CURRICULUM 2014 I can statements for KS1 and KS2

Transcription

1 CURRICULUM 2014 I can statements for KS1 and KS2 To be used with reference to the Primary National Curriculum Framework document and all relevant school policies. 1

2 Contents Page 1-6 Years 1 and 2 Reading 7-11 Years 1 and 2 Writing Years 3 and 4 Reading and Writing Years 5 and 6 Reading and Writing Year 1 Maths Year 2 Maths Year 3 Maths Year 4 Maths Year 5 Maths Year 6 Maths Year 1 Science Year 2 Science Year 3 and 4 Science Years 5 and 6 Science Years 1-6 DT Years 1-6 Computing Years 1 and 2 PSED Years 3-6 PSED 58 Years 1 and 2 History Years 3-6 History Years 1-6 Geography 65 Years 1 and 2 R.E. 66 Years 3 6 R.E. 68 Years 1 and 2 Art and Design 69 Years 3-6 Art and Design Years 1-6 MFL 73 Years 1-6 Music 74 Years 1-6 P.E. 2

3 English Skills Continuum for Curriculum 2014 Years 1 and 2 READING WORD READING: Year 1 I can use phonic knowledge and skills to decode words I can respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes I can read accurately by blending sounds in unfamiliar words containing GPCs that I have been taught I can read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word I can read words containing taught GPCs and s, es, ing, ed, er and est endings I can read other words of more than one syllable that contain taught GPCs I can read words with contractions [for example, I m, I ll, we ll], and understand that the apostrophe represents the omitted letter(s) I can read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words I can re-read these books to build up their fluency and confidence in word reading. READING WORD READING: Year 2 (To include the above with the following additions:) I can decode words automatically and my reading is fluent I can recognise alternative sounds for graphemes I can read accurately words of two or more syllables that contain the same graphemes as above I can read words containing common suffixes I can read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word I can read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered 3

4 I can read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation READING COMPREHENSION: Year 1 Development and pleasure in reading; the motivation to read; vocabulary and understanding of reading can be defined by the following skills: I can listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which I can read independently I have been encouraged to link what I read or hear read to my own experiences I have become very familiar with key stories, fairy stories and traditional tales, I can retell them and consider their particular characteristics I can recognise and join in with predictable phrases I am learning to appreciate rhymes and poems, and to recite some by heart I can discuss word meanings and link new meanings to those already known The understanding of both the books they can already read accurately and fluently and those they listen can be defined by: I can draw on what I already know or on background information and vocabulary provided by the teacher I can check that the text makes sense to me as they read and correct inaccurate reading I can discuss the significance of the title and events I can making inferences on the basis of what is being said and done I can predict what might happen on the basis of what has been read so far I can participate in discussions about what is read to me and others, taking turns and listening to what others say I can explain clearly my understanding of what is being read to me. 4

5 READING COMPREHENSION: Year 2 (To include the above with the following additions:) Development and pleasure in reading; the motivation to read; vocabulary and understanding of reading can be defined by the following skills: I can listen to, discuss and express my views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which I can read independently I can discuss the sequence of events in books and how items of information are related I am becoming increasingly familiar with, and retell, a wider range of stories, fairy stories and traditional tales I have been introduced to non-fiction books that are structured in different ways I can recognise simple recurring literary language in stories and poetry I can discussing and clarifying the meanings of words, linking new meanings to known vocabulary I can discuss my own favourite words and phrases I am continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear The understanding of both the books they can already read accurately and fluently and those they listen can be defined by: I can draw on what I already know or on background information and vocabulary provided by the teacher I can check that the text makes sense to me as I read and correct inaccurate reading 5

6 I can make inferences on the basis of what is being said and done I can answer and ask questions I can predict what might happen on the basis of what has been read so far I can participate in discussions about books, poems and other works that are read to me and those that I can read for myself, taking turns and listening to what others say I can explain and discuss my understanding of books, poems and other material, both those that they listen to and those that they read for themselves. 6

7 WRITING TRANSCRIPTION: Year 1 Spelling Skills: (see English Appendix 1) I can spell words containing each of the 40+ phonemes already taught I can spell common exception words I can spell the days of the week I can name the letters of the alphabet in order I can use letter names to distinguish between alternative spellings of the same sound I can use the spelling rule for adding s or es as the plural marker for nouns and the third person singular marker for verbs I can use the prefix - un using ing, ed, er and est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] I can apply simple spelling rules and guidance, as listed in English Appendix 1 I can write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. Handwriting Skills: I can sit correctly at a table, holding a pencil comfortably and correctly I can begin to form lower-case letters in the correct direction, starting and finishing in the right place I can form capital letters I can form digits 0-9 I can understand which letters belong to which handwriting families (i.e. letters that are formed in similar ways) and I can practise these. 7

8 Composition I can write a sentence by saying out loud what I am going to write about I can compose a sentence orally before writing it I can sequence sentences to form short narratives I can re-reading what I have written to check that it makes sense I can discuss what I have written with the teacher or other pupils I can read aloud my writing clearly enough to be heard by their peers and the teacher I can combine words to make sentences Vocabulary, grammar and punctuation See English Appendix 2 of the National Curriculum for further clarification: I can leave spaces between words I can join words and join clauses using - and I am beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark I can use a capital letter for names of people, places, the days of the week, and the personal pronoun I I can use the terms: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark and exclamation mark when I discuss my writing. 8

9 WRITING TRANSCRIPTION: Year 2 (To include skills from Year 1 with the following additions:) Spelling Skills: (see English Appendix 1) I can segment spoken words into phonemes and represent these by graphemes, spelling many correctly I can learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones I can spell more words with contracted forms I can use the possessive apostrophe (singular) [for example, the girl s book] I can distinguish between homophones and near-homophones I can add suffixes to spell longer words, including ment, ness, ful, less, ly Handwriting Skills: I can form lower-case letters of the correct size relative to one another I can start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined I can write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters I can use spacing between words that reflects the size of the letters. Composition I have positive attitude towards writing I have the stamina to write more than a few sentences I can write narratives about personal experiences and those of others (real and fictional) 9

10 I can write about real events I can write poetry I can write for a range of different purposes I can consider what I am going to write before beginning by planning or saying out loud what I am going to write about I can consider what I am going to write before beginning by writing down ideas and/or key words, including new vocabulary I can consider what I am going to write before beginning by encapsulating what I want to say, sentence by sentence I can simply evaluate my writing with the teacher and other pupils I can re-reading to check that my writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form I can proof-reading to check for errors appropriate spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] I can read aloud what I have written with appropriate intonation to make the meaning clear. Vocabulary, grammar and punctuation I can learn how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) I can use sentences with different forms: statement, question, exclamation, command 10

11 I can use expanded noun phrases to describe and specify [for example, the blue butterfly] I can use the present and past tenses correctly and consistently including the progressive form I can use subordination (using when, if, that, or because) and co-ordination (using or, and, or but) I can use and understand the grammatical terminology: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, past and present tense, apostrophe and comma when I discuss my writing. 11

12 English Skills Continuum for Curriculum 2014 Years 3 and 4 READING WORD READING: I can apply my growing knowledge of root words (etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that I meet I can apply my growing knowledge prefixes (morphology) as listed in English Appendix 1 both to read aloud and to understand the meaning of new words that I meet I can apply my growing knowledge suffixes (morphology) as listed in English Appendix 1 both to read aloud and to understand the meaning of new words that I meet I can read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. READING COMPREHENSION I have a positive attitude to reading I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks I can read books that are structured in different ways and read for a range of purposes I can use dictionaries to check the meaning of words that they have read I am increasing my familiarity with a wide range of books, including fairy stories, myths and legends, I can retell some story genres orally I can identify themes and conventions in a wide range of books I can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action I can discuss words and phrases that capture the reader s interest and imagination 12

13 I can recognise some different forms of poetry [for example, free verse, narrative poetry] I can check that the text makes sense to me, by discussing my understanding and explaining the meaning of words in context I can ask questions to improve my understanding of a text I can draw inferences such as inferring characters feelings, thoughts and motives from their actions, I can justifying inferences with evidence I can predict what might happen from details stated and implied I can identify main ideas drawn from more than one paragraph and summarise these I can identify how language, structure, and presentation contribute to meaning I can retrieve and record information from non-fiction I can participate in discussion about both books that are read to me and those I can read for myself, taking turns and listening to what others say. WRITING TRANSCRIPTION Spelling Skills: (see English Appendix 1) I can use further prefixes and suffixes and understand how to add them (English Appendix 1) I can spell further homophones I can spell words that are often misspelt (English Appendix 1) I can place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] and in words with irregular plurals [for example, children s] I can use the first two or three letters of a word to check its spelling in a dictionary I can write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. 13

14 Handwriting Skills: I can use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined I can increase the legibility, consistency and quality of my handwriting by ensuring that the downstrokes of letters are parallel and equidistant I can increase the legibility, consistency and quality of my handwriting by ensuring that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch Composition I can plan my writing by discussing writing similar to that which I am planning to write in order to understand and learn from its structure, vocabulary and grammar I can plan my writing by discussing and recording ideas I can draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) I can organise paragraphs around a theme I can draft and write narratives: creating settings, characters and plot I can draft and write non-narrative material, using simple organisational devices [for example, headings and sub-headings] I can evaluate and edit by assessing the effectiveness of my own and others writing and suggest improvements I can propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences I can proof-read for spelling and punctuation errors 14

15 I can read aloud my own writing, to a group or the whole class, using appropriate intonation and control of the tone and volume of my voice so that the meaning is clear. Vocabulary, Grammar and Punctuation See English Appendix 2 of the National Curriculum for further clarification: I can extend the range of sentences I use with more than one clause by using a wider range of conjunctions, including when, if, because, although I can use the present perfect form of verbs in contrast to the past tense I can choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition I can use conjunctions to express time and cause I can use adverbs to express time and cause I can use prepositions to express time and cause I can use fronted adverbials I can use commas after fronted adverbials I can indicate possession by using the possessive apostrophe with plural nouns I can use and punctuate direct speech I can use and understand the terms: preposition, conjuction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel, inverted commas (or speech marks ) determiner, pronoun, possessive pronoun and adverbial accurately and appropriately when discussing my writing and reading. 15

16 English Skills Continuum for Curriculum 2014 Years 5 and 6 READING WORD READING: I can apply my growing knowledge of root words (etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that I meet I can apply my growing knowledge prefixes (morphology) as listed in English Appendix 1 both to read aloud and to understand the meaning of new words that I meet I can apply my growing knowledge suffixes (morphology) as listed in English Appendix 1 both to read aloud and to understand the meaning of new words that I meet READING COMPREHENSION: I have a positive attitudes to reading I understand what I read by reading and discussing an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks I understand what I read by reading books that are structured in different ways I understand what I read by reading for a range of purposes I can increase my familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions I can recommend books that I have read to my peers, giving reasons for my choices I can identify and discuss themes and conventions, in and across, a wide range of writing I can make comparisons within and across books I can recite a wider range of poetry by heart 16

17 I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience I can understand what I read by checking that the book makes sense to me by discussing my understanding and exploring the meaning of words in context I can ask questions to improve my understanding I can draw inferences such as inferring characters feelings, thoughts and motives from their actions, I can justifying inferences with evidence I can predict what might happen from details stated and implied I can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas I can identify how language, structure and presentation contribute to meaning I can discuss and evaluate how authors use language, including figurative language, considering the impact on the reader I can distinguish between statements of fact and opinion I can retrieve, record and present information from non-fiction I can participate in discussions about books that are read to me and those I can read for myself, building on my own and others ideas and challenging views courteously I can explain and discuss my understanding of what I have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary I can provide reasoned justifications for my views. 17

18 WRITING TRANSCRIPTION Spelling Skills: (see English Appendix 1) I can use prefixes and suffixes and understand the guidance for adding them I can spell some words with silent letters [for example, knight, psalm, solemn] I can continue to distinguish between homophones and other words which are often confused I can use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 I can use a dictionary to check the spelling and meaning of words I can use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary I can use a thesaurus Handwriting Skills: I can write legibly, fluently and with increasing speed I can choose which shape of a letter to use when given choices and decide whether or not to join specific letters I can choose the writing implement that is best suited for a task. Composition I can plan my writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for my own I can plan my writing by noting and developing initial ideas, drawing on reading and research where necessary I can consider how authors have developed characters and settings from books I have read, listened to or seen performed and plan and adapt this into narrative writing 18

19 I can draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning I can draft and write narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action I can précis longer passages I can use a wide range of devices to build cohesion within and across paragraphs I can use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] I can evaluate and edit by assessing the effectiveness of their own and others writing I can evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning I can ensure the consistent and correct use of tense throughout a piece of writing I can ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register I can proof-read for spelling and punctuation errors I can perform my own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Vocabulary, Grammar and Punctuation See English Appendix 2 of the National Curriculum for further clarification: I can recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms I can using passive verbs to affect the presentation of information in a sentence I can use the perfect form of verbs to mark relationships of time and cause I can use expanded noun phrases to convey complicated information concisely 19

20 I can using modal verbs or adverbs to indicate degrees of possibility I can using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun I can use commas to clarify meaning or avoid ambiguity in writing I can use hyphens to avoid ambiguity I can use brackets, dashes or commas to indicate parenthesis I can use semi-colons, colons or dashes to mark boundaries between independent clauses I can use a colon to introduce a list I can punctuate bullet points consistently I can use and understand the grammatical terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points, accurately and appropriately when discussing my writing and reading. 20

21 Maths Skills Year 1 Year 1 Number (Key Skills) I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number I can count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens I can identify one more and one less, given a starting number I can 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 I can read and write numbers from 1 to 20 in numerals and words. Number addition and subtraction (Key Skills) I can read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs I can represent and use number bonds and related subtraction facts within 20 I can add and subtract one-digit and two-digit numbers to 20, including zero I can solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems Number multiplication and division (Key Skills) I can 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. Fractions (Key Skills) I can recognise, find and name a half as one of two equal parts of an object, shape or quantity I can recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Geometry I can describe position, direction and movement, including whole, half, quarter and three-quarter turns. 21

22 I can 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] Measurement : I can 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, 22

23 Maths Skills Year 2 Number (Key Skills) I can count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward I can recognise the place value of each digit in a two-digit number (tens, ones) I can identify, represent and estimate numbers using different representations, including the number line I can compare and order numbers from 0 up to 100; use <, > and = signs I can read and write numbers to at least 100 in numerals and in words I can use place value and number facts to solve problems. Number addition and subtraction (Key Skills) I can 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 *I can recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 *I can 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 I can show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot I can 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 (Key Skills) I can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers I can calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) signs I can show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot 23

24 solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Fractions (Key Skills) I can recognise, find, name and write fractions 1 3, 1 4, and 4 of a length, shape, set of objects or quantity I can write simple fractions for example, 1 2 of 6 = 3 and recognise the equivalence of 2 4 and 1 2. Measurement I can 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 I can compare and order lengths, mass, volume/capacity and record the results using >, < and = I can recognise and use symbols for pounds ( ) and pence (p); combine amounts to make a particular value I can find different combinations of coins that equal the same amounts of money I can solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change I can compare and sequence intervals of time I can 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 I can state the number of minutes in an hour and the number of hours in a day. Geometry I can identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line I can identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces I can identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid] I can compare and sort common 2-D and 3-D shapes and everyday objects. I can order and arrange combinations of mathematical objects in patterns and sequences 24

25 I can use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and I can distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise). Statistics (Data handling) I can interpret and construct simple pictograms, tally charts, block diagrams and simple tables I can ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity I can ask and answer questions about totalling and comparing categorical data. 25

26 Maths Skills Year 3 Number number and place value (Key Skills) I can count on from 0 in multiples of 4, 8, 50 and 100. I can find 10 or 100 more or less than a given number e.g. in a sequence I can recognise the place value of each digit in a three-digit number e.g. partitioning I can compare and order numbers up to I can identify/ place numbers on a number line up to 1000 I can read and write numbers up to 1000 in numerals and words I can solve number problems and practical problems. I can describe what happens when I multiply or divide by ten Number addition and subtraction (Key Skills) I can use a number line to carry out mathematical calculations I can add or subtract single digit number to/ from a three digit number I can add or subtract a multiple of 10 to/ from a three digit number I can add or subtract multiples of 100 to/ from a three digit number I can use column addition to add numbers up to 3 digits (if appropriate) I can subtract numbers up to three digits by counting on, using a number line I can subtract numbers up to three digits using column subtraction (if appropriate) I can round numbers to estimate an answer I can solve word problems based on everyday I can solve missing number problems 26

27 Number multiplication and division (Key Skills) I can recall and use multiplication and division facts for the 3, 4 and 8 times tables I can multiply a 2 digit number by a single digit I can solve missing number problems involving multiplication and division I can solve word problems based on everyday situations Number fractions (Key Skills) I can recognise tenths of a shape I can count on and back in tenths I can find simple fractions of sets of objects I can recognise fractions as points on a number line or of a shape I can recognise equivalent fractions using a fraction wall or shapes I can add/ subtract fractions with the same denominator within one whole I can compare and order fractions with the same denominators I can solve problems involving fractions Measurement I can measure/ compare length using standard units (m/cm/mm) I can measure capacity using standard units (l/ ml) I can measure mass using standard measurements (g/kg) I can add and subtract standard measurements I can measure or calculate the perimeter of simple 2D shapes I can add/ subtract amounts of money ( and pence) to find totals and change in practical situations I can write and tell time from an analogue clock, including recognising Roman numerals 27

28 I can use the 12 hour and the 24 hour clock and use vocabulary such as am, pm, morning, afternoon, noon and midnight I can estimate and read time to the nearest minute I can time events using seconds and minutes I can talk about the relationship between hours, minutes and seconds I can talk about the number of days in each month, year and leap year. Geometry - property of shapes I can describe and draw 2D shapes I can describe and make 3D shapes from nets using a range of materials I can recognise angles as a description of a turn I can recognise angles as a property of a shape I can identify right angles and recognise that 2 right angles make a half turn, 3 three quarters and 4 a complete turn. I can describe angles as being greater 9obtuse)or less (acute)than a right angle I can identify horizontal and vertical lines and pairs of parallel lines Statistics (data handling) I can interpret and present data using bar charts, pictograms and tables I can use the vocabulary of data handling I can answer questions such as How many more/ fewer / using information presented in scaled bar charts, pictograms and tables I can understand simple scale 28

29 Maths Skills Year 4 Number number and place value (Key Skills) I can count in multiples of 6, 7, 9, 25 and 1000 I can calculate 1000 more or less than a given number I can count backwards through zero to include negative numbers I can recognise place value of each digit in a four digit number I can order and compare numbers beyond 1000 I can estimate quantities I can round numbers to the nearest 10, 100 or 1000 I can solve number and practical problems that involve larger positive numbers Read Roman numerals to 100 (C) Number addition and subtraction (Key Skills) I can add and subtract numbers with up to 4 digits, using appropriate methods. I can estimate and use inverse operations to check answers to a calculation Solve addition and subtraction two step problems Number multiplication and division (Key Skills) I can recall multiplication and division facts for multiplication tables up to 12x12 I can use place value and tables I know to multiply and divide mentally e.g. 60x3 =180 and 600 divided by 2 =300 I can multiply together three numbers I can recognise multiples and factor pairs I can multiply two and three digits by one digit using appropriate methods 29

30 I can solve two step problems involving multiplication and addition I can solve problems involving division. Number fractions and decimals (Key Skills) I can recognise and show families of common equivalent fractions, using diagrams I can count up and down in hundredths I can recognise that hundredths are caused when dividing an object by 100 or tenths by 10 I can solve problems involving fractions to calculate quantities I can add and subtract fractions with the same denominator I can recognise and write decimal equivalents of any number of tenths or hundredths I can recognise and write decimal equivalents to ¼, ½ and ¾ I can divide a one or two digit number by 10 or 100 I can identify digits as units, tenths or hundredths I can round decimals with one decimal place to the nearest whole number I can compare and order numbers with the same number of decimal places up to two decimal places I can solve simple measure and money problems involving fractions and decimals to two decimal places Measurement I can convert between different units of measurements e.g. km to m; hours to minutes etc I can measure and calculate the perimeter of a shape in cm and m I can find the area of a rectangle by counting squares 30

31 I can estimate, compare and calculate different units of measurement, including pounds and pence, metres and centimetres etc I can read, write and convert between analogue and digital 12 and 24 hour clocks I can solve time problems that involve converting hours to minutes, minutes to seconds, years to months and weeks to days Geometry properties of shapes I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes I can identify acute and obtuse angles and compare and order angles by size up to 2 right angles I can identify lines of symmetry in 2D shapes, presented in different orientations I can complete a simple symmetrical figure with respect to a specific line of symmetry Geometry position and direction I can describe positions on a 2D grid as coordinates in the first quadrant I can describe movements between positions as translations of a given unit to the left/right and up/down I can plot specific points and draw sides to complete a given polygon Statistics I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs 31

32 Maths Skills Year 5 I can read, write, order and compare numbers to at least and determine the value of each digit I can count forwards or backwards in steps of powers of 10 for any given number up to I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero I can round any number up to to the nearest 10, 100, 1000, and I can solve number problems and practical problems that involve all of the above I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals. I can add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) I can add and subtract numbers mentally with increasingly large numbers I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers I know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers I can establish whether a number up to 100 is prime and recall prime numbers up to 19 I can multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers I can multiply and divide numbers mentally drawing upon known facts I can divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 I can recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed ( 3 ) 32

33 I can solve problems involving multiplication and division including using myknowledge of factors and multiples, squares and cubes I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign I can solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates I can compare and order fractions whose denominators are all multiples of the same number I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths I can recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, = 5 6 = ] I can add and subtract fractions with the same denominator and denominators that are multiples of the same number I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams I can read and write decimal numbers as fractions [for example, 0.71 = ] I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents I can round decimals with two decimal places to the nearest whole number and to one decimal place I can read, write, order and compare numbers with up to three decimal places solve problems involving number up to three decimal places I can recognise the per cent symbol (%) and understand that per cent relates to number of parts per hundred, and write percentages as a fraction with denominator 100, and as a decimal I can solve problems which require knowing percentage and decimal equivalents of 1, 1 2 4, 1 5, 2 5, 4 5 and those fractions with a denominator of a multiple of 10 or 25 I can convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) I can understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres 33

34 I can calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm 2 ) and square metres (m 2 ) and estimate the area of irregular shapes I can estimate volume [for example, using 1 cm 3 blocks to build cuboids (including cubes)] and capacity [for example, using water] I can solve problems involving converting between units of time I can use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling I can identify 3-D shapes, including cubes and other cuboids, from 2-D representations I know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles I can draw given angles, and measure them in degrees ( o ) I can identify: angles at a point and one whole turn (total 360 o ) angles at a point on a straight line and 1 2 a turn (total 180 o ) other multiples of 90 o I can use the properties of rectangles to deduce related facts and find missing lengths and angles I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. I can solve comparison, sum and difference problems using information presented in a line graph I can complete, read and interpret information in tables, including timetables 34

35 Maths Skills YEAR 6 I can read, write, order and compare numbers up to and determine the value of each digit I can round any whole number to a required degree of accuracy I can use negative numbers in context, and calculate intervals across zero I can solve number and practical problems that involve all of the above. I can multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication I can divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context I can 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 I can perform mental calculations, including with mixed operations and large numbers I can identify common factors, common multiples and prime numbers I can use my knowledge of the order of operations to carry out calculations involving the four operations I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why I can solve problems involving addition, subtraction, multiplication and division use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination I can compare and order fractions, including fractions > 1 I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions I can multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, = 1 8 ] I can divide proper fractions by whole numbers [for example, = 1 6 ] I can associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3 8 ] 35

36 I can 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 I can multiply one-digit numbers with up to two decimal places by whole numbers I can use written division methods in cases where the answer has up to two decimal places I can solve problems which require answers to be rounded to specified degrees of accuracy I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts I can solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts I can solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison I can solve problems involving similar shapes where the scale factor is known or can be found I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples I can use simple formulae I can generate and describe linear number sequences I can express missing number problems algebraically I can find pairs of numbers that satisfy an equation with two unknowns I can enumerate possibilities of combinations of two variables I can solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate I can use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places I can convert between miles and kilometres I can recognise that shapes with the same areas can have different perimeters and vice versa I can recognise when it is possible to use formulae for area and volume of shapes I can calculate the area of parallelograms and triangles I can calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm 3 ) and cubic metres (m 3 ), and extending to other units [for example, mm 3 and km 3 ] 36

37 I can draw 2-D shapes using given dimensions and angles I can recognise, describe and build simple 3-D shapes, including making nets I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons I can illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius I can recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. I can describe positions on the full coordinate grid (all four quadrants) I can draw and translate simple shapes on the coordinate plane, and reflect them in the axes. I can interpret and construct pie charts and line graphs and use these to solve problems I can calculate and interpret the mean as an average. 37

38 Science Year 1 SCIENCE SKILLS I can ask simple questions and recognise that they can be answered in different ways I can observe closely, using simple equipment I can perform simple tests I can identify and classify I can use my observations and ideas to suggest answers to questions I can gather and record data to help answer questions. PLANTS I can identify and name a variety of common wild and garden plants, including deciduous and evergreen trees I can identify and describe the basic structure of a variety of common flowering plants, including trees. ANIMALS INCLUDING HUMANS I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals I can identify and name a variety of common animals that are carnivores, herbivores and omnivores I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) I can identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. 38

39 EVERYDAY MATERIALS I can distinguish between an object and the material from which it is made I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock I can describe the simple physical properties of a variety of everyday materials I can compare and group together a variety of everyday materials on the basis of their simple physical properties. SEASONAL CHANGES I can observe changes across the four seasons I can observe and describe weather associated with the seasons and how day length varies. 39