes to grammar and vocabulary
to improve consistency, including the accurate Punctuation
use of pronouns in sentences Use inverted commas and other pu
indicate direct speech.
 y, consistency and quality of
r example, by ensuring that
etters are parallel and
es of writing are spaced
he ascenders and descenders
ch].
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.
Use apostrophe to mark plural poss
Use commas after fronted adverbia
Terminology for pupils
Determiner, pronoun, possessive pro
adverbial,
ESSENTIALS IN THE NATIONAL CURRICULUM
d suffixes and understand the
hem.
‘silent’ letters [for example,
. o noting and developing initial ideas, drawing on
h between homophones and
e often confused.
rphology and etymology in
nd that the spelling of some
arnt specifically, as listed in
ppendix 1.
eck the spelling and meaning of
ur letters of a word to check
oth of these in a dictionary.
and with increasing speed by:
hape of a letter to use when
d deciding whether or not to join
ng implement that is best suited
YEAR 5 WRITING
Composition Vocabulary, grammar and punctuati
Plan their writing by: Word
o identifying the audience for and purpose of the Convert nouns or adjectives into verb
writing, selecting the appropriate form and using [e.g. -ate, -ise, -ify]
other similar writing as models for their own
Use verb prefixes [e.g. dis-, de-, mis-, o
reading and research where necessary
o in writing narratives, considering how authors have Sentence
developed characters and settings in what pupils Use relative clauses beginning with w
have read, listened to or seen performed when, whose, that or an omitted rela
Draft and write by: Indicate degrees of possibility using a
o selecting appropriate grammar and vocabulary, perhaps, surely] or modal verbs [e.g.
understanding how such choices can change and will, must].
enhance meaning
o in narratives, describing settings, characters and Text
atmosphere and integrating dialogue to convey Use devices to build cohesion within a
character and advance the action then, after, that, this, firstly].
o précising longer passages
o using a wide range of devices to build cohesion Link ideas across paragraphs using ad
within and across paragraphs [e.g. later], place [e.g. nearby] and n
o using further organisational and presentational secondly] or tense choice [e.g. he ha
devices to structure text and to guide the reader before].
[for example, headings, bullet points, underlining]
Punctuation
Evaluate and edit by: Use brackets, dashes and commas to
o assessing the effectiveness of their own and others’ parenthesis.
writing
o proposing changes to vocabulary, grammar and Use commas to clarify meaning and
punctuation to enhance effects and clarify
meaning Terminology for pupils
o ensuring the consistent and correct use of tense Modal verb, relative pronoun, relative
throughout a piece of writing parenthesis, bracket, dash, cohesion,
o ensuring correct subject and verb agreement
when using singular and plural, distinguishing
between the language of speech and writing and
choosing the appropriate register
Proof-read for spelling and punctuation errors.

ESSENTIALS IN THE NATIONAL CURRICULUM
suffixes and understand the
hem.
silent’ letters [for example, knight,
between homophones and other
confused.
phology and etymology in spelling
e spelling of some words needs to
s listed in National Curriculum
ck the spelling and meaning of
r letters of a word to check
oth of these in a dictionary.
nd with increasing speed by:
ape of a letter to use when given
ing whether or not to join specific
g implement that is best suited for
Perform their own compositions, using appropriate
intonation, volume, and movement so that meaning is
clear.
YEAR 6 WRITING
Composition Vocabulary, grammar and punctuation
Plan their writing by: Word
o identifying the audience for and purpose of the Recognise the difference between vocabul
speech and that appropriate for formal spe
writing, selecting the appropriate form and using
appropriately.
other similar writing as models for their own
o noting and developing initial ideas, drawing on Explore how words are related by meaning
reading and research where necessary antonyms.
o in writing narratives, considering how authors have
developed characters and settings in what pupils Sentence
have read, listened to or seen performed Use passive voice to affect presentation in a
broke the window in the greenhouse vs The
house was broken (by me).
Draft and write by:
o selecting appropriate grammar and vocabulary, Recognise and use structures typical of infor
understanding how such choices can change and structures appropriate for formal speech and
enhance meaning question tags: He’s your friend, isn’t he?, or u
o in narratives, describing settings, characters and forms such as If I were or Were they].
atmosphere and integrating dialogue to convey
character and advance the action Use expanded noun phrases to convey com
o précising longer passages concisely.
o using a wide range of devices to build cohesion
Use the perfect form of verbs to mark relatio
within and across paragraphs cause.
o using further organisational and presentational
devices to structure text and to guide the reader [for Text
example, headings, bullet points, underlining] Link ideas across paragraphs using a wider r
devices, including repetition of a word or ph
Evaluate and edit by: connections [e.g. adverbials such as on the
o assessing the effectiveness of their own and others’ contrast, or as a consequence], and ellipsis.
writing
Use layout devices to structure texts [e.g. he
o proposing changes to vocabulary, grammar and headings, columns, bullets, or tables].
punctuation to enhance effects and clarify meaning
o ensuring the consistent and correct use of tense Punctuation
throughout a piece of writing Use semi-colon, colon and dash to mark the
o ensuring correct subject and verb agreement when independent clauses [e.g. It’s raining; I’m fe
using singular and plural, distinguishing between the
language of speech and writing and choosing the Use colon to introduce a list and semi-colon
appropriate register
Punctuate bullet points correctly.

ESSENTIALS IN THE NATIONAL CURRICULUM
value
ss 100, forwards and
ning with 0 or 1, or from any multiplication and division, by calculating the
rite numbers to 100 in
multiples of twos, fives and
dentify one more and one
ent numbers using objects
sentations including the
se the language of: equal
than (fewer), most, least.
mbers from 1 to 20 in
ds.
and subtraction
erpret mathematical
g addition (+), subtraction
igns.
number bonds and related
ithin 20.
Proof-read for spelling and punctuation errors.
Perform their own compositions, using appropriate
intonation, volume, and movement so that meaning is
clear.
Number – multiplication and division
Solve one-step problems involving
answer using concrete objects, pictorial
representations and arrays with the support of
the teacher.
Number fractions
Recognise, find and name a half as one of two
equal parts of an object, shape or quantity.
Recognise, find and name a quarter as one of
four equal parts of an object, shape or
quantity.
Measurement
Compare, describe and solve practical
problems for:
o lengths and heights [for example,
long/short, longer/shorter, tall/short,
double/half] and draw the hands on a clock
o mass/weight [for example, heavy/light,
heavier than, lighter than]
o capacity and volume [for example,
full/empty, more than, less than, half, half
full, quarter] shapes, including:
o time [for example, quicker, slower, earlier,
later] (including squares), circles an
Use hyphens to avoid ambiguity [e.g. man e
eating shark].
Terminology for pupils
Subject, object, active, passive, synonym, p
antonym, ellipsis, hyphen, colon, semi-colon
YEAR 1 MATHEMATICS
Measurement continued
Measure and begin to record th
o lengths and heights
o mass/weight
o capacity and volume
o time (hours, minutes, second
Recognise and know the value o
denominations of coins and not
Sequence events in chronologic
language [for example, before a
first, today, yesterday, tomorrow
afternoon and evening].
Recognise and use language re
including days of the week, wee
years.
Tell the time to the hour and hal
these times.
Geometry – properties of shapes
Recognise and name common
o 2-D shapes [for example, rec
one-digit and two-digit
uding zero.
blems that involve addition
ing concrete objects and
ations, and missing number
ESSENTIALS IN THE NATIONAL CURRICULUM
ue
nd 5 from 0, and in tens from any
ackward.
alue of each digit in a two-digit
estimate numbers using different
ng the number line.
umbers from 0 up to 100; use <, >
rs to at least 100 in numerals and in
umber facts to solve problems.
subtraction
dition and subtraction:
ects and pictorial representations,
olving numbers, quantities and
asing knowledge of mental and
n and subtraction facts to 20
d use related facts up to 100.
bers using concrete objects,
s, and mentally, including:
and ones thermometers and measuring vessels.
and tens quarter turns (clockwise and anti-clock
Number – multiplication and division
Recall and use multiplication and division facts for the 2, 5
and 10 multiplication tables, including recognising odd
and even numbers.
Calculate mathematical statements for multiplication
and division within the multiplication tables and write
them using the multiplication (×), division (÷) and equals
(=) signs.
Show that multiplication of two numbers can be done in
any order (commutative) and division of one number by
another cannot.
Solve problems involving multiplication and division, using
materials, arrays, repeated addition, mental methods,
and multiplication and division facts, including problems
in contexts.
Fractions
Recognise, find, name and write fractions 1/3, 1/4, 2/4
and 3/4 of a length, shape, set of objects or quantity.
Write simple fractions for example, ½ of 6 = 3 and
recognise the equivalence of 2/4 and ½
Measurement
Choose and use appropriate standard units to estimate
and measure length/height in any direction (m/cm); mass
(kg/g); temperature (°C); capacity (litres/ml) to the
nearest appropriate unit, using rulers, scales,
o 3-D shapes [for example, cub
cubes), pyramids and sphere
Geometry – position and directio
Describe position, direction and
including whole, half, quarter an
turns.
YEAR 2 MATHEMATICS
Measurement continued
Compare and sequence intervals of tim
Tell and write the time to five minutes, in
past/to the hour and draw the hands o
show these times.
Know the number of minutes in an hour
of hours in a day.
Geometry – properties of shapes
Identify and describe the properties of
including the number of sides and line s
vertical line.
Identify and describe the properties of
including the number of edges, vertice
Identify 2-D shapes on the surface of 3-
example, a circle on a cylinder and a t
pyramid].
Compare and sort common 2-D and 3-
everyday objects.
Geometry – position and direction
Order and arrange combinations of ma
objects in patterns and sequences.
Use mathematical vocabulary to descr
direction and movement, including mo
straight line and distinguishing between
and in terms of right angles for quarter,
bers Compare and order lengths, mass, volume/capacity and
digit numbers record the results using >, < and =.
wo numbers can be done in any Recognise and use symbols for pounds (£) and pence (p);
nd subtraction of one number from combine amounts to make a particular value.
Find different combinations of coins that equal the same
inverse relationship between amounts of money.
on and use this to check
missing number problems. Solve simple problems in a practical context involving
addition and subtraction of money of the same unit,
including giving change.
HE NATIONAL CURRICULUM YEAR 3 MATHEMATICS
e Fractions
of 4, 8, 50 and 100; find 10 or 100 Count up and down in tenths; recognise that tenths arise
n number. from dividing an object into 10 equal parts and in dividing
one-digit numbers or quantities by 10.
ue of each digit in a three-digit
ones). Recognise, find and write fractions of a discrete set of
objects: unit fractions and non-unit fractions with small
mbers up to 1000. denominators.
stimate numbers using different Recognise and use fractions as numbers: unit fractions and
non-unit fractions with small denominators.
up to 1000 in numerals and in words. Recognise and show, using diagrams, equivalent fractions
with small denominators.
and practical problems involving
Add and subtract fractions with the same denominator within
one whole [for example, 75 + 71 = 76].
ubtraction
ers mentally, including: Compare and order unit fractions, and fractions with the
r and ones same denominators.
r and tens Solve one-step and two-step questions [fo
r and hundreds Solve problems that involve all of the above.
ers with up to three digits, using Measurement
of columnar addition and Measure, compare, add and subtract: lengths (m/cm/mm);
mass (kg/g); volume/capacity (l/ml).
Statistics
Interpret and construct simple pictogra
block diagrams and simple tables.
Ask and answer simple questions by co
of objects in each category and sorting
quantity.
Ask and answer questions about totallin
categorical data.
Geometry – properties of shapes
Draw 2-D shapes and make 3-D shapes u
materials; recognise 3-D shapes in differen
describe them.
Recognise angles as a property of shape
turn.
Identify right angles, recognise that two ri
half-turn, three make three quarters of a t
complete turn; identify whether angles ar
less than a right angle.
Identify horizontal and vertical lines and p
perpendicular and parallel lines.
Statistics
Interpret and present data using bar char
tables.
many more?’ and ‘How many fewer?’] us
presented in scaled bar charts and pictog

calculation and use inverse
wers.
g missing number problems, using
ue, and more complex addition and
Measure the perimeter of simple 2-D shapes.
Add and subtract amounts of money to give change, using
both £ and p in practical contexts.

and division
ation and division facts for the 3, 4
es.
hematical statements for
n using the multiplication tables that
2-digit numbers times 1-digit
nd progressing to formal written
Tell and write the time from an analogue clock, including
using Roman numerals from I to XII, and 12-hour and 24-hour
clocks.
Estimate and read time with increasing accuracy to the
nearest minute; record and compare time in terms of
seconds, minutes and hours; use vocabulary such as o’clock,
a.m./p.m., morning, afternoon, noon and midnight.
Know the number of seconds in a minute and the number of
days in each month, year and leap year.

g missing number problems, involving
n, including positive integer scaling
dence problems in which n objects
ects.
HE NATIONAL CURRICULUM
e Number – multiplication and division continued
, 9, 25 and 1000.
an a given number.
gh zero to include negative numbers.
ue of each digit in a four-digit
dreds, tens, and ones).
mbers beyond 1000.
stimate numbers using different
e nearest 10, 100 or 1000.
ical problems that involve all of the
ngly large positive numbers.
o 100 (I to C) and know that over
m changed to include the concept of
Compare durations of events [for example to calculate the
time taken by particular events or tasks].
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.
Fractions, including decimals
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.
YEAR 4 MATHEMATICS
Measurement continued
Find the area of rectilinear shapes by cou
Estimate, compare and calculate differen
including money in pounds and pence.
Read, write and convert time between an
12- and 24-hour clocks.
Solve problems involving converting from
minutes to seconds; years to months; wee
Geometry – properties of shapes
Compare and classify geometric shapes,
quadrilaterals and triangles, based on the
sizes.
Identify acute and obtuse angles and co
angles up to two right angles by size.
Identify lines of symmetry in 2-D shapes pr
orientations.

ubtraction Recognise and write decimal equivalents of any number of Complete a simple symmetric figure with
ers with up to 4 digits using the formal tenths or hundredths. line of symmetry.
mnar addition and subtraction where
Recognise and write decimal equivalents to ¼, ½, ¾. Geometry – position and direction

operations to check answers to a
action two-step problems in
h operations and methods to use
and division
d division facts for multiplication
and derived facts to multiply and
g: multiplying by 0 and 1; dividing by
hree numbers.
or pairs and commutativity in mental
ESSENTIALS IN THE NATIONAL CURRICULUM
pare numbers to at least 1,000,000 and
h digit.
ds in steps of powers of 10 for any given
in context, count forwards and
d negative whole numbers, including
000,000 to the nearest 10; 100; 1,000;
d practical problems that involve all of the
000 (M) and recognise years written in
raction
mbers with more than 4 digits, including
s (columnar addition and subtraction).
mentally with increasingly large numbers.
wers to calculations and determine, in the
of accuracy.
ion multi-step problems in contexts,
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.
Measurement
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.
Number – multiplication and division continued
Recognise and use square numbers and cube numbers, and the
notation for squared (2) and cubed (3).
Solve problems involving multiplication and division including using
their knowledge of factors and multiples, squares and cubes.
Solve problems involving addition, subtraction, multiplication and
division and a combination of these, including understanding the
meaning of the equals sign.
Solve problems involving multiplication and division, including scaling
by simple fractions and problems involving simple rates.
Fractions, including decimals and percentages
Compare and order fractions whose denominators are all multiples of
the same number.
Identify, name and write equivalent fractions of a given fraction,
represented visually, including tenths and hundredths.
Recognise mixed numbers and improper fractions and convert from
one form to the other and write mathematical statements > 1 as a
mixed number.
Add and subtract fractions with the same denominator and
denominators that are multiples of the same number.
Multiply proper fractions and mixed numbers by whole numbers,
Describe positions on a 2-D grid as coordi
quadrant.
Describe movements between positions a
given unit to the left/right and up/down.
Plot specified points and draw sides to co
polygon.
Statistics
Interpret and present discrete and contin
appropriate graphical methods, including
time graphs.
Solve comparison, sum and difference pr
information presented in bar charts, picto
other graphs.
YEAR 5 MATHEMATICS
Measurement
Convert between different units of metric meas
kilometre and metre; centimetre and metre; ce
millimetre; gram and kilogram; litre and millilitre
Understand and use approximate equivalence
and common imperial units such as inches, pou
Measure and calculate the perimeter of comp
in centimetres and metres.
Calculate and compare the area of rectangle
and including using standard units, square cen
square metres (m2) and estimate the area of irr
Estimate volume [for example, using 1 cm3 bloc
(including cubes)] and capacity [for example,
Solve problems involving converting between u
Use all four operations to solve problems involvi
example, length, mass, volume, money] using d
including scaling.
Geometry – properties of shapes
Identify 3-D shapes, including cubes and other
representations.
Know angles are measured in degrees: estimat
obtuse and reflex angles.
and methods to use and why.
d division
s, including finding all factor pairs of a
ors of two numbers.
ary of prime numbers, prime factors and
bers.
up to 100 is prime and recall prime
gits by a one- or two-digit number using a
uding long multiplication for two-digit
s mentally drawing upon known facts.
s by a one-digit number using the formal
ion and interpret remainders
xt.
umbers and those involving decimals by
ESSENTIALS IN THE NATIONAL CURRICULUM
pare numbers up to 10,000,000 and
h digit.
o a required degree of accuracy.
ntext, and calculate intervals across zero.
problems that involve all of the above.
ion, multiplication and division
up to 4 digits by a two-digit whole
tten method of long multiplication.
s by a two-digit whole number using the
ng division, and interpret remainders as
ractions, or by rounding, as appropriate
s by a two-digit number using the formal
ion where appropriate, interpreting
e context.
, including with mixed operations and
supported by materials and diagrams.
Read and write decimal numbers as fractions [for example, 0.71 =
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 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a
denominator of a multiple of 10 or 25.
Fractions, including decimals and percentages continued
Divide proper fractions by whole numbers.
Associate a fraction with division and calculate decimal fraction
equivalents for a simple fraction.
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.
Ratio and proportion
Solve problems involving the relative sizes of two quantities where
missing values can be found by using integer multiplication and
division facts.
Draw given angles, and measure them in degre
Identify:
o angles at a point and one whole turn (tota
o angles at a point on a straight line and ½ t
o other multiples of 90o
o use the properties of rectangles to deduce
find missing lengths and angles
o distinguish between regular and irregular p
reasoning about equal sides and angles.
Geometry – position and direction
Identify, describe and represent the position of
reflection or translation, using the appropriate l
that the shape has not changed.
Statistics
Solve comparison, sum and difference problem
presented in a line graph.
Complete, read and interpret information in ta
timetables.
YEAR 6 MATHEMATICS
Measurement
Solve problems involving the calculation and c
measure, using decimal notation up to three de
appropriate.
Use, read, write and convert between standard
measurements of length, mass, volume and tim
measure to a larger unit, and vice versa, using
to three decimal places.
Convert between miles and kilometres.
Recognise that shapes with the same areas ca
perimeters and vice versa.
Recognise when it is possible to use formulae fo
shapes.
Calculate the area of parallelograms and trian
calculate, estimate and compare volume of c
using standard units, including cubic centimetr
metres (m3), and extending to other units [for e
km3].
Geometry – properties of shapes
Draw 2-D shapes using given dimensions and a
ommon multiples and prime numbers.
order of operations to carry out
ur operations.
ion multi-step problems in contexts,
and methods to use and why.
dition, subtraction, multiplication and
wers to calculations and determine, in
n appropriate degree of accuracy.
ls and percentages
plify fractions; use common multiples to
e denomination.
ns, including fractions > 1.
with different denominators and mixed
of equivalent fractions.
er fractions, writing the answer in its
Solve problems involving the calculation of percentages [for
example, of measures, and such as 15% of 360] and the use of
percentages for comparison.
Solve problems involving similar shapes where the scale factor is
known or can be found.
Solve problems involving unequal sharing and grouping using
knowledge of fractions and multiples.
Algebra
Use simple formulae.
Generate and describe linear number sequences.
Express missing number problems algebraically.
Find pairs of numbers that satisfy an equation with two unknowns.
Enumerate possibilities of combinations of two variables.
Recognise, describe and build simple 3-D shap
nets.
Compare and classify geometric shapes based
and sizes and find unknown angles in any triang
and regular polygons.
Illustrate and name parts of circles, including ra
circumference and know that the diameter is t
Recognise angles where they meet at a point,
or are vertically opposite, and find missing angl
Geometry – position and direction
Describe positions on the full coordinate grid (a
Draw and translate simple shapes on the coord
reflect them in the axes.
Statistics
Interpret and construct pie charts and line grap
solve problems.
Calculate and interpret the mean as an averag