Yr 3-4 Reading – Word Reading Date Achieved

• I can apply my knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
• I can read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
  
  Yr 3-4 Reading - Comprehension 
• I have read, listened to and discussed a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• I have read books that are structured in different ways and reading for a range of purposes
• I can use dictionaries to check the meaning of words that they have read
• I have increased my familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
• I can identify themes and conventions in a wide range of books
• I can ask questions to improve my understanding of a text
• I can draw inference such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• I can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• I can discuss words and phrases that capture the reader’s interest and imagination
• I can recognise some different forms of poetry - for example, free verse, narrative poetry
• I can read without help and if I do not know what a word means, I can use the context and discuss the word to work out what it means
• I can draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence
• I can predict what might happen from details stated and implied
• I can identify main ideas drawn from more than one paragraph and summarising these
• I can identify how language, structure, and presentation contribute to meaning
• I can retrieve and record information from non-fiction texts.
  
  Yr 3-4 Spelling - Transcription Date achieved
• I can use prefixes and suffixes and understand how to add them.
• I can spell further homophones
• I can spell words that are often misspelt.
• I can place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
• I can use the first two or three letters of a word to check its spelling in a dictionary
• I can write, from memory, simple sentences dictated by the teacher that include words and punctuation taught so far.
  
  Yr 3-4 Handwriting Date achieved
• I can 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
• I can increase the legibility, consistency and quality of my 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].
  
  Yr 3-4 Writing - Composition
• I can plan my writing by discussing writing similar to that which I am planning to write in order to understand and learn from its structure, vocabulary and grammar
• I can discuss and record ideas
• I can 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.
• I can draft and write by organising paragraphs around a theme
• I can draft and write narratives, creating settings, characters and plot
• I can draft and write non-narrative material, using simple organisational devices [for example, headings and sub-headings]
• I can draft and write by, in narratives, creating settings, characters and plot
• I can, in non-narrative material, use simple organisational devices [for example, headings and sub-headings]
• I can evaluate and edit by assessing the effectiveness of my own writing and suggest improvements to it.
• I can evaluate and edit by assessing the effectiveness of other people’s work and suggest improvements to it.
• I can evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• I can proof-read for spelling and punctuation errors
• I can evaluate and edit by reading aloud my own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
  
  Yr 3-4 Writing – Vocabulary, Grammar and Punctuation 
• I can develop my understanding of concepts set out by:
  extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
• I can use the present perfect form of verbs in contrast to the past tense
• I can choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
• I can use conjunctions, adverbs and prepositions to express time and cause
• I can use fronted adverbials
• I can indicate grammatical and other features by using commas after fronted adverbials
• I can indicate possession by using the possessive apostrophe with plural nouns
• I can use and punctuate direct speech
• I can indicate grammatical and other features by using commas after fronted adverbials
• I can indicate possession by using the possessive apostrophe with plural nouns
• I can use and punctuate direct speech
• I can use and understand some grammatical terminology accurately and appropriately when discussing their writing and reading.
  
  Popular Writing Topics and Activities
• I can write thank you letters
• I can write persuasive letters
• I can write recounts (A recounts is a retelling of an event that has happened.) Recounts tend to be written in the first person meaning they include the word I.
• I can write various types of poems including haikus
• I can write speeches. Note – these will also be performed’
• I can write detailed descriptions. Popular topics to describe include characters, scenery and food.
• I can write interview questions
• I can write play scripts
• I can write dialogue
• I can write book reviews
• I can write diary entries
• I can write stories set in a historical setting
• I can write stories set in a fantasy setting
• I can write stories about myths and legends
• I can write using the past tense
• I can write in using the present tense
• I can write using the future tense
• I can write sets of instructions
• I can write marketing material such as posters. This includes writing slogans.
• I can write summaries
• I can write newspaper articles
  
  ...

Years 5 Years 5 and 6 (Ages 9-11)

Reading – Word reading

• I can apply my knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet. In the context of English, morphology is the study of how words are constructed. Etymology is the study of word origins and how the meaning of words has changed over time.
  
  Reading - Comprehension
• I have read and discussed a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• I can read books that are structured in different ways and reading for a range of purposes
• I have familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
• I can recommend books that I have read to my classmates, giving reasons for their choices
• I can identify and discuss themes and conventions in and across a wide range of writing
• I can make comparisons within and across books
• I have learnt a wide range of poetry by heart
• I can prepare poems and plays to read aloud and perform them, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
• I can show my understanding by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• I can ask questions to improve my r understanding by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• I can predict what might happen from details stated and implied
  I can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
• I can identify how language, structure and presentation contribute to meaning
• I can discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• I can distinguish between statements of fact and opinion
• I can retrieve, record and present information from non-fiction
• I can 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
• I can explain and discuss my understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
• I can provide reasoned justifications for their views.
  

Writing – Spelling

• I can use prefixes and suffixes and understand the guidance for adding them
• I can spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
• I can distinguish between homophones and other words which are often confused
• I can use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt
• I can use dictionaries to check the spelling and meaning of words
• I can use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
• I can use a thesaurus
  

Writing – handwriting and presentation

• I can write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
• I can choose the writing implement that is best suited for a task.
• I can identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• I notice and develop initial ideas, drawing on reading and research where necessary
• I can write narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
• I can draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• I can describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action
• I can précis longer passages
• I can use a wide range of devices to build cohesion within and across paragraphs
• I can use devices to further organise and use presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
• I can evaluate and edit by assessing the effectiveness of their own and others’ writing
• I can evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• I can evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing
• I can evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
• I can evaluate and edit by proof-read for spelling and punctuation errors
  

Popular writing topics and activities 

• I can write thank you letters
• I can write persuasive letters
• I can write recounts (A recounts is a retelling of an event that has happened.) Recounts tend to be written in the first person meaning they include the word I.
• I can write various types of poems including haikus I can write speeches. Note – these will also be performed’
• I can write detailed descriptions. Popular topics to describe include characters, scenery and food.
• I can write interview questions I can write play scripts I can write dialogue
• I can write book reviews I can write diary entries I can write stories set in a historical setting
• I can write stories set in a fantasy setting
• I can write stories about myths and legends I can write using the past tense
• I can write in using the present tense I can write using the future tense
• I can write sets of instructions
• I can write marketing material such as posters. This includes writing slogans. I can write summaries
• I can write newspaper articles
  

...

French - Note that while the most common foreign language is taught, other schools will teach either additional foreign languages such as Spanish, or a different foreign language altogether. I focused on French.

Be able to count to 20 in French.

http://www.frenchnumbers.org.uk/french-numbers-1-10

High Frequency Words

Colours

Places

In French, be able to ask how much something costs: c’est combine? Pronounced: say com-bee-an.

In French, be able to say 'hello', 'goodbye', 'my name is...', 'excuse me' and 'I would like a/some...' 

There is an expectation that children will be able to speak in sentences.

Understanding will always be better than what can be said or written. However, both speaking and writing in French are expected. 

History

Be able to draw a timeline and be able to put events on it in the correct place.

The periods of history studied include:

• The Stone Age,
• The Bronze Age
• The Iron Age
• Local history
• Ancient Rome
• Ancient Egypt
• Ancient Greece
• The Kingdom of Benin (A.D. 900- 1300)
• Mayan Civilization (c. A.D. 900)
• Early Islamic Civilization with a focus on Baghdad (c. A.D. 900)
• The Shang Dynasty
• The Indus Valley
• Anglo Saxons
• Vikings

• Note: Schools have some choice as to which periods will be studied. However, all schools will teach the Stone Age, the Bronze Age, the Iron Age, Anglo Saxons, The Roman Empire including the invasions of England, the Vikings and Ancient Greece.

• Your child should know some of the key events and dates from each time period that they study and the dates on which they took place.

...

Maths

Year 2

Year 2 Maths Assessment

I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

I count in multiples of 2s, 5s or 10s starting from any given number (including a number not in those times tables e.g. 29).

I can identify, represent and estimate numbers using different representations, including on a number line.

I can compare and order numbers from 0 to 100 and able to understand and apply the < > and = symbols.

I can read and write numbers to at least 100 using numerals and words.

When given a number, I can identify one more and one less (fewer).

I can identify a number using objects and pictorial representations. Including a number line, and use the following language: equal to, more than, less than, fewer, most and least.

I can read, write and interpret mathematical statements involving addition (+), subtraction (-), multiplication (x), division (÷) and equal to (=) signs.

I can represent and use number bonds and related subtraction facts within 20. In other words, be given a number and know what must be added to it to make 20. The child should be able to replace the given letters with numbers. A + B = 20. 20 – B = A and 20 - A = B. In this example: 6 + 14 = 20. 20 – 14 = 6. 20 – 6 = 14.

I can represent and use number bonds up to 100. The learner must also understand the derived information from answers. For example: 24 + 76 = 100 so 100 – 76 = 24. The learner must be able to use this method to check their answers.

I can add and subtract numbers using concrete objects, pictorial representations and mental methods, including combinations of both one-digit and two-digit numbers.

I can prove that addition of two numbers can be done in any order e.g. 23 + 7 will give the same answer as 7 + 23. The learner must also realise that this cannot be done when subtracting. For example 15 – 9 = 6 but 9 – 15 is not 6.

I can solve problems that include addition and subtraction using a variety of written methods.

I can add and subtract one-digit and two-digit numbers to 20, including zero.

I can solve one-step problems that involve addition and subtraction using concrete objects (physical resources such as cubes and counters), pictorial representations, and missing number problems such as 7 = ___ - 9.

I can solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with support from a teacher.

I can recall and use multiplication and division facts for the 2, 5 and 10 times tables. The learner needs to be able to answer times table questions when given the questions out of order i.e. What is 7 x 2? What is 9 x 2? The learner also needs to be able to answer division questions when they are not given in order.

I can recognise odd and even numbers.

I can recognise, find and name a half, as one of two equal parts of an objects, shape or quantity.

I can recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

I can recognise, find, name and write fractions: 1/3, 1/4, 2/4, 3/4 of a length, shape, set or quantity.

I can write simple fractions e.g. ½ of 6 = 3 and recognise the equivalence of 2/4 and ½.

I can recognise and use symbols for pounds (£) and pence (p) and combine amounts to make a particular value. Find different combinations of coins that equal the same value.

I can solve simple problems in a practical context involving addition of money of the same unit, including giving change.

I can compare, describe and solve practical problems for: length/heights (long/short/tall/half/double); mass/weight; (heavier/lighter); capacity/volume (full/empty, more/less); time (quicker/slower/later.)

I can measure and begin to be able to record the following: lengths/heights/mass/weight; capacity/volume; time (hours/minutes/seconds.)

I can recognise and know the value of different denominations of coins and notes.

I can sequence events in chronological order using language such as: before, after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

I can recognise and use language referring to dates including days of the week, weeks, months and years.

I can recognise and use language relating to dates, including days of the week, weeks and months of the year.

I can compare and sequence intervals of time.

I can tell the time to the nearest five minutes. Be able to draw the hands on the clock to show these times.

I can recognise and name common 2-D shapes such as rectangles, circles and triangles) and 3-D shapes such as cuboids (including cubes), triangle-based pyramid, square-based pyramid, cylinder, cones, spheres and prisms.

I can identify and describe the properties of 2-D shapes including the number of sides and the number of lines of symmetry.

I can identify and describe the properties of 3-D shapes including the number of edges, vertices and faces.

I can compare and sort 2-D and 3-D shapes.

I can order and arrange a combination of mathematical objects in patterns and sequences.

I can describe the position, directions and movements, including any whole, half, quarter and three-quarter turns. This involves understanding and be able to apply descriptions of turns involving the words: clockwise and anti-clockwise.

I can interpret and construct simple pictographs, tally charts, block diagrams and simple tables.

I can 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 totaling and comparing categorical data.

I can choose/use appropriate units to estimate/measure length/height (m/cm); mass/kg/g) temp ®C; capacity (litres/ml) to the nearest unit, using rulers, scales, thermometers and measuring scales

Year 3

Number

• I can count from 0 in multiples of 4
• I can count from 0 in multiples of 8
• I can count from 0 in multiples of 50
• I can count from 0 in multiples of 100
• I can state what is 100 more than any given number
• I can identify, represent and estimate numbers using different presentations
• I can read and write numbers up to 1,000 in numerals
• I can solve word problems and practical problems involving these ideas.
  

Addition and subtraction

• I can subtract three digit numbers mentally
• I can add three digit numbers mentally
• I can subtract three digit numbers using column method
• I can use inverse operations to check my answers to addition and subtraction questions.
• I can solve missing number problems using number facts, place value and addition and subtraction
  

Multiplication and division

• I can recall and use multiplication facts for the 3 times table
• I can recall and use multiplication facts for the 4 times table
• I can use multiply two digit numbers together using the column method
• I can solve problems that include multiplication.
• I can solve problems that include division.
• I can solve problems that include integer scaling
• I can solve problems whereby n objects are connected to m objects.
  

Fractions

• I can count up and down in tenths
• I recognise that tenths arise from dividing an object into 10 equal parts
• I can recognise, label and write fractions
• I can recognise fractions of a discrete set of objects
• I can recognise and show, using diagrams, equivalent fractions with small denominators
• I can add fractions with the same denominator within one whole
• I can compare and order fractions that have the same denominators
• I can solve a variety of problems that involve fractions

Measurement

• I know how many centimetres are in a metre
• I know how many millimetres are in a centimetre
• I know how many grams are in a kilogram
• I know how many millilitres are in a litre.
• I can measure the perimeter of simple 2-D shapes
• I can add and subtract amounts of money to give change, using both £ and p in practical contexts
• I can tell the time on 12 hour clocks and write the time in both an a.m/p.m and the 24-hour format.
  estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight
• I know the number of seconds in a minute and the number of days in each month, year and leap year
• I know the number of days in each month
• I know the number of days in a year
• I know the number of days in each leap year
• I can compare durations of events, for example to calculate the time taken by particular events or tasks.
  

Geometry

• I can draw 2-D shapes
• I can make 3-D shapes using modelling materials
• I can recognise 34-D shapes in different orientations
• I can describe 3-D shapes using the words: vertex, vertices, face and edge.
• I can recognise that angles are a property of shape or a description of a turn.
• I can identify right angles
• I can recognise that two right angles make a half-turn,
• I can recognise that four right-angles make up a full turn.
• I can identify whether angles are greater than or less than a right angle
• I can identify horizontal and vertical lines
• I can identify perpendicular lines
• I can identify parallel lines
  

Statistics

• I can interpret and present data using bar charts, pictograms and tables
• I can solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables.

Year 4

• I can count in multiples of 6 I can count in multiples of 7
• I can count in multiples of 8 I can count in multiples of 9 I can count in multiples of 25
• I can find 1,000 more or less than a given number I can count backwards through zero to include negative numbers I can recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
• I can order and compare numbers beyond 1000 I can identify, represent and estimate numbers using different representations I can round any number to the nearest 10, 100 or 1000 I can solve number and practical problems that involve all of the above and with increasingly large positive numbers
• I can read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
• Addition and subtraction
• I can add numbers with up to 4 digits use column addition
• I can subtract numbers with up to 4 digits using the column method
• I can estimate and inverse operations to check answers to a calculation
• I can solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and explain why.

Multiplication and division

• I can recognise and use factor pairs and commutativity in mental calculations
• I can multiply two-digit and three-digit numbers by a one-digit number using formal written layout
• I can solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers
• I can recall multiplication facts for the three times table
• I can recall multiplication facts for the four times table
• I can recall multiplication facts for the five times table
• I can recall multiple facts for the six times table
• I can recall multiple fact for the seven times table
• I can recall multiplication facts for the eight times table
• I can recall multiplication facts for the nine times table
• I can recall multiplication facts for the ten times table
• I can recall multiplication facts for the eleven times table
• I can recall multiplication facts for the twelve times table I can recall division facts for the three times table
• I can recall division facts for the four times table
• I can recall division facts for the five times table
•  I can recall division facts for the six times table
•  I can recall division facts for the seven times table I can recall division facts for the eight times table
• I can recall division facts for the nine times table
• I can recall division facts for the ten times table
• I can recall division facts for the eleven times table
• I can recall division facts for the twelve times table I can use place value, known and derived facts to multiply mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
• I can use place value, known and derived facts to multiply divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers I can use complete one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Fractions including decimals

• I can recognise and show, using diagrams, families of common equivalent fractions 
• I can count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten.
• I can 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
• I can add and subtract fractions with the same denominator I can recognise and write decimal equivalents of any number of tenths or hundredths I can recognise and write decimal equivalents to 1/4; 1/2; 3/4
• I can 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 units, tenths and hundredths
• I can round decimals with one decimal place to the nearest whole number I can compare numbers with the same number of decimal places up to two decimal places
• I can solve simple measure and money problems involving fractions and decimals to two decimal places.

Measurement

• I can convert between different units of measure (e.g. kilometre to metre; hour to minute)
• I can measure and calculate the perimeter of a rectilinear figure
• I can find the area of rectilinear shapes by counting squares
• I can estimate, compare and calculate different measures, including money in pounds and pence
• I can read, write and convert time between analogue and digital 12 and 24-hour clocks
• I can solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Geometry I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes I can identify acute and obtuse angles and compare and order angles up to two right angles by size identify lines of symmetry in 2-D shapes presented in different orientations I can complete a simple symmetric figure with respect to a specific line of symmetry.
• I can describe positions on a 2-D grid as coordinates in the first quadrant I can describe movements between positions as translations of a given unit to the left/right and up/down I can plot specified points and draw sides to complete a given polygon.

Statistics

• I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graph
• I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
  

  Year 5

  Number
  Place Value

  • I can read, write, order and compare numbers to at least 1,000,000 and work out the value of each digit
  • I can count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
  • I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero
  • I can round any number up to 1 000 000 to the nearest 10, 100, 1,000, 10,000 and 100,000 
  • I can solve number problems and practical problems that involve all of the above
  • I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
    

  Addition and subtraction

  • I can add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
  • I can add and subtract numbers mentally with increasingly large numbers
  • I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
  • I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and be able to explain why.

  Multiplication and division

  • I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.
  • I can solve problems involving multiplication and division where larger numbers are used by decomposing them into their factors
  • I can know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • I can establish whether a number up to 100 is prime and recall prime numbers up to 19
  • I can multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • I can multiply and divide numbers mentally drawing upon known facts
  • I can divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
  • I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
  • I can recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
  • I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
  • I can solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.
    

  Fractions and decimals

  • I can compare and order fractions whose denominators are all multiples of the same number
  • I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
  • I can recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number
  • I can add and subtract fractions with the same denominator and denominators that are multiples of the same number
  • I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams add example
  • I can read and write decimal numbers as fractions [for example, 0.71 = 71/10
  • I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
  • I can round decimals with two decimal places to the nearest whole number and to one decimal place
  • I can read, write, order and compare numbers with up to three decimal places
  • I can solve problems involving number up to three decimal places
  • I can 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
  • I can read, write, order and compare numbers with up to three decimal places
  • I can solve problems involving number up to three decimal places
  • I can 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 
  • I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5 4/5 and those fractions with a denominator of a multiple of 10 or 25.
    

  Measurement

  • I can convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
  • I can understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • I can 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
  • I can estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
  • I can solve problems involving converting between units of time
  • I can use all four operations (add, subtract, multiply and divide) to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
  • I can identify 3-D shapes, including cubes and other cuboids, from 2-D representations
    I know that angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
  • I can draw given angles, and measure them in degrees (o)
    identify: that angles at a point and one whole turn (total 360o)
    angles at a point on a straight line and a turn (total 180o)
    other multiples of 90o
  • I can use the properties of rectangles to deduce related facts and find missing lengths and angles
  • I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

  
  Geometry

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

  Statistics

  I can solve comparison, sum and difference problems using information presented in a line graph I can complete, read and interpret information in tables, including timetables.
  

  Year 6

  Number and place value

  • I can read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
  • I can round any whole number to a required degree of accuracy
  • I can use negative numbers in context, and calculate intervals across zero
  • I can solve number and practical problems that involve all of the above.
    

  Addition, subtraction, multiplication and division

  • I can multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
  • I can divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
  • I can perform mental calculations, including with mixed operations and large numbers.
  • I can identify common factors, common multiples and prime numbers
  • I can use my knowledge of the order of operations to carry out calculations involving the four operations
  • I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • I can solve problems involving addition, subtraction, multiplication and division
  • I can use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy.
    

  Fractions including decimals and percentages

  • I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination
  • I can compare and order fractions, including fractions >1
  • I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • I can multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8)
  • I can divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6 )
  • I can associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)
  • I can identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places
  • I can multiply one-digit numbers with up to two decimal places by whole numbers
  • I can use written division methods in cases where the answer has up to two decimal places
  • I can solve problems which require answers to be rounded to specified degrees of accuracy
  • I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
    

  Scale and Proportion

  • I can solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
  • I can solve problems involving the calculation of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison
  • I can solve problems involving similar shapes where the scale factor is known or can be found
  • I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
    

  Algebra

  • I can express missing number problems algebraically
  • I can use simple formulae expressed in words
  • I can generate and describe linear number sequences
  • I can find pairs of numbers that satisfy number sentences involving two unknowns 
  • I can enumerate all possibilities of combinations of two variables.
  • I can solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
  • I can 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
  • I can convert between miles and kilometres
  • I can recognise that shapes with the same areas can have different perimeters and vice versa
  • I can recognise when it is possible to use formulae for area and volume of shapes
  • I can calculate the area of parallelograms and triangles
  • I can calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3.
    

  Geometry including properties of shapes

  • I can draw 2-D shapes using given dimensions and angles
  • I can recognise, describe and build simple 3-D shapes, including making nets
  • I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
  • I can illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • I can recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
    

  Position and direction

  • I can describe positions on the full coordinate grid (all four quadrants)
  • I can draw and translate simple shapes on the coordinate plane, and reflect them in the axes.
    

  Statistics

  • I can interpret and construct pie charts and line graphs and use the information to solve problems
  • I can calculate and interpret the mean as an average.

  ...

  Music

  • Know the different categories of musical instrument and name examples of instruments from each category:
  • Percussion (including body percussion) – drums, hand bells, cymbals, xylophone, clapping, maracas, tambourine
  • Brass (Trumpet, saxophone, trombone)
  • Woodwind (Clarinet, oboe, bassoon, harmonica, recorder, flute); string (This sometimes include piano and harp (Look inside a piano to see why) violin, viola, cello, double-bass, guitar (all forms) zither)
  • Voice (Singing, also all sounds made with the voice)
  • Know the names of the parts of the Dorian Scale: do-re-me-fa-sol-la-te-do

  ..

Physical Education

The six areas studied are: dance; gymnastics; outdoor and adventurous activities; athletics; team games; swimming

Key aspects of the swimming curriculum include being able to, and without wearing goggles: swim 25 metres with good technique; tread water for at least 30 seconds; raise help as part of a rescue.

P.E. focuses on developing skills. These skills include: forward roll; throwing under-arm; throwing over-arm and balancing. The ability to run at a consistent speed will help the learner a great deal. 

Children should learn:

The short term effects of exercise on the body e.g. increased heart rate; increased breathing rate; sweating; increased blood flow around the body and increased amount of oxygenated blood to the muscles being worked.

• The long term effects of exercise e.g. increased lung efficiency; increased heart efficiency; fewer heart beats per minute; possible weight loss; increase in muscle size; improved memory of movement (skills learned).
• The reasons why people warm up before exercising and warm down (not cool down) afterwards
• Children should learn how to warm up, stretch and warm down. Good students will be able to lead warm up and stretching sessions.
• The rules of some team games
• The names for the markings on courts and pitches
• Healthy eating is a topic that falls into several categories including Physical Education, Science and PSCHE. Children should know what foods are good sources of food groups including fats; protein; carbohydrates; vitamins and minerals. Children should learn what foods can easily damage health such as foods high in sugar or fat or caffeine.

• Reasons to warm up

  Why warm up?

  Warming up is helpful because it:

  ·         makes it easier for oxygenated blood  to be sent to the muscles and muscles, tendons and ligaments and these all need oxygen to work well;

  ·         Sends blood the muscles that need it in order to work effectively;

  ·         Increased body temperature which and this reduces the likelihood of muscles being damaged;

  ·         Helps muscles to become and stay supple;

  ·         Increases the chance of sweating. Sweating helps the body to cool.

  ·         Helps the nerves to work effectively

  ·         Helps the respiratory (heart, blood and lungs) system to be ready to perform exercise;

  ·         Encourages the exerciser to think about what they will need to do to perform the activity to a good standard. This is called mental preparation.

  Science

  The sooner your child becomes accustomed to thinking about why the outcome (result) of an experiment was what it was, the better they will perform. 'Because' is a brilliant word to here.

  Tip: Greatly encourage questions that begin with 'How' or 'Why.'

  Know the meaning of, and be able to spell: method, fair test, diagram, hypothesis, prediction, results, conclusion. They should also be able to say what must be done to keep safe when conducting an experiment.

  Know the meaning of: prediction; diagram; equipment; fair testing; method; results; conclusion

  Know how to keep safe when conducting an experiment.

  Be able to identify what: predator, prey and decomposer mean.

  Be able to draw a food chain. Note: When drawing a food chain, the arrows point away from the producer/prey (thing that is eaten) and towards the consumer/predator (animal that eats it.) 

  The order of the planets in the Solar System, going from nearest to the Sun to furthest away: Mercury; Venus; Earth; Mars; Jupiter; Saturn; Uranus. Currently Pluto is considered to be a dwarf planet and so is not listed as being a full planet. One reason why Pluto is not considered to be a planet is because of its small size. Some of Jupiter's moons are bigger than Pluto.

  Know that the Sun is a star. The Sun is the nearest star to Earth.

  Know the names of the part of a plant and be able to identify them on a diagram. These include the: stem, roots, leaves, flower, carpel, stamen and anther, pollen, stigma, style and filament.

  • Carpel: This is the name for the female part of the flower.
  • Stamen:This is the name for the male part of the flower.
  • Leaves: The leaves use sunlight to provide the plant with energy.
  • Stem: The stem helps to support the plant.
    
    

  Know that a plant needs air, light, warmth, water and nutrients if it is to grow well.

  Know the major food groups, what they do and examples of foods that are in each. For example: protein (chicken and turkey), fats (butter and lard), carbohydrates (brown rice and brown pasta).

  Know the functions of a skeleton. In other words: How the skeleton helps a person. It 1) It provides shape; 22) it is something on which the muscles and ligaments to attach and so allow for movement; it is needed to produce blood; it protects the major organs and vital minerals are stored in it.  

  Know the major organs, what they do and be able to identify them on a diagram. These include:

  skin; heart; lungs; kidneys; brain; liver; intestines

  Know that when two magnets are placed close to each other with North facing North on the other magnet, the magnets will repeal each other.

  Know that when two magnets are placed close to each other with South facing South on the other magnet, the magnets will repeal each other.

  Know that when two magnets are placed close to each other with South facing North on another magnet, that the magnets will attract each other.

  Be able to describe the effects of forces such as gravity, magnetism, upthrust and friction. Your child should be able to label diagrams, stating which forces are acting upon them.

  PSCHE

  PSCHE stands for Physical, Social, Citizenship, Health, Education.

  Topics covered in PSCHE typically include:

  • Relationships
  • How to resolve conflict e.g. when friendships breakdown
  • The value of including others
  • Friendship
  • Some first aid
  • Personal hygiene
  • How to be healthy
  • Bullying
  • Sharing
  • Charities - what they do, why and how to support them
  • Teamwork
  • Leadership
  British values are taught during these lessons. Topics included within British values include: individual liberty; the right to respect and that everyone must be respected; tolerance; the rule of law; democracy  

  ...

  ,,,

  R.E.

  The names of the World's six major faiths:

  Islam; Christianity; Buddhism; Judaism; Sikhism; Hinduism

  The key texts from each of the six major religions:

  Religion	Text
  Buddhism	Over 2,000 including the Tripitaka. Many of the titles come under the heading of the Sutras.
  Christianity	The Bible
  Hinduism	The Vedas
  Islam	Qur’an
  Judaism	The Tenakh and more famously: the Torah
  Sikhism	Gura Granth Sahib

  Some of the core beliefs of each of the six major religions.