Contents. Contents. Planning and assessment Planning Assessment

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1 Contents Contents Introduction School essentials Writing essentials Essential characteristics of writers Reading essentials Essential characteristics of readers Communication essentials Essential characteristics of excellent communicators Mathematics essentials Essential characteristics of mathematicians Science essentials Essential characteristics of scientists Art and design essentials Essential characteristics of artists Computing essentials Essential characteristics of effective coders and users of technology Design and technology essentials Essential characteristics of designers Geography essentials Essential characteristics of geographers History essentials Essential characteristics of historians Languages essentials Essential characteristics of linguists Music essentials Essential characteristics of musicians Personal development essentials Essential characteristics of pupils with exceptional personal development Physical education essentials Essential characteristics of physically active pupils Religious education essentials Essential characteristics of religiously literate pupils Planning and assessment Planning Assessment Essentials Website Acknowledgements Chris Quigley Education Ltd 1

2 Introduction Introduction Three elements make up the Essentials Curriculum: Essential learning objectives Opportunities fall into two categories: the content which the school thinks important and, for those schools required to teach the National Curriculum, the statutory content. The Essentials Curriculum covers and exceeds the requirements of the Primary National Curriculum for England (2014), leaving schools free to adapt the content. All schools have the freedom to add their own content. Schools that are not required to teach the National Curriculum have greater freedom to create their own content. The Essentials Curriculum defines essential learning objectives in each subject. They are relatively few in number and therefore repeatable. This avoids a skimming approach to teaching whereby many objectives are covered, but not necessarily learned. Instead, the essential learning objectives may be repeated in a number of meaningful and exciting ways so that they are learned deeply. The Essentials Curriculum sets out the milestones for progress. For each essential learning objective, success criteria define the milestones. Pupils are expected to be at milestone 1 by the end of Year 2, milestone 2 by the end of Year 4 and milestone 3 by the end of Year 6. The milestones use the National Curriculum as a reference point but in most subjects are far more ambitious, especially in the foundation subjects. Art and design, for example, has clear progression milestones for all of the key techniques whereas the National Curriculum states only that techniques are to be mastered Chris Quigley Education Ltd 2

3 Writing Key Stage 1 Key Stage 2 Narrative Non-fiction Write stories set in places pupils have been. Write stories and plays that use the language of fairy tales. Write stories with imaginary settings. Write stories set in places pupils have been. Write stories and plays that use the language of fairy tales and traditional tales. Write stories that mimic significant authors. Write narrative diaries. Write labels. Write lists. Write captions. Write instructions. Write recounts. Write glossaries. Present information. Write non-chronological reports. Write stories set in places pupils have been. Write stories that contain mythical, legendary or historical characters or events. Write stories of adventure. Write stories of mystery and suspense. Write letters. Write plays. Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum. Write instructions. Write recounts. Write persuasively. Write explanations. Write non-chronological reports. Write biographies. Write in a journalistic style. Write arguments. Write formally. Poetry Write poems that use pattern, rhyme and description. Write nonsense and humorous poems and limericks. Learn by heart and perform a significant poem. Write haiku. Write cinquain. Write poems that convey an image (simile, word play, rhyme and metaphor). Some of our content is not required in the National Curriculum. Check the Essentials website for current National Curriculum requirements Chris Quigley Education Ltd 8

4 Communication To listen carefully and understand To speak with clarity To hold conversations and debates To develop a wide and interesting vocabulary To tell stories with structure 2013 Chris Quigley Education Ltd 27

5 Mathematics Support Number P4 P5 P6 P7 P8 Early Years Show an awareness of number activities and counting. Respond to and join in with familiar number rhymes, stories, songs and games. Indicate 1 or 2. Demonstrate an awareness of contrasting quantities. Demonstrate an understanding of one-to-one correspondence in a range of contexts. Join in rote counting up to 5. Count reliably to 3, make sets of up to 3 objects and use numbers to 3 in familiar activities and games. Demonstrate an understanding of the idea of more. Join in with new number rhymes, songs, stories and games. Join in rote counting to 10. Count at least 5 objects reliably. Recognise numerals from 1 to 5 and understand that each represents a constant number or amount. Demonstrate an understanding of less. In practical situations respond to add 1 to a number of objects. Join in with rote counting to beyond 10. Rote count onwards from a given small number. Recognise differences in quantity. Recognise numerals from 1 to 9 and relate them to sets of objects. In practical situations respond to add 1 to or take 1 away from a number of objects. Use ordinal number when describing the position of objects, people or events. Estimate a small number (up to 10) and check by counting. Count actions or objects. Count up to 3 or 4 objects by saying one number name for each item. Count objects to 10, and begin to count beyond 10. Count up to 6 objects from a larger group. Count an irregular arrangement of up to 10 objects. Estimate how many objects can be seen, and check by counting them. Recognise some numerals of personal significance. Recognise numerals 1 to 5. Select the correct numeral to represent 1 to 5, then 1 to 10 objects. Find the total number of items in 2 groups by counting all of them. Find 1 more or 1 less from a group of up to 5 objects, then 10 objects. Begin to use the vocabulary involved in adding and subtracting in practical activities. Record, using marks that can be interpreted or explained. Begin to identify own mathematical problems based on interests. Solve problems involving doubling, halving and sharing Chris Quigley Education Ltd 44

6 Science Challenge Years 7, 8 and 9 - Physics Energy Motion and forces Waves Electricity and electromagnetism Matter Changes and transfers Processes that cause change, with forces, with matter and with electricity Calculations comparing ratings of appliances in kilowatts (kw) and amounts of energy from different foods Fuel, fuel sources and heating Auditing change Audit calculation using measures of change in energy Rates of change measured in kw Describing motion Speed and the relationship between average speed, distance and time (speed = distance time) The representation of a journey on a distance-time graph Relative motion Forces Forces arising from the interaction between two objects Moments Measurement of forces in Newtons Hooke s Law Gravity forces acting at a distance on Earth and in space Pressure forces Atmospheric pressure Pressure in liquids, including upthrust effects, floating and sinking Pressure measured by ratio of force over area - acting in all directions Balanced forces Opposing forces and equilibrium Forces and motion The role of forces in causing motion or changes in motion Observed waves Waves on water Sounds waves Frequencies of sound waves The speed of sound in air Sound produced by vibrations of objects Auditory range Energy and waves Sound waves carrying energy Light waves The similarities and differences between light and waves Light waves travelling through a vacuum and the speed of light The transmission of light through materials The refraction of light and the human eye Light transferring energy Colour and the different frequencies of light Current electricity Electric current Current as flow of charge Potential difference and resistance Differences in resistance between conducting and insulating components Static electricity Separation of positive or negative charges when objects are rubbed together The idea of electric field forces acting across the space between objects not in contact Magnetism Magnetic poles, attraction and repulsion Magnetic fields The magnetic effect of a current, electromagnets, D.C. motors Physical changes Conservation of material and of mass Similarities and differences between solids, liquids and gases Brownian motion in gases Diffusion in liquids and gases The difference between chemical and physical changes Particle model The differences in arrangements, in motion and in closeness of particles, explaining changes of state, shape and density Atoms and molecules as particles Energy in matter Changes of temperature in motion and spacing of particles Internal energy stored in materials 2013 Chris Quigley Education Ltd 63.

7 Computing Essential characteristics of effective coders and users of technology Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects. The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity. An understanding of the connected nature of devices. The ability to communicate ideas well by using applications and devices throughout the curriculum. The ability to collect, organise and manipulate data effectively Chris Quigley Education Ltd 73

8 Geography Milestone 1 Milestone 2 Milestone 3 To investigate places Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?). Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied. Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment. Use aerial images and plan perspectives to recognise landmarks and basic physical features. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Name and locate the world s continents and oceans. Ask and answer geographical questions about the physical and human characteristics of a location. Explain own views about locations, giving reasons. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features. Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. Use a range of resources to identify the key physical and human features of a location. Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. Name and locate the countries of Europe and identify their main physical and human characteristics. Collect and analyse statistics and other information in order to draw clear conclusions about locations. Identify and describe how the physical features affect the human activity within a location. Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps - as in London s Tube map). Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. Name and locate the countries of North and South America and identify their main physical and human characteristics Chris Quigley Education Ltd 92

9 Planning and assessment Assessment information may be collated in the following way. Milestone 1 Milestone 2 Milestone 3 % Approaching % Approaching % Approaching % At % At % At % Past % Past % Past Pupils are expected to be at milestone 1 by the end of Year 2, milestone 2 by the end of Year 4 and milestone 3 by the end of Year 6. The terms approaching, at and past have been chosen in order to move away from the notion that milestones must be met in full by a particular age. This allows for small variations in pupils development. The terms mean: Approaching: not fully achieving all the milestone indicators but making steady progress. At: comfortably achieving all of the milestone indicators. Past: making some progress in achieving the next milestone indicators Chris Quigley Education Ltd 151

10 Essentials Website Essentials Website The Essentials Website allows you to view all subjects online anywhere, on any device. With blank planning and assessment templates for each subject, objectives can be copied and pasted straight into lesson plans. Enter the code below at Up to 15 addresses can be assigned to the site, so the resources can be used throughout the school Chris Quigley Education Ltd 153