Cranborne Primary School
Curriculum Policy
Agreed: 2014
Revised: October 2015
Revised: September 2016
Review Date: October 2017
"The national curriculum should be the start
not the end of a school's thinking
on its curriculum.
It is a necessary minimum,
shared by all students in the country,
not the limit on what we can aspire to.”
NAHT 2013
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Introduction
This policy outlines the teaching, organisation and leadership of the curriculum taught and learnt at
Cranborne Primary School.
The policy has been drawn up as a result of national curriculum changes, looking at what best suits our
school and pupils’ needs. It has the full agreement of the Governing Body. The implementation of this
policy is the responsibility of all teaching staff. The responsibility for monitoring and review rests
with the curriculum leader.
The National Curriculum 2014 has been introduced in England. The new curriculum will now be
taught to all children in Y1,Y3,Y4 and Y5. All children in England, currently in Y2 and Y6, will still
be taught the old curriculum in English, Maths and Science for this academic year and will be
tested on their knowledge from this curriculum. From September 2015 all children will be taught
all subjects from the new curriculum. New tests will be available from 2016.
National Curriculum Aims
‘The national curriculum provides pupils with an introduction to the essential knowledge that
they need to be educated citizens. It introduces pupils to the best that has been thought
and said; and helps engender an appreciation of human creativity and achievement.
The national curriculum is just one element in the education of every child. There is time and
space in the school day and in each week, term and year to range beyond the national
curriculum specifications. The national curriculum provides an outline of core knowledge
around which teachers can develop exciting and stimulating lessons to promote the
development of pupils’ knowledge, understanding and skills as part of the wider school
curriculum.’
(National Curriculum Framework Document 2013)
Essential Characteristics
At Cranborne we want the children to become ‘Experts’ and develop a mastery approach. We want
children to understand the life-long skills that give all the curriculum areas relevance to real life and
future career opportunities. With this in mind we have recruited additional experts to develop this
approach. We now have a Music specialist leading our orchestra and advising on the teaching of music,
an artist in residence who works with KS2 classes, and specialist language teacher supporting staff
with the teaching of Spanish.
We want children at Cranborne to develop:
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An extensive base of knowledge and vocabulary.
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A mastery of the skills within each subject and apply them across the curriculum
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Fluency in enquiry and the ability to apply questioning skills and use effective analytical and
presentational techniques.
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The ability to reach clear conclusions and develop a reasoned argument to explain findings.
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Significant levels of originality, imagination or creativity as shown in interpretations and
representations of the subject matter.
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A passion for and commitment to the subjects taught, and a real sense of curiosity to find out
about the world and the subjects covered.
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The ability to express well-balanced opinions, rooted in very good knowledge and
understanding about the issues and evidence available.
Our Aims, as agreed by all staff in curriculum training
The characteristics we want to be developed for our children will be supported by our curriculum. We
aim for our curriculum at Cranborne to be able to take account of:
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Cranborne’s individual needs
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Cranborne’s immediate vicinity
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The differing needs of our children and the school community.
When planning for the curriculum we will:
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Ensure the curriculum best suits and interests our children
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Plan a skills based curriculum which covers key skills and requirements set out in the new
framework.
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Plan for creative and clear learning, not for coverage.
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Plan for engagement and enjoyment.
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Plan for learning which gives purpose and relevance to real life.
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Plan to develop curiosity – plan content and activities, which provoke pupils into asking their
own questions. Let the children ‘steer’ the learning – not ‘lead’ the learning.

Not over plan – you can limit their learning by making the children do everything that you want
them to do. Allow time for pupils to explore their chosen lines of enquiry. (Teachers are
guided by their knowledge of children’s needs and interest when selecting appropriate subject
content and develop this into challenging and relevant teaching experiences using their
professional skills.)
In reviewing the successes of the New curriculum in 2015 Staff agreed that the curriculum should
also continue to provide:
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Choice
Make it Real, eg) events brought to life
Collaboration –sharing strengths in planning and teaching
Create real end products
Making links-deepen learning
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Application of skills – cross curricular skills.
Slowing down, going deeper with learning
Practical
Specialist teacher support/ CPD – Computing, PE, Spanish, Art, Music and Maths training
opportunities
New resources
Visits, workshops great to stimulate learning and bring learning to life.
Children leading the learning as they are experts now!
The Hidden Curriculum – Life-long Learning and ‘The Secrets of Success’
In today’s work climate, there is now a need to shift the focus of the curriculum to lifelong skills and
preparing children for life after school. Children need to achieve but they also need confidence and
resilience in today’s competitive world.
‘What is going to make our children stand out from the rest?’
We know that high academic standards are underpinned by good attitudes to learning. These should
be planned for and referred to in every lesson. We call these the ‘Secrets of Success’. They are:

Resilience – Don’t give up
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Creativity and Curiosity – Try new things
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Risk taking – Push yourself
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Communicate well and understand others
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Overcome barriers - Improve yourself
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Perseverance – Work hard
We will reinforce these through the use of our ‘Superlearner’s Sidekicks’, five animals displaying the
characteristics of the good attitudes to learning highlighted above.
Also as part of our curriculum, we promote British values such as democracy, the rule of law,
individual liberty, mutual respect and tolerance of those with different faiths and beliefs (see
Cranborne British Values Statement for more details).
The structure of the National Curriculum 2014
Key Stage 1
Key Stage 2
Age
5-7
7-11
Year Groups
Core Subjects
1-2
3-6
English
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Mathematics
Science
Foundation Subjects
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Art and Design

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
Citizenship
4
Computing
Design and technology

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Geography
History
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Music
Physical Education
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Languages
Religious Education
Sex
and
relationship Not a requirement but
taught in Year 6
education
Organisation and Planning
We plan our curriculum in three phases. We agree a long-term plan for each key stage. This
indicates what topics are to be taught in each term. With our medium-term plans, we give clear
guidance on the objectives and teaching strategies that we use when teaching each topic. Our
short-term plans are those that our teachers write on a weekly basis.
In the Foundation Stage we adopt an inter-disciplinary topic approach to curriculum planning. We
plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the
Early Years curriculum as set out in the Statutory Framework for the Early Years Foundation
Stage 2014.
At Key Stages 1 and 2 the curriculum is taught in discrete subjects but where relevant and
strong links can be made these are used to integrate as much learning as possible.
We have agreed that our planning will be based on three principles:
1. Making it Real
a. We will ensure that we base opportunities for learning on real and relevant
experiences.
b. We will engage our children through creative experiences that are relevant to them and
the world they live in
c. Use stimulus – a visit, visitors, artefacts, videos, plays etc.
2. Using Pupils’ to help steer the journey
a. Taking account of questions and lines of enquiry that the children raise within the
framework of content
b. Involving them in how we can explore these lines of enquiry and how we can
demonstrate and present our learning in areas studied
3. Avoid over planning
a. Allow for flexibility to take account of the above two points. The planning should enable
teachers to respond to the needs of the pupils not just teach them a range of content.
In addition to the three principles all teachers will:
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Demonstrate an enthusiasm and interest for a subject to further encourage the children.
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Use children’s interests to make learning relevant to them.
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Make use of current events and opportunities.
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Consider the timing in the academic year (When in the year should we teach certain topics to
give children better access to outdoor learning and relevance e.g. seed dispersal in the
Autumn
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Consider opportunities to cut down our topics to free up curriculum time
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Consider resource implications
Learning and Teaching
Learning and teaching will be in line with the school’s ‘Teaching and Learning Policy’. Teaching will
always aim to provide real and relevant activities. We have agreed to ensure that:
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The teaching sequence will start with the concrete and move through to the abstract.
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Teaching will encourage the use of real apparatus and resources.
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Teaching will be differentiated (not just by outcome).
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The vocabulary will be made explicit and reinforced through opportunities in the rest of the
curriculum (e.g. topic words for spelling activities)
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Teachers use the subject topic maps (attached) decided as a whole staff to ensure good
coverage of key skills and knowledge and good progression over the years.
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Some subjects will be taught through weekly subject lessons whilst others will be themed
weeks, blocked topic (cross-curricular links) and through Literacy lessons. The approach is
flexible.
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Learning objectives for lessons are linked to the ‘Milestones’ for assessment and broken down
into manageable stepping stones for the children. For example one milestone will be taught
over two or three consecutive lessons and several of these will be revisited throughout the
years.
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There is a good balance between practical and written work to ensure children have a range of
opportunities and experiences and there is good evidence of learning.
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The mode of working is a mix of class teaching, cooperative group work, individual work and
differentiated challenges.
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Groups are usually of mixed ability and are encouraged to communicate their findings in a
variety of ways.
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Practical work is a purposeful and integral part of the curriculum.
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Children’s learning and work is recognised in general display in classrooms and corridors.
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Key questions are often used to direct pupils’ thinking and enquiry
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Resources are varied, relevant and of good quality
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Teachers use effective starters and plenaries to ensure children fully understand and can
evaluate their learning and their progression
Extra-Curricular Activities
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We believe in developing the whole child and aim to provide a rich variety of additional opportunities
for children at Cranborne including:
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Cooking club
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Box fit (fitness based on kick boxing exercises)
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Karate
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Table tennis
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Chess
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Mind Storms Lego
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Mad Science
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Choir
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Orchestra
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Football
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Netball
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Athletics
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Cricket
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Dance
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Performing Arts
Assessment
Assessment for the core subjects (except IT/computing which will use the Rising Stars scheme) will
use the Herts for Learning model once fully developed (see additional document) as a guide to track
progress towards the Mile Stones/End of Phase statements.
At present in the foundation subjects, Science and Computing we have decided to use Chris Quigley’s
‘Essentials’ version of the new curriculum. Each subject is broken down into ‘Essential Objectives’.
These are taken from the Aims and Purposes section of the New National Curriculum. Teacher’s
have an ‘Assessment in the Foundation Subjects’ booklet which they up- date half termly after each
area of learning to assess children’s progress and attainment in these subjects.
Opportunities must be given for the children to access and achieve these essential objectives.
The Essential Objectives are broken down into Progress ‘Milestones’ or success criteria indicators.
End of KS1 – Milestone 1
End of Year 4 – Milestone 2
End of Year 6 – Milestone 3
For each subject there is a ‘Support’ and ‘Challenge’ section outlining differentiation for lower and
higher achievers.
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Support – levels P4 – P8 progress statements
Challenge – Years 7,8 and 9 progress statements.
We will record coverage of the milestones by highlighting them when covered in planning. These are
available on the school shared drive. (See Appendix … for an example)
We will assess recorded work in all foundation subjects by colour coding the milestones for every
child as they achieve them. We assess using the NOFAN principle:
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Never
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Often
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Frequently
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Always
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Naturally
Once a child moves from frequently showing evidence to always showing evidence we consider that
they have achieved the learning. The aim is that they can naturally do it without having to think
about it.
The colours enable simple tracking of progress over the terms and years. These assessment
sheets will be kept in the back of their Topic Book and updated termly.
Orange – Achieved in the Autumn Term.
Green – Achieved in the Spring Term
Pink – Achieved in the Summer Term.
Subject Specific Information
For more information please refer to the subject specific policies.
Reading
Teaching of Phonics – we use the Read Write Inc Scheme and children will begin this in Foundation
Stage and will be taught in KS1 in targeted small groups daily. For the few children who don’t achieve
the phonics standard by the end of Year 1 further support is provided by specialist teaching
assistants.
Children will be encouraged to develop a love of reading through visiting the library weekly and will
receive guidance and support from our school librarian. We host quizzes, competitions and themed
days to get children interested in authors and different genres of books.
We have a structured reading scheme comprising of a number of published schemes that band
together to provide depth, progression and variety for children (Band 1 to 10). They are then able to
become a ‘free reader’ and can choose from age appropriate materials from the library. We expect
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children to read daily and to have their reading records signed – this can be independently or with an
adult depending on their level.
We use Accelerated Reader in Key Stage 2 to target some age groups for additional reading support.
This ensures that the level of book is suitable and assesses their understanding of the content.
Shared Reading is used as a whole class teaching method to expose children to a variety of texts and
to explore: language, structure, composition, plot, character, author intent and many more features.
Some small group sessions are used to practise a specific skill e.g. inference.
Equal opportunities
In line with our Equal Opportunities Policy and Equality Scheme Action Plan we are committed to
providing a teaching environment conducive to learning where each child is valued, respected and
challenged regardless of race, gender, religion, social background, culture or disability.
All pupils are entitled to access the national curriculum at a level appropriate to their needs arising
from race, gender, ability or disability. Teaching and resources may have to be adapted to individual
requirements. If a child has a special need, our school does all it can to meet their individual
needs. We comply with the requirements set out in the SEN Code of Practice in providing for
children with special needs. If we think it necessary to adapt the curriculum to meet the needs
of individual children, then we will consult with the parents of the child. In most instances the
teacher is able to provide resources and educational opportunities which meet the child’s needs
within the normal class organisation. If a child’s need is more severe, we consider the child for an
Education Health Care Plan, and we involve the appropriate external agencies when making this
assessment.
Monitoring and Reviewing
At Cranborne each subject has an individual subject leader who is responsible for overseeing,
monitoring and reviewing the subject. They review the way the subject is taught and keep staff up to
date with changes and developments. The curriculum is led by the curriculum leader (A member of
the Senior Leadership Team) and this person has responsibility for developing subject leaders and
keeping the senior leadership team and governors up to date with any changes to the National
Curriculum. The governors keep informed through their visits, leaders reporting to governor teams
and providing summary reports.
The role of the subject leader:
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To champion the subject
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To act as a role model for the teaching of their subject
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To support colleagues to enable high quality learning through high quality teaching of the
subject e.g. co-planning, team teaching, and observing/giving feedback where necessary.
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To maintain a live action plan that has positive impact on the learning and teaching of their
subject.
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To support colleagues to develop creativity, relevance and enthusiasm when delivering each
area of study.
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To renew, update and share resources needed to deliver the curriculum and keep to a budget
ensuring resources are distributed effectively and ‘best value’ is achieved.
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To develop assessment and record keeping to ensure progression and continuity.
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To work cooperatively with the INCo.
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To keep abreast of developments in their subject regarding changes in education.
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To monitor and evaluate the quality of teaching and learning in their subject in school and
provide feedback to all stakeholders by:
o
Providing termly updates for senior leaders and governors
o
Review and evaluate teacher’s medium term planning each term.
o
Collect, review and evaluate samples of work from each year group each term.
o
Keep track of the folder on the shared drive where teachers are expected to save
examples of work or displays electronically.
Resources
Most resources, such as topic boxes and large maps are stored in the resources cupboard. We have
recently appointed a resources manager who supports staff in identifying resources and managing
resources. Resources referred to in planning are saved digitally on the school staff area for future
use.
Further resources are acquired as the budget allows.
All resources are audited and updated annually.
Health and Safety
This needs to be read alongside our Health and Safety Policy and Off Site Activities Policy.
Useful Information

DfE -The National Curriculum in England, KS1 and 2 Framework Document – September
2013 – Electronic Copy on the shared area for Staff.

Chris Quigley ‘Essentials’ Curriculum – Hard Copy with Curriculum Leader or Online at
www.essential.uk.com, using Subject Leader Username and Password.
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Curriculum Maps – Attached or electronic copy on the Shared Area for Staff.
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Year Group Subject Coverage in subjects – In ‘planning’ or online curriculum (see below)
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Primary Curriculum Framework Milestones for each year group- In ‘planning’ shared folder on
school system
Chris Quigley Curriculum ONLINE
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Go to www.cqplanner.co.uk
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Username : see subject leader
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Password : see subject leader
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On the HOME page go to KS1 or KS2
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Open Subject Chooser
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Coverage of skills and abilities for Mathematics (from DfE)
Year
1
2
3
Number – number and place value
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number; count, read and write numbers to 100 in numerals; count in
multiples of twos, fives and tens; given a number, identify one more and one less; identify and represent numbers using objects and pictorial representations
including the number line, and use the language of: equal to, more than, less than (fewer), most, least; read and write numbers from 1 to 20 in numerals and
words.
Number – addition and subtraction
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs; represent and use number bonds and related
subtraction facts within 20; add and subtract one-digit and two-digit numbers to 20, including zero; solve one-step problems that involve addition and subtraction,
using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.
Number – multiplication and division
solve one-step problems involving multiplication and division, by calculating the 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:
lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]; mass/weight [for example, heavy/light, heavier than, lighter than]
capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]; time [for example, quicker, slower, earlier, later]
measure and begin to record the following:
lengths and heights; mass/weight; capacity and volume; time (hours, minutes, seconds)
recognise and know the value of different denominations of coins and notes; sequence events in chronological order using language [for example, before and after,
next, first, today, yesterday, tomorrow, morning, afternoon and evening]; recognise and use language relating to dates, including days of the week, weeks, months
and years; tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Geometry – properties of shapes
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [for example, rectangles (including squares), circles and triangles]; 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Geometry – position and direction
describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Number – number and place value
count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward; recognise the place value of each digit in a two-digit number (tens, ones);
identify, represent and estimate numbers using different representations, including the number line; compare and order numbers from 0 up to 100; use <, > and =
signs; read and write numbers to at least 100 in numerals and in words; use place value and number facts to solve problems.
Number – addition and subtraction
solve problems with addition and subtraction:
using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental
and written methods; recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100; add and subtract numbers using
concrete objects, pictorial representations, and mentally, including:
a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers; show that addition of two numbers can be
done in any order (commutative) and subtraction of one number from another cannot; recognise and use the inverse relationship between addition and
subtraction and use this to check calculations and solve missing number problems.
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.
Number – fractions
recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity; write simple fractions for example, of 6 = 3 and recognise the
equivalence
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, thermometers and measuring vessels; compare and order lengths, mass, volume/capacity and record the results
using >, < and =; recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value; find different combinations of coins that
equal the same amounts of money; solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving
change; compare and sequence intervals of time; tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to
show these times; know the number of minutes in an hour and the number of hours in a day.
Geometry – properties of shapes
identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line; identify and describe the properties of 3-D
shapes, including the number of edges, vertices and faces; identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a
pyramid]; compare and sort common 2-D and 3-D shapes and everyday objects.
Geometry – position and direction
order and arrange combinations of mathematical objects in patterns and sequences; use mathematical vocabulary to describe position, direction and movement,
including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise
and anti-clockwise).
Statistics
interpret and construct simple pictograms, tally charts, block diagrams and simple tables; ask and answer simple questions by counting the number of objects in
each category and sorting the categories by quantity; ask and answer questions about totalling and comparing categorical data.
Number – number and place value
count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number
(hundreds, tens, ones); compare and order numbers up to 1000; identify, represent and estimate numbers using different representations; read and write numbers
up to 1000 in numerals and in words; solve number problems and practical problems involving these ideas.
Number – addition and subtraction
add and subtract numbers mentally, including:
a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds; add and subtract numbers with up to three digits, using formal
written methods of columnar addition and subtraction; estimate the answer to a calculation and use inverse operations to check answers; solve problems,
including missing number problems, using number facts, place value, and more complex addition and subtraction.
12
4
5
Number – multiplication and division
recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables; write and calculate mathematical statements for multiplication and division
using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods;
solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence
problems in which n objects are connected to m objects.
Number – fractions
count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10;
recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators; recognise and use fractions as
numbers: unit fractions and non-unit fractions with small denominators; recognise and show, using diagrams, equivalent fractions with small denominators; aadd
and subtract fractions with the same denominator within one whole [for example, + = ]; compare and order unit fractions, and fractions with the same
denominators; solve problems that involve all of the above.
Measurement
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml); measure the perimeter of simple 2-D shapes; add and subtract
amounts of money to give change, using both £ and p in practical contexts; 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; compare durations of events [for example to calculate the time taken by particular events or tasks].
Geometry – properties of shapes
draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them; recognise angles as a property
of shape or a description of a turn; identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete
turn; identify whether angles are greater than or less than a right angle; identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
Statistics
interpret and present data using bar charts, pictograms and tables; solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many
fewer?’] using information presented in scaled bar charts and pictograms and tables.
Number – number and place value
count in multiples of 6, 7, 9, 25 and 1000; find 1000 more or less than a given number; count backwards through zero to include negative numbers; recognise the
place value of each digit in a four-digit number (thousands, hundreds, tens, and ones); order and compare numbers beyond 1000; identify, represent and estimate
numbers using different representations; round any number to the nearest 10, 100 or 1000; solve number and practical problems that involve all of the above and
with increasingly large positive numbers; 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.
Number – addition and subtraction
add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate; estimate and use inverse
operations to check answers to a calculation; solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and
why.
Number – multiplication and division
recall multiplication and division facts for multiplication tables up to 12 × 12; use place value, known and derived facts to multiply and divide mentally, including:
multiplying by 0 and 1; dividing by 1; multiplying together three numbers; recognise and use factor pairs and commutativity in mental calculations; multiply twodigit 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.
Number – 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; recognise and write decimal equivalents
of any number of tenths or hundredths; recognise and write decimal equivalents; 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; find the area of rectilinear shapes by counting squares; estimate, compare and calculate different measures,
including money in pounds and pence
Geometry – properties of shapes
compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes; 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; complete a simple symmetric figure
with respect to a specific line of symmetry.
Geometry – position and direction
describe positions on a 2-D grid as coordinates in the first quadrant; describe movements between positions as translations of a given unit to the left/right and
up/down; plot specified points and draw sides to complete a given polygon.
Statistics
interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs; solve comparison, sum and
difference problems using information presented in bar charts, pictograms, tables and other graphs.
Number – number and place value
read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit; count forwards or backwards in steps of powers of 10 for any
given number up to 1 000 000; interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through
zero; round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000; solve number problems and practical problems that involve all of the
above; read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Number – addition and subtraction
add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction); add and subtract numbers
mentally with increasingly large numbers; use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy; solve
addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Number – multiplication and division
identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers; know and use the vocabulary of prime numbers,
prime factors and composite (non-prime) numbers; establish whether a number up to 100 is prime and recall prime numbers up to 19; 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; multiply and divide numbers mentally
drawing upon known facts; 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; multiply and divide whole numbers and those involving decimals by 10, 100 and 1000; 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.
Number – 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,
13
6
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 [for example, + = = 1 ]; add and subtract fractions with the same denominator and denominators that are
multiples of the same number; multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams; read and write decimal
numbers as fractions [for example, 0.71 = ]; 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 , , , ,
and those fractions with a denominator of a multiple of 10 or 25.
Measurement
convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre
and millilitre); understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints; measure and
calculate the perimeter of composite rectilinear shapes in centimetres and metres; calculate and compare the area of rectangles (including squares), and including
using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes; estimate volume [for example, using 1 cm3
blocks to build cuboids (including cubes)] and capacity [for example, using water]; solve problems involving converting between units of time; use all four
operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
Geometry – properties of shapes
identify 3-D shapes, including cubes and other cuboids, from 2-D representations; know angles are measured in degrees: estimate and compare acute, obtuse and
reflex angles; draw given angles, and measure them in degrees (o); identify:
angles at a point and one whole turn (total 360o); angles at a point on a straight line and a turn (total 180o); other multiples of 90o; use the properties of
rectangles to deduce related facts and find missing lengths and angles; distinguish between regular and irregular polygons based on reasoning about equal sides
and angles.
Geometry – position and direction
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
solve comparison, sum and difference problems using information presented in a line graph; complete, read and interpret information in tables, including
timetables.
Number – number and place value
read, write, order and compare numbers up to 10 000 000 and determine the value of each digit; round any whole number to a required degree of
accuracy; use negative numbers in context, and calculate intervals across zero; solve number and practical problems that involve all of the above.
Number – addition, subtraction, multiplication and division
multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication; 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; divide numbers up to 4 digits by a two-digit number using the formal written method of short division
where appropriate, interpreting remainders according to the context; perform mental calculations, including with mixed operations and large numbers;
identify common factors, common multiples and prime numbers; use their knowledge of the order of operations to carry out calculations involving the
four operations; solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why; solve
problems involving addition, subtraction, multiplication and division;
use estimation to check answers to calculations and determine, in the
context of a problem, an appropriate degree of accuracy.
Number – fractions (including decimals and percentages)
use common factors to simplify fractions; use common multiples to express fractions in the same denomination; compare and order fractions,
including fractions > 1; add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions; multiply
simple pairs of proper fractions, writing the answer in its simplest form [for example, × = ]; divide proper fractions by whole numbers [for example,
÷ 2 = ]; associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, ]; 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; 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.
Measurement
solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate;
use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a
larger unit, and vice versa, using decimal notation to up to three decimal places; convert between miles and kilometres; recognise that shapes with the
same areas can have different perimeters and vice versa; recognise when it is possible to use formulae for area and volume of shapes; calculate the
area of parallelograms and triangles; calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres
(cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].
Geometry – properties of shapes
draw 2-D shapes using given dimensions and angles; recognise, describe and build simple 3-D shapes, including making nets; compare and classify
geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons; illustrate and
name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius; recognise angles where they meet
at a point, are on a straight line, or are vertically opposite, and find missing angles.
Geometry – position and direction
describe positions on the full coordinate grid (all four quadrants); draw and translate simple shapes on the coordinate plane, and reflect them in the
axes.
Statistics
interpret and construct pie charts and line graphs and use these to solve problems; calculate and interpret the mean as an average.
14
© Herts for Learning Ltd - 2014
Long term plan with grammar links English modules – Year 1
Term 1
Narrative
Term 2
Stories with predictable
phrasing
(6 weeks – or 2 + 2 + 2
weeks)
Grammar focus
Suggested final written outcome
Non-fiction
Grammar focus
Labels, lists and
captions
1 week
(transition unit)
W1, P1, P3, S1
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
Term 3
Contemporary fiction –
stories reflecting
children’s own
experience
(4 weeks – or 2 + 2
weeks)
W1, W2, S1, S2, T1, P1, P2,
P3, W3
Write simple sentences using patterned
language, words and phrases taken from
familiar stories
Recount
Report
2 weeks - or 1 + 1
2 weeks
week
W1, W2, S1, S2, T1,
P1, P2, P3
Suggested final written
outcome
Write labels and
sentences for an inclass
exhibition/museum
display
Write simple first
person recounts based
on personal
experience, using
adverbs of time to aid
sequencing
Poetry
Vocabulary Building
(1 week)
Suggested outcome
Read, write and
perform free verse
Structure – rhyming
couplets
(1 week)
Recite familiar poems
by heart
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
Traditional Tales - Fairy
tales
(6 weeks – or 2 + 2 + 2
weeks)
W1, W2, S1, S2, T1, P1, P2,
P3, W3
Write a series of sentences to retell events
based on personal experience.
W1, W2, S1, S2, T1,
P1, P2,
P3
A simple nonchronological report
with a series of
sentences to describe
aspects of the subject;
distinguish between a
description of a single
member of a group and
the group in general
Vocabulary Building
(1 week)
Read, write and
perform free verse
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
W1, W2, S1, S2, T1, P1, P2,
P3, W3
Write a re-telling of a traditional story.
Instructions
2 weeks
Report
2 weeks
Explanations
2 weeks
W1, W2, S1, S2, T1,
P1, P2, P3, W3
W1, W2, S1, S2, T1,
P1, P2, P3
W1, W2, S1, S2, T1,
P1, P2, P3
Following a practical
experience, write up
the instructions for a
simple recipe
A simple nonchronological report
with a series of
sentences to describe
aspects of the subject;
distinguish between a
description of a single
member of a group and
the group in general
Vocabulary Building
(1 week)
Draw pictures to
illustrate a simple
process and prepare
several sentences to
support the explanation
Structure – rhyming
couplets
(1 week)
Recite familiar poems
by heart
Read, write and
perform free verse
Take One Poet –
poetry appreciation
(1 week)
Personal responses to
poetry
Recite familiar poems
by heart
© Herts for Learning Ltd - 2014
15
English modules – Year 2
Term 1
Narrative
Traditional Tales - Fairy
Tales
(4 weeks – or 2 + 2
weeks)
Grammar focus
Suggested final written outcome
Non-fiction
Grammar focus
Suggested final written
outcome
Poetry
Suggested outcome
Term 2
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
Term 3
Stories with recurring
literary language
(4 weeks – or 2 + 2
weeks)
W4, S1, S2, S3, T4, P1
W1, W2, W3, P4
Write a re-telling of a traditional story.
Explanations
( 2 weeks)
W4, S1, S2, S3, T4, P1
T5
Following practical tasks,
produce a simple flowchart
or cyclical diagram and
record a series of sentences
to support the explanation
Vocabulary building (list
poems)
(2 weeks)
Read list poems. Write
and perform own
versions.
Traditional Tales Myths (creation stories)
(4 weeks - or 2 + 2
weeks)
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
W4, S1, S2, S3, T4, P1
W4, S1, S2, S3, T4, P1
W2, T5, P2, P3
W2, W3, T5, P4
Use a familiar story as a model to write a
Write a creation myth based on ones read
new story.
e.g. how the zebra got his stripes.
Report
Instructions
Explanations
(4 weeks – or 2 + 2 weeks)
(2 weeks)
(2 weeks)
W4, S1, S2, S3, T4, P1
W4, S1, S2, S3, T4, P1
W4, S1, S2, S3, T4, P1
W1, W3, P4
P2
W1, P3
Assemble information on a
Write a series of fictionProduce a flowchart,
subject, sorting and
based instructions (i.e. ‘How ensuring content is clearly
categorising information; use to trap an ogre’), including
sequenced
comparative language to
diagrams.
describe and differentiate
Recount
( 2 weeks – or 1 + 1 weeks)
W4, S1, S2, S3, T4, P1
P2, P3
Write first person recounts
re-telling historical events,
using adverbs of time to aid
sequencing, and maintaining
consistency in tense and
person
Structure – calligrams
Vocabulary building
(1 week)
(1 week)
Write own calligrams
(based on single words)
‘Take One Book’
(1 or 2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the term
Read, write and perform
free verse
Structure – calligrams
(2 weeks – or 1+1
weeks)
Write own calligrams
(shape poems)
Vocabulary building
(1 week)
Read, write and perform
free verse
Take one poetpoetry appreciation
(2 weeks)
Personal responses to
poetry
Recite familiar poems
by heart
16
© Herts for Learning Ltd - 2014
English Modules – Year 3
Term 1
Narrative
Traditional Tales –
Fables
(2 weeks)
Term 2
Writing and
performing a Play
(2 weeks)
‘Take One Book’
(2 weeks)
One (or more)
written outcomes,
linked with
fiction/non-fiction
modules already
covered during the
term
Term 3
Traditional Tales –
fairy tales
(alternative versions)
(3 weeks)
‘Take One Book’
(2 weeks)
One (or more)
written outcomes,
linked with
fiction/non-fiction
modules already
covered during the
term
Adventure stories
(5 weeks)
‘Take One Book’
(2 weeks)
One (or more)
written outcomes,
linked with
fiction/non-fiction
modules already
covered during the
term
Grammar focus
Suggested final written outcome
Non-fiction
Grammar focus
Suggested final written
outcome
Poetry
Suggested outcome
S1, S2, S3, T1, P1
S1, S2, S3,
S1, S2, S3, T1, P1
S1, S2, S3, T1, P1
Write a new fable to convey a
Write and perform a play, based on Write a traditional tale from a key
Write an adventure story, focusing
moral.
a familiar story
characters perspective.
on plot.
Recount
Instructions – giving
Explanations
Report
Persuasion - persuasive
(2 weeks)
directions
(2 weeks)
(3 weeks)
letter writing
(2 weeks)
( 3 weeks)
S1, S2, S3, T1, T3
S1, S2, S3, T1
S1, S2, S3, T1
S1, S2, S3, T1
S1, S2, S3, T1
W2, W3, T2
W3
W2, T2
W2, W3, T2
Write a news/sports report of Write and evaluate a range
Create and use a flowchart
Teacher demonstrates
Present a point of view in the
an ‘unfolding event’ (e.g.
of instructions, including
to write an explanation of a
research and note-taking
form of a letter linking points
commentary), including detail directions e.g. a treasure
process, ensuring relevant
techniques using information
persuasively and selecting
expressed in ways that will
hunt
details are included and
and ICT texts on a subject
style and vocabulary
engage the reader/viewer
accounts ended effectively
and using a spidergram to
appropriate to the reader
organise the information.
Vocabulary building
Structure – limericks
Vocabulary building
Structure – haiku, tanka
Vocabulary building
Take one poet(2 weeks)
(1 week)
(1 week)
and kennings
(1 week)
poetry appreciation
(2 weeks)
(2 weeks)
Read, write and perform Recite familiar limericks
Read, write and perform Read and write haiku,
Read, write and perform Research a particular
free verse
by heart
free verse
tanka and kennings
free verse
poet.
Personal responses to
poetry
Recite familiar poems by
heart
17
© Herts for Learning Ltd - 2014
English Modules – Year 4
Term 1
Narrative
‘Take One Book’
(2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already
covered during the
term
This could include
non-fiction text types
not taught as a unit in
this year group (e.g.
recounts,
instructions)
W2, S1, S2, S3, T1, T2, P3
W1, P1, P2
Write a Greek myth focusing on
effective characterisation e.g.
descriptions (in the style of: a
‘Wanted’ poster; ‘lonely hearts’
advert; job application); link
dialogue to effective
characterisation, interweaving
speech and action.
Report
(4 weeks)
Write own report independently
based on notes gathered from
several sources
Traditional Tales Myths
(quests)
(4 weeks)
Grammar focus
Suggested final written outcome
Non-fiction
Term 2
Term 3
Writing and
performing a play
(2 weeks)
Story Settings
(3 weeks)
W2, S1, S2, S3, T2, P3
Write and perform a play, based on
a familiar story
‘Take One Book’
A story/stories with a
‘Take One Book’
(2 weeks)
theme
(2 weeks)
One (or more) written (4 weeks)
One (or more) written
outcomes, linked with
outcomes, linked with
fiction/non-fiction
fiction/non-fiction
modules already
modules already
covered during the
covered during the
term
term
This could include
This could include
non-fiction text types
non-fiction text types
not taught as a unit in
not taught as a unit in
this year group (e.g.
this year group (eg
recounts,
recounts,
instructions)
instructions)
W2, S1, S2, S3, T1, T2, P3, P1
W2, S1, S2, S3, T1, T2, P3
P1
Write a section of a narrative (or
Relate the theme of the story to
several narratives) focusing on
personal experience and write an
setting
autobiographical story/account
reflecting that theme.
Persuasion
Discussion
Explanation
(3 weeks)
(2 weeks)
(2 weeks)
Suggested final written outcome
Assemble and sequence points in
Consider different sides of an
Create a flowchart to explain how a
order to plan the presentation of a
argument and decide on a course of new invention works; use the notes
point of view, using graphs, images, action, summarising your reasons in to write an explanation using an
visual aids to make the view more
a letter
impersonal style
convincing
Grammar focus
W2, S1, S2, S3, T1, T2, P3
W2, S1, S2, S3, T1, T2, P3, W2,
W2, S1, S2, S3, T1, T2, P3
W2, S1, S2, S3, T1, T2, P3, W1, P2
S1,
Poetry
Vocabulary building
Structure– riddles
Vocabulary building
Structure– narrative
Vocabulary building
Take one poet(2 weeks)
(1 week)
(1 week)
poetry
(1 week)
poetry appreciation
(2 weeks)
(2 weeks)
Suggested outcome
Read, write and perform
Read and write riddles
Read, write and perform
Recite some narrative
Read, write and perform
Research a particular
free verse
free verse
poetry by heart
free verse
poet.
Read and respond
Personal responses to
poetry
Recite familiar poems by
heart
© Herts for Learning Ltd - 2014
18
English Modules – Year 5
Term 1
Narrative
Grammar focus
Suggested final written outcome
Non-fiction
Grammar focus
Suggested final written
outcome
Term 2
‘Take One Book’
(2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already covered
during the term
This could include nonfiction text types not
taught as a unit in this
year group (e.g. reports,
explanations,
instructions)
Traditional Tales legends
(3 weeks)
Term 3
Suspense and mystery
(4 weeks)
T1, T2, T3, T4, T5, P2, P3
S2, S3
Reflect on the main character of the legend
from different viewpoints. Re-tell the story
from several different perspectives.
Recount
(2 weeks)
W1, W2, S1, S2, T1, P1,
P2,
P3, S1
Compose a biographical
account based on
research
Poetry
Vocabulary building
(2 weeks)
Suggested outcome
Read, write and perform
free verse
‘Take One Book’
(2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already covered
during the term
This could include nonfiction text types not
taught as a unit in this
year group (e.g. reports,
explanations,
instructions)
Fiction from our literary
heritage
(5 weeks)
‘Take One Book’
(2 weeks)
One (or more) written
outcomes, linked with
fiction/non-fiction
modules already covered
during the term
This could include nonfiction text types not
taught as a unit in this
year group (e.g. reports,
explanations,
instructions)
W1, W2, S1, S2, T1, P1, P2,
P3, S1,
Develop skills of building up atmosphere in
writing e.g. passages building up tension
Explanation
(2 weeks)
W1, W2, S1, S2, T1, P1,
P2,
P3 ,W1, W2, P1
Links to Geography PoS
‘physical geography,
including: climate zones,
biomes and vegetation
belts, rivers, mountains,
volcanoes and
earthquakes, and the
water cycle
Structure – cinquain
(1 week)
Persuasion
(3 weeks)
W1, W2, S1, S2, T1, P1,
P2, P3
W1, S2, S3
Show through a range of
writing an understanding
of how persuasive writing
can be adapted for
different audiences and
purposes
Instructions
(1 week)
W1, W2, S1, S2, T1, P1,
P2, P3
W2, P1
Detailed instructions with
clear introduction and
conclusion.
Vocabulary building
(1 week)
Read and respond to
cinquains. Experiment
with writing their own
Read, write and perform
free verse
Structure – spoken word
poetry/rap
(2 weeks)
Listen to, read, and
respond to raps.
Experiment with writing
their own
W1, W2, S1, S2, T1, P1, P2,
P3
Explore a text in detail. Write in the style of the
author to complete sections of the stories.
Take the plot and theme from the text to plan
and write their own contemporary version.
Report
Discussion
(2 weeks)
(2 weeks)
W1, W2, S1, S2, T1, P1,
W1, W2, S1, S2, T1, P1,
P2,
P2,
P3, W2, W3, P1
P3, W1, W3, S2, S3
Write a report, in the
Write up a balanced
form of an information
discussion presenting
leaflet, in which two or
two sides of an
more subjects are
argument, following a
compared
debate
Vocabulary building
(1 week)
Read, write and perform
free verse
Take one poet Poetry appreciation
(2 weeks)
Research a particular
poet.
Personal responses to
poetry
Recite familiar poems by
heart
© Herts for Learning Ltd - 2014
19
English Modules – Year 6
Term 1
Narrative
Fiction Genres
(4 weeks)
Term 2
‘Take One Book’
(2 weeks)
One (or more)
written outcomes,
linked with
fiction/non-fiction
modules already
covered during
the term
This could include
non-fiction text
types not taught
as a unit in this
year group (e.g.
reports,
explanations,
instructions)
Term 3
Narrative
workshop: review
key narrative
technique e.g.
creating settings,
characterisation,
atmosphere
(4 weeks)
‘Take One Book’
(2 weeks)
One (or more)
written outcomes,
linked with
fiction/non-fiction
modules already
covered during
the term
This could include
non-fiction text
types not taught
as a unit in this
year group (e.g.
reports,
explanations,
instructions)
Focus on Study
Skills
(3 weeks)
Assessment
Week
(1 week)
Incorporated In
‘Take One Book’
T1, W1, W2
P1
‘Take One Book’
(extended book
study over 5
weeks)
A range of written
outcomes, linked
with fiction/nonfiction modules
covered across
the year
Grammar focus
T1, W1, W2
P1
T1,W1, W2
T2, P1
Suggested final written outcome
A range of short stories conveying different genres; a genre-swap
story (where the genre changes from one paragraph to the next)
A single extended narrative, or several narratives on a similar theme
e.g. autobiographical stories, each developing a key narrative
technique
Non-fiction
Grammar focus
Suggested final written
outcome
Explanation
(2 weeks)
T1, W1, W2,
W1, S1, T2, T3, P3
Recounts
(2 week)
T1, W1, W2, W1, S1,
T2, T3, P4
Report
(2 week)
T1, W1, W2
S1, T2, T3, P2, P3
Links to science PoS
‘reporting and
presenting findings from
enquiries, including
conclusions, causal
relationships and
explanations of and
degree of trust in results
Write in role, adapting
distinctive voices, e.g. of
historical characters,
through preparing a CV;
composing a
biographical account or
describing a person
from different
perspectives, e.g. police
description, school
report, newspaper
obituary
Write reports as part of
a presentation on a nonfiction subject. Choose
the appropriate style
and form of writing to
suit a specific purpose
and audience, drawing
on knowledge of
different non-fiction text
types.
Persuasion
(3 weeks)
T1, W1, W2,
W1, S2, T2
S3
Construct an argument
in note form or full text
to persuade others of a
point of view and
present the case to the
class or a group; use
standard English
appropriately; evaluate
its effectiveness
Poetry
Vocabulary building
(1 week)
Vocabulary building
Structure monologues
(1 week)
Suggested outcome
Read, write and perform free verse
Read, write and perform free verse
Read and respond
Discussion
(2 weeks)
T1,W1, W2
W1, S2, T2
Debating skills
(2 weeks)
T1, W1, w2
W1, S2, T2
A debate followed by a
write-up which presents
and evaluates the
opinions of multiple
differing viewpoints
A series of live debates
on various subjects.
Children work in
groups/pairs/individually
to prepare and present
points of views
Take one poet Poetry appreciation
(2 weeks)
Research a particular poet
Personal responses to poetry
Recite familiar poems by heart
20
Primary Curriculum Framework 2015
Year Group 1
Term
History
Geography
Art
DT
Computi
ng
R.E
Music
Science
P.E
Literacy
Pumpkin
soup
Unit 1.1
We are
treasure
hunters
Our
wonderful
world
(Covered in
Science)
jews/muslim
s and
Christians –
being
thankful –
Link to
harvest /
Literacy
Harvest
and
Autumn
songs
Seasons/summ
er into
Gym
(travelling
)
Roald
Dahl
week 2
and 3
Festivals of
light
KS1
producti
on –
xmas
singing
Maths
TBD by
MD
Autumn1
Our local area
– The pond
and school
Topic:
Woodlands
Healthy
eating 6th oct
Autumn 2
Topic:
Airship crash
centenary
Planes and
Light
De Havilland
Aeroplanes
Firework
pictures
lines,
chalk,
blowing
skills
Diwali –
rangoli
patterns
DT – making
planes
(Use Planes
Aeroplanes
Hannukah
Divali
Christmas
cards
Jazzy Jars
Poppy
pictures –
remembra
Unit 1.6
We are
celebratin
g
Link to Art –
rangoli
patterns
Autumn
Plants
(Pond/Trees)
Large ball
skills
Link to RE
natural world
National
poetry
day
Plant bulbs for
mothers day
(narcissi)
Seasons/
Dance
Autumn into
Winter
Light and Dark
Throwing,
catching
and
aiming
games.
Dick
Whittingto
n for
panto trip
DT – candle
holders
Christmas
Anti-
21
by Disney as
inspiration)
bullying
week –
block out
afternoons
nce day
Power for
good.
Spring1
Where did the
dinosaurs
come from? –
Continents/ma
p work.
Continents
and oceans
Topic:
Dinosaurs
Spring 2
Topic:
Dinosaurs
Dinosaurs/
paelentoligts
– how we
know about
the past
Dinosaur
pictures
warm/cool
colours
Pancakes
Dinosaur clay
Unit 1.5
We are
storyteller
s
Chinese
New Year –
KS1
assembly
Dragon
dance –
KS1
assembl
y
Animals inc
Humans and
senses
Bat, ball
and
skipping
skills.
7th Feb –
Internet
Safety
Day
portraits
Easter cards
(split pins)
Unit 1:3
We are
painters
Dance.
Intructions
linked to
Shrove
Tuesday
and DT
3rd Feb –
Number
day
NSPCC
Esafety
on writing
Christianity
(Easter)
Music
Express
Seasons
Spring
Red nose
day 24th
March
Materials
(properties of,
boats on the
pond)
10-19th
National
Science week
(recycling) –
Art for art
exhibition
Gym
(Stretch
and Curl).
Ropes,
bats and
small
balls.
2nd March
world
book day
Writing
about our
character
29th
March –
Problem
solving
day
20th
March
storytellin
g
26th
Mothers
day –
letters to
mum/
newspape
r
message
22
In flowers
Summer1
Topic:
Toys
Famous
people Stieff
and toys
(Bears)
Map of where
bears come
from – link to
where our
families come
from
We are
storyteller
s – linked
to RE.
Bible
stories
Bible stories
– linked to
computing
Music
Express
Seasons/
Spring into
Summer
Plants
Gym
(travel
with
weight on
differet
body
parts.
Athletics –
sports day
practise
12-16th
Phonics
Screening
18th June,
fathers
day –
letters/ne
wspapers
Writing for
reports
(week1)
Summer 2
Topic:
Unit 1:4
We are
collectors
(lego?)
Left black
for flexible
planning –
planning
from the
children’s
interest.
Visits/Visitors to
be booked – book
before start of
next term..
Autumn
Gruffalo Hunt? – Early October
Theatre – December
Spring
Stories from
other
religions
Lego
Music
Seasons/
Summer
Dance.
Letters to
new
teachers
Materials –
identifying
further uses
Summer
Toy visit –
hertford
museum
23
Year Group: 2
Term
History
Geography
Art
DT
Computing
R.E
PSHCE/
MFL
Music
Science
P.E
Duration
and Beat,
Harvest Songs
Humans and
other Animals
Gym
Christmas
Production singing
Living Things
and variation
Music Express
Materials and
Uses
SEAL/
Secrets of
Succe
Mapping our
immediate
world
Autumn1
Topic:
Mother Nature
Designer
We are
Astromauts
Signs and
symbols
-New
Beginnings
William Morris
Autumn 2
Topic:
Key Events –
Great Fire of
London
Spring1
Famous
Picture This!
Topic:
People
Andy Warhol
SEAL Themes
Vehicles
We are Games
Testers
We are
Photographers
Christmas (Lit
block)
Special Places
Getting on and
Falling out
Going for
Goals!
Throwing and
catching
(netball)
Dance
Aiming,hitting
and kicking
games with a
partner.
Gym
Dribbling,
hitting and
kicking
Vincent Van
Gogh
Impressionist
Africa- Kenya
Spring 2
Topic:
Puppets
We are
Researchers
Easter (Lit
block)
Relationships
Kenya -music
Materials and
Uses
Dance
(African)
Inventing roles
Summer1
Seaside
Topic:
Changes in
own lives and
lives of others.
Patterns in
Nature
We are
Detectives
Religious
Leaders
Good to be
me!
ocarinas
Plants
Athletics
(sports day
practise)
Damien Hirst
Fundamentals
24
Digitial Mediaphotography
and paint
pictures.
Human impact
on the
environment
Summer 2
Topic:
Winding up
We are
zoologists
Aquarium
Easy
Questions/
difficult
answers
Changes
ocarinas
Living Things
and Habitats
Athletics
Swimming
(PSHCE link)
Visits/Visitors to be
booked – book
before start of next
term..
Autumn
Spring
Summer
Panto trip/visit
African Drumming Workshop
Seaside Trip
GFoL - workshop
25
Primary Curriculum Framework 2015
Year Group: 3
Term
History
Autumn1
Stone Age
Topic:
Britain
Geography
Art
DT
Computing
R.E
PSHCE/SE
AL
MFL
Music
Science
P.E
Photo
frames
We are
programmer
s
Stories of
key
religious
leaders
New
Beginnings
French
Recorde
rs
Rocks
Rugby/
Dance/
Swimming
Autumn 2
Topic:
Iron
Celtic Art
We are bug
fixers
Age
Ways of
describin
g God
Getting On
and Falling
Out
French
Christm
as
songs
Forces and
Magnets
Gym(symmetry)/
Britain
Spring1
Roman
Empire
Hockey/
Swimming
Mapping
skills
Mosaics
Roman food
We are
presenters
Life of
Jesus
Going for
Goals
Compos
er study
Animals,
including
Topic:
Netball/
Dance/
Humans
Swimming
Spring 2
Topic:
Roman
Empire
Healthy
sandwich
snack
We are
network
engineers
Life of
Jesus
Relationshi
ps
Tennis/
Light
Gym(pathways)/
SRE
Swimming
Summer1
Local
History
River
Settlement
Rivers
Topic:
Summer 2
Topic:
Local
History
Visits/Visitors to
be booked – book
before start of
next term..
Moving
Monsters
We are
opinion
pollsters
Rules
We are
communicat
ors
Special
Places
Good to be
me
Water
music
Rounders/
Dance
Changes
Plants
Autumn
Spring
Summer
Topic day
Topic day
Whitewebbs trip – Healthy eating
Stone Age trip
Verulamium museum trip
Athletics/Gym(Balanc
e)
26
Primary Curriculum Framework 2015
Year Group: 4
Term
History
based
Geography
based
Art &
Design
DT
ICT
(PPA cover)
Music
PSHCE/SE
AL
MFL
R.E
Science
P.E
Autumn1
Terrible
Tudors
Mapping skills
Sketching
Tudor boats
Accuracy Counts
Singing
Tudor songs
First Access
Flute/Clarinet
Composing
pentatonic
scale
First Access
Flute/Clarinet
Singing
Egyptian songs
Clocks(rhythm
time and pitch)
New
Beginnings
French
Friction
Tag rugby
Dance
Getting on
and falling
out
French
Hinduism
Sikhism
Teaching about
God
Advent
Christmas
around the
world
Keeping warm
Gym
Football
Going for
goals
French
Belonging
Importance of
Food
Circuits and
conductors
Netball
and
gym
Good to be
me
Sex Ed
French
Easter
Solids and
liquids
Hockey
and Dance
Topic:
Tudors
printing
Autumn 2
Accuracy Counts
Topic:
Spring1
Topic:
Awful
Egyptians
Mapping Skills
Ancient Egypt
Sculpture
3d models
(of map of
Egypt)
Spring 2
Topic:
Summer1
Topic:
Through the
Window
Improving the
environment
Summer 2
Topic:
Visits/Visitors
to be booked
– book before
start of next
term.
Autumn
Tudors
Hatfield House?
Hampton Court?
Sketching
Photos of
local area
Drawing to
scale
Textiles tie
dye
Based on
through the
window
torches
Developing
communication
Make a
Shaduf
Developing
communication
Working
with
Textiles
Authoring
African Music
Relationships
French
Special Books
and Texts
Moving and
Growing
Athletics
Kwik
cricket
Authoring
African Music
Changes
French
Sacred writings
and stories
Habitats
Rounders
Tennis
Spring
Egypt
British Museum
Summer
Residential trip Lincolnsfields
(2nd -4th July)
27
Primary Curriculum Framework 2015
Year Group: 5
28
Term
History
Geography
Art
Autumn1
Ancient
Greece
Cover geo
skills through
history
topic/CC
SculpturesGreek pots
Topic:
Topic:
Moving Toys
(Christmas
toy)
Viking and
Anglo Saxon
struggle
Computing
R.E
We are game
developers
What do I
already know
about Christians
and Jews/Rules
for living
(Ipads)
Autumn 2
Topic:
Spring1
DT
Printing
We are artists
PSHCE/SEAL
MFL
Music
Science
P.E
French
Aut 1&2
Pictures at
an
Exhibition
(The
elements of
music in
descriptive
music)
Earth and
space
Gym –
compositional
principles e.g.
rolling,
balancing
States of
matter
Dance and
Invasion (Tag
Rugby)
Animals and
humans
Dance and
Invasion
(Hockey)
All living
things (SRE)
Gym –
syncronisation
and net/wall
(tennis)
Light as a
symbol
(Ipads)
We are
cryptographer
s
Celebrations
relating to key
figures
(Laptops)
Spring 2
Topic:
Bread/Biscuits
We are webdevelopers
Spring
Samba
(Laptops)
Summer1
Topic:
Non-European
society
(through
literacy) *brief
overview*
The Americas
David
Hockney
Summer 2
Topic:
Electronics –
Lego
Mindstorms
We are
bloggers
(Ipads)
Leaders in
religious
communities
and the
importance of
religion today
Materials
Dance and
athletics
(sports day
practice)
We are
architects
Creation stories
and the
ultimate
questions they
raise
Forces and
magnets
Gym – bridges
and
striking&fieldi
ng (rounders)
(Laptops)
Visits/Visitors to be
booked – book
before start of next
term.
Autumn
Spring
Summer
British Museum – Ancient Greece
29
30
Primary Curriculum Framework 2015
Year Group: 6
Art
DT
R.E
PSHCE/SE
AL
History
Autumn1
Study of a
Painting-
theme in
using
through
British
various
the
History
medium
Autumn,
after 1066-
Poppies
Spring and
Topic:
Geography
Computi
ng
Term
E-safety
Changing
MFL
Music
Science
P.E
French-
The
Blues o
n
Garage
band
Light
Gym-Match
Summer
power of
and mirror
Working
with GS4S
on Mondays
monarchs
Invasion
Hockey
King John
(tournament
and Victoria
) – revisiting
skills, games
Autumn 2
Coding-
Christian
Topic:
hopscotch
and
and
Buddhist
creating a
belief
game
practices
The
Blues o
n
Garage
band
Light &
Dance
electricity
Invasion
Tag rugby revisiting
skills, games
Textilespractise skills
31
Spring1
Americas-Brazil
Topic:
Creating
Expressin
revision
g Faith in
tools for
Art,
SATs
Drama and
using
Song
apps/link
to blogging
on website
Spring 2
Jesus
Topic:
Picture
s at an
Topic:
Topic of interest-
Textiles-
Robotics/l
Ideas
physical and
application of
ego
about God
human geography
skills
Minestorm
Collage
Sculpture
Topic of interest
(IoW)
s
Gym
things
synchronisat
ion and
canon
Exhibiti
on
(includi
ng Maj
or and
Minor)
Picture
s at an
Exhibiti
on
(includi
ng Maj
or and
Minor)
Summer1
All living
Invasion
Netball/Bas
ketball revisiting
skills, games
Evolution &
Dance
inheritance
Net/Wall
Tennis
Striking and
fielding
Rounders
and cricket
Athletics
specific
events +
Sports Day
32
prep
Summer 2
OAA
Human
Topic:
Responsi
IOW trip –
bility
team
for the
building
Environ
skills,
ment
orienteering
etc.
Sufferin
g
Striking and
fielding
Cricket and
rounders
Visits/Visitors to
be booked –
book before
start of next
term..
Autumn
Spring
Summer
33
English - development of writing content (from Herts for learning)
Narrative
Non Fiction
1
Write simple sentences using patterned language,
words and phrases taken from familiar stories;
Write a series of sentences to retell events based
on personal experience. Write a re-telling of a
traditional story
2
Write a re-telling of a traditional story. Use a
familiar story as a model to write a new story.
Write a creation myth based on ones read e.g.
how the zebra got
his stripes.
3
Write a new fable to convey a moral. Write and
perform a play, based on a familiar story. Write a
traditional tale from a key characters perspective.
Write an adventure story, focusing on plot.
4
Write a Greek myth focusing on effective
characterisation e.g. descriptions (in the style of: a
‘Wanted’ poster; ‘lonely hearts’ advert; job
application); link dialogue to effective
characterisation, interweaving speech and action.
Write and perform a play, based on a familiar story
Write a section of a narrative (or several
narratives) focusing on setting Relate the theme
of the story to personal experience and write an
autobiographical story/account reflecting that
theme.
Reflect on the main character of the legend from
different viewpoints. Re-tell the story from several
different perspectives. Develop skills of building up
atmosphere in writing e.g. passages building up
tension. Explore a text in detail. Write in the style
of the author to complete sections of the stories.
Take the plot and theme from the text to plan and
write their own contemporary version.
A range of short stories conveying different
genres; a genre-swap story (where the genre
changes from one paragraph to the next)
A single extended narrative, or several narratives
on a similar theme e.g. autobiographical stories,
each developing a key narrative technique
Write labels and sentences for an in-class exhibition/ museum display. Write simple first person
recounts based on personal experience, using adverbs of time to aid sequencing; A simple nonchronological report with a series of sentences to describe aspects of the subject; distinguish
between a description of a single member of a group and the group in general. Following a
practical experience, write up the instructions for a simple recipe; A simple non-chronological
report with a series of sentences to describe aspects of the subject; distinguish between a
description of a single member of a group and the group in general Draw pictures to illustrate a
simple process and prepare several sentences to support the explanation.
Following practical tasks, produce a simple flowchart or cyclical diagram and record a series of
sentences to support the explanation. Write first person recounts retelling historical events, using
adverbs of time to aid sequencing, and maintaining consistency in tense and person. Assemble
information on a subject, sorting and categorising information; use comparative language to
describe and differentiate. Write a series of fiction-based instructions (i.e. ‘How to trap an ogre’),
including diagrams. Produce a flowchart, ensuring content is clearly sequenced
Write a news/ sports report of an ‘unfolding event’ (e.g. commentary), including detail expressed
in ways that will engage the reader/viewer. Write and evaluate a range of instructions, including
directions e.g. a treasure hunt. Create and use a flowchart to write an explanation of a process,
ensuring relevant details are included and accounts ended effectively. Teacher demonstrates
research and note-taking techniques using information and ICT texts on a subject and using a
spidergram to organise the information. Present a point of view in the form of a letter linking
points persuasively and selecting style and vocabulary appropriate to the reader
Write own report independently based on notes gathered from several sources. Assemble and
sequence points in order to plan the presentation of a point of view, using graphs, images, visual
aids to make the view more convincing. Consider different sides of an argument and decide on a
course of action, summarising your reasons in a letter. Create a flowchart to explain how a new
invention works; use the
notes to write an explanation using an impersonal style
5
6
Compose a biographical account based on research Links to Geography. Show through a range of
writing an understanding of how persuasive writing can be adapted for different audiences and
purposes. Detailed instructions with clear introduction and conclusion. Write a report, in the form
of an information leaflet, in which two or more subjects are compared. Write up a balanced
discussion presenting two sides of an argument, following a debate.
Links to science PoS ‘reporting and presenting findings from enquiries, including
conclusions, causal relationships and explanations of and degree of trust in results
Write in role, adapting distinctive voices, e.g. of historical characters, through preparing a CV;
composing a biographical account or describing a person from different perspectives, e.g. police
description, school report, newspaper obituary. Write reports as part of a presentation on a
nonfiction subject. Choose the appropriate style and form of writing to suit a specific purpose and
audience, drawing on knowledge of different non-fiction text types. Construct an argument in
note form
or full text to persuade others of a point of view and present the case to the class or a group; use
standard English appropriately; evaluate its effectiveness. A debate followed by a write-up which
presents and evaluates the opinions of multiple differing viewpoints. A series of live debates on
various subjects. Children work in groups/pairs/ individually to prepare and present points of
views
34
English spelling development (from DfE)
Statutory requirements
The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss,
zz and ck; The /ŋ/ sound spelt n before k;
Division of words into syllables; -tch; The /v/
sound at the end of words; Adding s and es to
words (plural of nouns and the third person
singular of verbs); Adding the endings –ing, –ed
and –er to verbs where no change is needed to
the root word; Adding –er and –est to adjectives
where no change is needed to the root word;
Vowel digraphs and trigraphs; Words ending –y
(/i:/ or /ɪ/); New consonant spellings ph and wh;
Using k for the /k/ sound; Adding the prefix –un;
Compound words; Common exception words
Examples
off, well, miss, buzz, back; bank, think, honk, sunk; pocket, rabbit, carrot, thunder, sunset; catch,
fetch, kitchen, notch, hutch; have, live, give; cats, dogs, spends, rocks, thanks, catches; hunting,
hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper; grander, grandest, fresher,
freshest, quicker, quickest; rain, wait, train, paid, afraid; oil, join, coin, point, soil; day, play, say,
way, stay; boy, toy, enjoy, annoy; made, came, same, take, safe; these, theme, complete; five, ride,
like, time, side; home, those, woke, hope, hole; June, rule, rude, use, tube, tune; car, start, park,
arm, garden; see, tree, green, meet, week; sea, dream, meat, each, read (present tense); head,
bread, meant, instead, read (past tense); (stressed sound): her, term, verb, person; (unstressed
schwa sound): better, under, summer, winter, sister; girl, bird, shirt, first, third; turn, hurt, church,
burst, Thursday; food, pool, moon, zoo, soon; book, took, foot, wood, good; boat, coat, road, coach,
goal; toe, goes; out, about, mouth, around, sound; now, how, brown, down, town; own, blow,
snow, grow, show; blue, clue, true, rescue, Tuesday; new, few, grew, flew, drew, threw; lie, tie, pie,
cried, tried, dried; chief, field, thief; high, night, light, bright, right; for, short, born, horse, morning;
more, score, before, wore, shore; saw, draw, yawn, crawl; author, August, dinosaur, astronaut; air,
fair, pair, hair, chair; dear, hear, beard, near, year; bear, pear, wear; bare, dare, care, share, scared;
very, happy, funny, party, family; dolphin, alphabet, phonics, elephant; when, where, which, wheel,
while; Kent, sketch, kit, skin, frisky; unhappy, undo, unload, unfair, unlock; football, playground,
farmyard, bedroom, blackberry; the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you,
your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once,
ask, friend, school, put, push, pull, full, house, our
2
The /dʒ/ sound spelt as ge and dge at the end of
words, and sometimes spelt as g elsewhere in
words before e, i and y; The /s/ sound spelt c
before e, i and y; The /n/ sound spelt kn and
(less often) gn at the beginning of words; The /r/
sound spelt wr at the beginning of words; The /l/
or /əl/ sound spelt –le at the end of wordsThe /l/
or /əl/ sound spelt –el at the end of words; The
/l/ or /əl/ sound spelt –al at the end of words;
Words ending –il; The /aɪ/ sound spelt –y at the
end of words; Adding –es to nouns and verbs
ending in –y; Adding –ed, –ing, –er and –est to a
root word ending in –y with a consonant before
it; Adding the endings –ing, –ed, –er, –est and –y
to words ending in –e with a consonant before
it; Adding –ing, –ed; –er, –est and –y to words of
one syllable ending in a single consonant letter
after a single vowel letter; The /ɔ:/ sound spelt a
before l and ll; The /ʌ/ sound spelt o; The /i:/
sound spelt; –ey; The /ɒ/ sound spelt a after w
and qu; The /ɜ:/ sound spelt or after w; The /ɔ:/
sound spelt ar after w; The /ʒ/ sound spelt s; The
suffixes –ment; –ness, –ful , –less and –ly;
Contractions; The possessive apostrophe
(singular nouns); Words ending in –tion;
Homophones and near-homophones; Common
exception words
badge, edge, bridge, dodge, fudge; age, huge, change, charge, bulge, village; gem, giant, magic,
giraffe, energy; jacket, jar, jog, join, adjust; race, ice, cell, city, fancy; knock, know, knee, gnat, gnaw;
write, written, wrote, wrong, wrap; table, apple, bottle, little, middle; camel, tunnel, squirrel, travel,
towel, tinsel; metal, pedal, capital, hospital, animal; pencil, fossil, nostril; cry, fly, dry, try, reply, July;
flies, tries, replies, copies, babies, carries; copied, copier, happier, happiest, cried, replied; …but
copying, crying, replying; hiking, hiked, hiker, nicer, nicest, shiny; patting, patted, humming,
hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny; all, ball, call, walk, talk,
always; other, mother, brother, nothing, Monday; key, donkey, monkey, chimney, valley; want,
watch, wander, quantity, squash; word, work, worm, world, worth; war, warm, towards; television,
treasure, usual; enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly;
merriment, happiness, plentiful, penniless, happily; can’t, didn’t, hasn’t, couldn’t, it’s, I’ll; Megan’s,
Ravi’s, the girl’s, the child’s, the man’s; station, fiction, motion, national, section;
there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two,
be/bee, blue/blew, night/knight; door, floor, poor, because, find, kind, mind, behind, child,
children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great,
break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour,
move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy,
people, water, again, half, money, Mr, Mrs, parents, Christmas
3
4
Adding suffixes beginning with vowel letters to
words of more than one syllable; The /ɪ/ sound
spelt y elsewhere than at the end of words; The
/ʌ/ sound spelt ou; More prefixes; The suffix –
ation; The suffix –ly; Words with endings
sounding like /ʒə/ or /tʃə/; Endings which sound
like /ʒən/; The suffix –ous; Words with the /k/
sound spelt ch (Greek in origin); Words with the
/ʃ/ sound spelt ch (mostly French in origin);
Words ending with the /g/ sound spelt –gue and
the /k/ sound spelt –que (French in origin);
Words with the /s/ sound spelt sc (Latin in
origin); Words with the /eɪ/ sound spelt ei, eigh,
or ey; Possessive apostrophe with plural words;
Homophones and near-homophones
forgetting, forgotten, beginning, beginner, prefer, preferred; gardening, gardener, limiting, limited,
limitation; myth, gym, Egypt, pyramid, mystery; young, touch, double, trouble, country; dis–:
disappoint, disagree, disobey; mis–: misbehave, mislead, misspell (mis + spell); in–: inactive,
incorrect; illegal, illegible; immature, immortal, impossible, impatient, imperfect; irregular,
irrelevant, irresponsible; re–: redo, refresh, return, reappear, redecorate; sub–: subdivide,
subheading, submarine, submerge; inter–: interact, intercity, international, interrelated (inter +
related); super–: supermarket, superman, superstar; anti–: antiseptic, anti-clockwise, antisocial;
auto–: autobiography, autograph; information, adoration, sensation, preparation, admiration; sadly,
completely, usually (usual + ly), finally (final + ly), comically (comical + ly); happily, angrily; gently,
simply, humbly, nobly; basically, frantically, dramatically; measure, treasure, pleasure, enclosure;
creature, furniture, picture, nature, adventure; division, invasion, confusion, decision, collision,
television; poisonous, dangerous, mountainous, famous, various; tremendous, enormous, jealous;
humorous, glamorous, vigorous; courageous, outrageous; serious, obvious, curious; hideous,
spontaneous, courteous; invention, injection, action, hesitation, completion; expression, discussion,
confession, permission, admission; expansion, extension, comprehension, tension; musician,
electrician, magician, politician, mathematician; scheme, chorus, chemist, echo, character; chef,
chalet, machine, brochure; league, tongue, antique, unique; science, scene, discipline, fascinate,
crescent; vein, weigh, eight, neighbour, they, obey; girls’, boys’, babies’, children’s, men’s, mice’s;
(Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population);
accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great,
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groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,
medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen,
weather/whether, whose/who’s
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6
Endings which sound like /ʃəs/ spelt –cious or –
tious; Endings which sound like /ʃəl/; Words
ending in –ant; –ance/–ancy, –ent; –ence/–ency;
Words ending in –able and –ible; Words ending
in –ably and –ibly; Adding suffixes beginning
with vowel letters to words ending in –fer; Use
of the hyphen; Words with the /i:/ sound spelt ei
after c; Words containing the letter-string ough;
Words with ‘silent’ letters (i.e. letters whose
presence cannot be predicted from the
pronunciation of the word); Homophones and
other words that are often confused;
Homophones and other words that are often
confused (continued)
vicious, precious, conscious, delicious, malicious, suspicious; ambitious, cautious, fictitious,
infectious, nutritious; official, special, artificial, partial, confidential, essential; observant,
observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant,
tolerance (toleration), substance (substantial); innocent, innocence, decent, decency, frequent,
frequency, confident, confidence (confidential); assistant, assistance, obedient, obedience,
independent, independence; adorable/adorably (adoration), applicable/applicably (application),
considerable/considerably (consideration), tolerable/tolerably (toleration); changeable, noticeable,
forcible, legible; dependable, comfortable, understandable, reasonable, enjoyable, reliable;
possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly,
sensible/sensibly; referring, referred, referral, preferring, preferred, transferring, transferred;
reference, referee, preference, transference; co-ordinate, re-enter, co-operate, co-own; deceive,
conceive, receive, perceive, ceiling; ought, bought, thought, nought, brought, fought; rough, tough,
enough, cough; though, although, dough; through; thorough, borough; plough, bough; doubt,
island, lamb, solemn, thistle, knight; advice/advise; device/devise; licence/license; practice/practise;
prophecy/prophesy; farther: further; father: a male parent; guessed: past tense of the verb guess;
guest: visitor; heard: past tense of the verb hear; herd: a group of animals; led: past tense of the
verb lead; lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead);
morning: before noon; mourning: grieving for someone who has died; past: noun or adjective
referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked
past me); passed: past tense of the verb ‘pass’ (e.g. I passed him in the road); precede: go in front of
or before; proceed: go on; principal: adjective – most important (e.g. principal ballerina) noun –
important person (e.g. principal of a college); principle: basic truth or belief; profit: money that is
made in selling things; prophet: someone who foretells the future; stationary: not moving;
stationery: paper, envelopes etc; steal: take something that does not belong to you; steel: metal;
wary: cautious; weary: tired; who’s: contraction of who is or who has; whose: belonging to someone
(e.g. Whose jacket is that?)
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Spelling Word Lists (from DfE)
Year 3 and 4
accident(ally)
actual(ly)
address
answer
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
earth
eight/eighth
enough
exercise
experience
experiment
extreme
famous
favourite
February
forward(s)
fruit
grammar
group
guard
guide
heard
heart
height
history
imagine
increase
important
interest
island
knowledge
learn
length
library
material
medicine
mention
minute
natural
naughty
notice
occasion(ally)
often
opposite
ordinary
particular
peculiar
perhaps
popular
position
possess(ion)
possible
potatoes
pressure
probably
promise
purpose
quarter
question
recent
regular
reign
remember
sentence
separate
special
straight
strange
strength
suppose
surprise
therefore
though/although
thought
through
various
weight
woman/women
conscious*
controversy
convenience
correspond
criticise (critic + ise)
curiosity
definite
desperate
determined develop
dictionary
disastrous
embarrass
environment
equip (–ped, –ment)
especially
exaggerate
excellent
existence
explanation
familiar
foreign
forty
frequently
government
guarantee
harass
hindrance
identity
immediate(ly)
individual
interfere
interrupt
language
leisure
marvellous
mischievous
muscle
necessary
neighbour
nuisance
occupy
occur
opportunity
parliament
persuade
physical
prejudice
privilege
profession
programme
pronunciation
queue
relevant
restaurant
rhyme
rhythm
sacrifice
secretary
shoulder
signature
sincere(ly)
soldier
stomach
sufficient
suggest
symbol
system
temperature
thorough
twelfth
Year 5 and 6
accommodate
accompany
according
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
available
average
awkward
bargain
bruise
category
cemetery committee
communicate
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community
competition
conscience*
lightning
recognise
recommend
variety
vegetable
vehicle
yacht
Development of Spelling, Punctuation and Grammar (From DfE)
Year 1: Detail of content to be introduced (statutory requirement)
Word
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these
suffixes on the meaning of the noun; Suffixes that can be added to verbs where no change is needed in the
spelling of root words (e.g. helping, helped, helper); How the prefix un– changes the meaning of verbs and
adjectives [negation, for example, unkind, or undoing: untie the boat]
Sentence
How words can combine to make sentences; Joining words and joining clauses using and
Text
Sequencing sentences to form short narratives
Punctuation
Separation of words with spaces; Introduction to capital letters, full stops, question marks and exclamation
marks to demarcate sentences; Capital letters for names and for the personal pronoun I
Terminology
for pupils
letter, capital letter; word, singular, plural; sentence; punctuation, full stop, question mark, exclamation mark
Year 2: Detail of content to be introduced (statutory requirement)
Word
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman];
Formation of adjectives using suffixes such as –ful, –less; (A fuller list of suffixes can be found on page Error!
Bookmark not defined. in the year 2 spelling section in English Appendix 1); Use of the suffixes –er, –est in
adjectives and the use of –ly in Standard English to turn adjectives into adverbs
Sentence
Subordination (using when, if, that, because) and co-ordination (using or, and, but)
Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in
the moon]; How the grammatical patterns in a sentence indicate its function as a statement, question,
exclamation or command
Text
Correct choice and consistent use of present tense and past tense throughout writing
Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she
is drumming, he was shouting]
Punctuation
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences; Commas to
separate items in a list; Apostrophes to mark where letters are missing in spelling and to mark singular
possession in nouns [for example, the girl’s name]
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Year 2: Detail of content to be introduced (statutory requirement)
Terminology
for pupils
noun, noun phrase ; statement, question, exclamation, command ; compound, suffix
adjective, adverb, verb; tense (past, present); apostrophe, comma
Year 3: Detail of content to be introduced (statutory requirement)
Word
Formation of nouns using a range of prefixes [for example super–, anti–, auto–]; Use of the forms a or an
according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box];
Word families based on common words, showing how words are related in form and meaning [for example,
solve, solution, solver, dissolve, insoluble]
Sentence
Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because],
adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in,
because of]
Text
Introduction to paragraphs as a way to group related material; Headings and sub-headings to aid presentation;
Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play
contrasted with He went out to play]
Punctuation
Introduction to inverted commas to punctuate direct speech
Terminology
for pupils
preposition conjunction; word family, prefix; clause, subordinate clause; direct speech
consonant, consonant letter vowel, vowel letter; inverted commas (or ‘speech marks’)
Year 4: Detail of content to be introduced (statutory requirement)
Word
The grammatical difference between plural and possessive –s; Standard English forms for verb inflections
instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
Sentence
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the
teacher expanded to: the strict maths teacher with curly hair); Fronted adverbials [for example, Later that day, I
heard the bad news.];
Text
Use of paragraphs to organise ideas around a theme; Appropriate choice of pronoun or noun within and across
sentences to aid cohesion and avoid repetition
Punctuation
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the
reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]; Apostrophes
to mark plural possession [for example, the girl’s name, the girls’ names]; Use of commas after fronted
adverbials
Terminology
for pupils
Determiner; pronoun, possessive pronoun; adverbial
39
Year 5: Detail of content to be introduced (statutory requirement)
Word
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]; Verb prefixes [for
example, dis–, de–, mis–, over– and re–]
Sentence
Relative clauses beginning with who, which, where, when, whose, that, or an omitted; relative pronoun;
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example,
might, should, will, must]
Text
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]; Linking ideas across
paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example,
secondly] or tense choices [for example, he had seen her before]
Punctuation
Brackets, dashes or commas to indicate parenthesis; Use of commas to clarify meaning or avoid ambiguity
Terminology
for pupils
modal verb, relative pronoun; relative clause; parenthesis, bracket, dash; cohesion, ambiguity
Year 6: Detail of content to be introduced (statutory requirement)
Word
The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech
and writing [for example, find out – discover; ask for – request; go in – enter]; How words are related by
meaning as synonyms and antonyms [for example, big, large, little].
Sentence
Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in
the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures
typical of informal speech and structures appropriate for formal speech and writing [for example, the use of
question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come
in some very formal writing and speech]
Text
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase,
grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis; Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to
structure text]
Punctuation
Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s
raining; I’m fed up]; Use of the colon to introduce a list and use of semi-colons within lists; Punctuation of bullet
points to list information
How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or
recover versus re-cover]
Terminology
for pupils
subject, object ; active, passive ; synonym, antonym ; ellipsis, hyphen, colon, semi-colon, bullet points
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