Documente Academic
Documente Profesional
Documente Cultură
curriculum in
England
Framework document: for teaching
1 September 2014 to 31 August 2015
September 2013
Contents
1. Introduction
4. Inclusion
10
11
13
English
14
18
20
27
34
42
50
51
56
60
65
67
72
74
75
Key stage 3
81
84
Mathematics
103
105
106
111
117
118
124
130
131
139
146
Key stage 3
148
Science
155
Key stage 1
157
158
159
162
165
166
168
172
176
177
179
183
Key stage 3
187
199
Citizenship
201
Computing
204
208
Geography
214
History
219
Languages
226
Music
231
Physical education
234
1. Introduction
1. Introduction
1.1 This document sets out the framework for the national curriculum and includes:
contextual information about both the overall school curriculum and the statutory
national curriculum, including the statutory basis of the latter
programmes of study for all the national curriculum subjects other than for key
stage 4 English, mathematics and science, which will follow.
promotes the spiritual, moral, cultural, mental and physical development of pupils
at the school and of society, and
2.2 The school curriculum comprises all learning and other experiences that each school
plans for its pupils. The national curriculum forms one part of the school curriculum.
2.3 All state schools are also required to make provision for a daily act of collective
worship and must teach religious education to pupils at every key stage and sex and
relationship education to pupils in secondary education.
2.4 Maintained schools in England are legally required to follow the statutory national
curriculum which sets out in programmes of study, on the basis of key stages, subject
content for those subjects that should be taught to all pupils. All schools must publish
their school curriculum by subject and academic year online. 2
2.5 All schools should make provision for personal, social, health and economic
education (PSHE), drawing on good practice. Schools are also free to include other
subjects or topics of their choice in planning and designing their own programme of
education.
Structure
3.3 Pupils of compulsory school age in community and foundation schools, including
community special schools and foundation special schools, and in voluntary aided
and voluntary controlled schools, must follow the national curriculum. It is organised
on the basis of four key stages 3 and twelve subjects, classified in legal terms as
core and other foundation subjects.
3.4 The Secretary of State for Education is required to publish programmes of study for
each national curriculum subject, setting out the matters, skills and processes to be
taught at each key stage. Schools are free to choose how they organise their school
day, as long as the content of the national curriculum programmes of study is taught
to all pupils.
The key stage 2 programmes of study for English, mathematics and science are presented in this
document as lower (years 3 and 4) and upper (years 5 and 6). This distinction is made as guidance for
teachers and is not reflected in legislation. The legal requirement is to cover the content of the
programmes of study for years 3 to 6 by the end of key stage 2.
3.5 The structure of the national curriculum, in terms of which subjects are compulsory at
each key stage, is set out in the table below:
Figure 1 Structure of the national curriculum
Key stage 1
Key stage 2
Key stage 3
Key stage 4
Age
57
7 11
11 14
14 16
Year groups
12
36
79
10 11
English
Mathematics
Science
Core subjects
Foundation subjects
Art and design
Citizenship
Computing
Design and technology
Languages
Geography
History
Music
Physical education
3.6 All schools are also required to teach religious education at all key stages.
Secondary schools must provide sex and relationship education.
Figure 2 Statutory teaching of religious education and sex and relationship education
Key stage 1
Key stage 2
Key stage 3
Key stage 4
Age
57
7 11
11 14
14 16
Year groups
12
36
79
10 11
Religious education
Sex and relationship
education
At key stage 2 the subject title is foreign language; at key stage 3 it is modern foreign language.
schools must provide access to a minimum of one course in each of the four
entitlement areas
schools must provide the opportunity for pupils to take a course in all four areas,
should they wish to do so
a course that meets the entitlement requirements must give pupils the opportunity
to obtain an approved qualification.
4. Inclusion
4. Inclusion
Setting suitable challenges
4.1 Teachers should set high expectations for every pupil. They should plan stretching
work for pupils whose attainment is significantly above the expected standard. They
have an even greater obligation to plan lessons for pupils who have low levels of
prior attainment or come from disadvantaged backgrounds. Teachers should use
appropriate assessment to set targets which are deliberately ambitious.
Age is a protected characteristic under the Equality Act 2010 but it is not applicable to schools in relation
to education or (as far as relating to those under the age of 18) the provision of services; it is a relevant
protected characteristic in relation to the provision of services or employment (so when thinking about
staff). Marriage and civil partnership are also a protected characteristic but only in relation to employment.
10
Spoken language
6.2 Pupils should be taught to speak clearly and convey ideas confidently using Standard
English. They should learn to justify ideas with reasons; ask questions to check
understanding; develop vocabulary and build knowledge; negotiate; evaluate and
build on the ideas of others; and select the appropriate register for effective
communication. They should be taught to give well-structured descriptions and
explanations and develop their understanding through speculating, hypothesising
and exploring ideas. This will enable them to clarify their thinking as well as organise
their ideas for writing.
11
Vocabulary development
6.4 Pupils acquisition and command of vocabulary are key to their learning and progress
across the whole curriculum. Teachers should therefore develop vocabulary actively,
building systematically on pupils current knowledge. They should increase pupils
store of words in general; simultaneously, they should also make links between
known and new vocabulary and discuss the shades of meaning in similar words. In
this way, pupils expand the vocabulary choices that are available to them when they
write. In addition, it is vital for pupils comprehension that they understand the
meanings of words they meet in their reading across all subjects, and older pupils
should be taught the meaning of instruction verbs that they may meet in examination
questions. It is particularly important to induct pupils into the language which defines
each subject in its own right, such as accurate mathematical and scientific language.
12
13
English
English
Purpose of study
English has a pre-eminent place in education and in society. A high-quality education in
English will teach pupils to speak and write fluently so that they can communicate their
ideas and emotions to others and through their reading and listening, others can
communicate with them. Through reading in particular, pupils have a chance to develop
culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a
key role in such development. Reading also enables pupils both to acquire knowledge and
to build on what they already know. All the skills of language are essential to participating
fully as a member of society; pupils, therefore, who do not learn to speak, read and write
fluently and confidently are effectively disenfranchised.
Aims
The overarching aim for English in the national curriculum is to promote high standards of
language and literacy by equipping pupils with a strong command of the spoken and
written word, and to develop their love of literature through widespread reading for
enjoyment. The national curriculum for English aims to ensure that all pupils:
develop the habit of reading widely and often, for both pleasure and information
write clearly, accurately and coherently, adapting their language and style in and for a
range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly
their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations,
demonstrating to others and participating in debate.
Spoken language
The national curriculum for English reflects the importance of spoken language in pupils
development across the whole curriculum cognitively, socially and linguistically. Spoken
language underpins the development of reading and writing. The quality and variety of
language that pupils hear and speak are vital for developing their vocabulary and grammar
and their understanding for reading and writing. Teachers should therefore ensure the
14
English
Reading
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
word reading
15
English
It is essential that, by the end of their primary education, all pupils are able to read fluently,
and with confidence, in any subject in their forthcoming secondary education.
Writing
The programmes of study for writing at key stages 1 and 2 are constructed similarly to
those for reading:
English
School curriculum
The programmes of study for English are set out year-by-year for key stage 1 and twoyearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of
development in word reading during these two years. Schools are, however, only required
to teach the relevant programme of study by the end of the key stage. Within each key
stage, schools therefore have the flexibility to introduce content earlier or later than set out
in the programme of study. In addition, schools can introduce key stage content during an
earlier key stage if appropriate. All schools are also required to set out their school
curriculum for English on a year-by-year basis and make this information available online.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets]
or the content indicated as being non-statutory.
17
English
English
19
English
20
English
respond speedily with the correct sound to graphemes (letters or groups of letters)
for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending sounds in unfamiliar words containing GPCs that have
been taught
read words containing taught GPCs and s, es, ing, ed, er and est endings
read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, Im, Ill, well], and understand that the
apostrophe represents the omitted letter(s)
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
re-read these books to build up their fluency and confidence in word reading.
21
English
Reading comprehension
Statutory requirements
Pupils should be taught to:
being encouraged to link what they read or hear read to their own experiences
becoming very familiar with key stories, fairy stories and traditional tales,
retelling them and considering their particular characteristics
understand both the books they can already read accurately and fluently and those
they listen to by:
checking that the text makes sense to them as they read and correcting
inaccurate reading
predicting what might happen on the basis of what has been read so far
participate in discussion about what is read to them, taking turns and listening to
what others say
22
English
Writing transcription
Statutory requirements
Spelling (see English Appendix 1)
Pupils should be taught to:
spell:
23
English
Statutory requirements
using the spelling rule for adding s or es as the plural marker for nouns and
the third person singular marker for verbs
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]
write from memory simple sentences dictated by the teacher that include words using
the GPCs and common exception words taught so far.
24
English
Statutory requirements
Handwriting
Pupils should be taught to:
begin to form lower-case letters in the correct direction, starting and finishing in the
right place
understand which letters belong to which handwriting families (i.e. letters that are
formed in similar ways) and to practise these.
Writing composition
Statutory requirements
Pupils should be taught to:
discuss what they have written with the teacher or other pupils
read aloud their writing clearly enough to be heard by their peers and the teacher.
25
English
develop their understanding of the concepts set out in English Appendix 2 by:
beginning to punctuate sentences using a capital letter and a full stop, question
mark or exclamation mark
using a capital letter for names of people, places, the days of the week, and the
personal pronoun I
26
English
English
continue to apply phonic knowledge and skills as the route to decode words until
automatic decoding has become embedded and reading is fluent
read accurately by blending the sounds in words that contain the graphemes taught
so far, especially recognising alternative sounds for graphemes
read accurately words of two or more syllables that contain the same graphemes as
above
read most words quickly and accurately, without overt sounding and blending, when
they have been frequently encountered
read aloud books closely matched to their improving phonic knowledge, sounding out
unfamiliar words accurately, automatically and without undue hesitation
re-read these books to build up their fluency and confidence in word reading.
English
Reading comprehension
Statutory requirements
Pupils should be taught to:
discussing the sequence of events in books and how items of information are
related
becoming increasingly familiar with and retelling a wider range of stories, fairy
stories and traditional tales
understand both the books that they can already read accurately and fluently and
those that they listen to by:
checking that the text makes sense to them as they read and correcting
inaccurate reading
predicting what might happen on the basis of what has been read so far
participate in discussion about books, poems and other works that are read to them and
those that they can read for themselves, taking turns and listening to what others say
explain and discuss their understanding of books, poems and other material, both
those that they listen to and those that they read for themselves.
29
English
Writing transcription
Statutory requirements
Spelling (see English Appendix 1)
Pupils should be taught to:
30
spell by:
learning 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
learning the possessive apostrophe (singular) [for example, the girls book]
add suffixes to spell longer words, including ment, ness, ful, less, ly
English
Statutory requirements
write from memory simple sentences dictated by the teacher that include words using
the GPCs, common exception words and punctuation taught so far.
Statutory requirements
Handwriting
Pupils should be taught to:
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
write capital letters and digits of the correct size, orientation and relationship to one
another and to lower case letters
use spacing between words that reflects the size of the letters.
31
English
Writing composition
Statutory requirements
Pupils should be taught to:
writing narratives about personal experiences and those of others (real and
fictional)
writing poetry
planning or saying out loud what they are going to write about
make simple additions, revisions and corrections to their own writing by:
re-reading to check that their writing makes sense and that verbs to indicate
time are used correctly and consistently, including verbs in the continuous form
read aloud what they have written with appropriate intonation to make the meaning
clear.
English
develop their understanding of the concepts set out in English Appendix 2 by:
learning 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)
expanded noun phrases to describe and specify [for example, the blue butterfly]
the present and past tenses correctly and consistently including the progressive
form
subordination (using when, if, that, or because) and co-ordination (using or,
and, or but)
33
English
English
of study in terms of listening to new books, hearing and learning new vocabulary and
grammatical structures, and discussing these.
Specific requirements for pupils to discuss what they are learning and to develop their
wider skills in spoken language form part of this programme of study. In years 3 and 4,
pupils should become more familiar with and confident in using language in a greater
variety of situations, for a variety of audiences and purposes, including through drama,
formal presentations and debate.
35
English
apply their growing knowledge of root words, prefixes and suffixes (etymology and
morphology) as listed in English Appendix 1, both to read aloud and to understand
the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling
and sound, and where these occur in the word.
Reading comprehension
Statutory requirements
Pupils should be taught to:
36
develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks
reading books that are structured in different ways and reading for a range of
purposes
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories,
myths and legends, and retelling some of these orally
English
Statutory requirements
preparing poems and play scripts to read aloud and to perform, showing
understanding through intonation, tone, volume and action
discussing words and phrases that capture the readers interest and
imagination
recognising some different forms of poetry [for example, free verse, narrative
poetry]
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and
explaining the meaning of words in context
identifying main ideas drawn from more than one paragraph and summarising
these
participate in discussion about both books that are read to them and those they can
read for themselves, taking turns and listening to what others say.
37
English
Writing transcription
Statutory requirements
Spelling (see English Appendix 1)
Pupils should be taught to:
use further prefixes and suffixes and understand how to add them (English
Appendix 1)
place the possessive apostrophe accurately in words with regular plurals [for
example, girls, boys] and in words with irregular plurals [for example, childrens]
use the first two or three letters of a word to check its spelling in a dictionary
write from memory simple sentences, dictated by the teacher, that include words and
punctuation taught so far.
38
English
Statutory requirements
Handwriting
Pupils should be taught to:
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
increase the legibility, consistency and quality of their handwriting [for example, by
ensuring that the downstrokes of letters are parallel and equidistant; that lines of
writing are spaced sufficiently so that the ascenders and descenders of letters do not
touch].
39
English
Writing composition
Statutory requirements
Pupils should be taught to:
discussing writing similar to that which they are planning to write in order to
understand and learn from its structure, vocabulary and grammar
assessing the effectiveness of their own and others writing and suggesting
improvements
read aloud their own writing, to a group or the whole class, using appropriate
intonation and controlling the tone and volume so that the meaning is clear.
40
English
develop their understanding of the concepts set out in English Appendix 2 by:
extending the range of sentences with more than one clause by using a wider
range of conjunctions, including when, if, because, although
using the present perfect form of verbs in contrast to the past tense
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid
repetition
41
English
English
Specific requirements for pupils to discuss what they are learning and to develop their
wider skills in spoken language form part of this programme of study. In years 5 and 6,
pupils confidence, enjoyment and mastery of language should be extended through public
speaking, performance and debate.
43
English
apply their growing knowledge of root words, prefixes and suffixes (morphology and
etymology), as listed in English Appendix 1, both to read aloud and to understand the
meaning of new words that they meet.
Reading comprehension
Statutory requirements
Pupils should be taught to:
44
maintain positive attitudes to reading and understanding of what they read by:
reading books that are structured in different ways and reading for a range of
purposes
increasing their 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
English
Statutory requirements
recommending books that they have read to their peers, giving reasons for their
choices
identifying and discussing themes and conventions in and across a wide range
of writing
checking that the book makes sense to them, discussing their understanding
and exploring the meaning of words in context
summarising the main ideas drawn from more than one paragraph, identifying
key details that support the main ideas
discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader
participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others ideas and challenging views
courteously
explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes
where necessary
45
English
46
English
Writing transcription
Statutory requirements
Spelling (see English Appendix 1)
Pupils should be taught to:
use further prefixes and suffixes and understand the guidance for adding them
spell some words with silent letters [for example, knight, psalm, solemn]
continue to distinguish between homophones and other words which are often
confused
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
use the first three or four letters of a word to check spelling, meaning or both of these
in a dictionary
use a thesaurus.
Statutory requirements
Writing handwriting and presentation
Pupils should be taught to:
choosing which shape of a letter to use when given choices and deciding
whether or not to join specific letters
47
English
Writing composition
Statutory requirements
Pupils should be taught to:
48
identifying the audience for and purpose of the writing, selecting the appropriate
form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where
necessary
using a wide range of devices to build cohesion within and across paragraphs
ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural,
distinguishing between the language of speech and writing and choosing the
appropriate register
English
Statutory requirements
develop their understanding of the concepts set out in English Appendix 2 by:
recognising vocabulary and structures that are appropriate for formal speech
and writing, including subjunctive forms
using the perfect form of verbs to mark relationships of time and cause
using relative clauses beginning with who, which, where, when, whose, that or
with an implied (i.e. omitted) relative pronoun
English
50
English
all letters of the alphabet and the sounds which they most commonly represent
consonant digraphs which have been taught and the sounds which they represent
vowel digraphs which have been taught and the sounds which they represent
the process of segmenting spoken words into sounds before choosing graphemes to
represent the sounds
Statutory
requirements
Example words
(non-statutory)
51
English
Statutory
requirements
-tch
Adding s and es to
words (plural of
nouns and the third
person singular of
verbs)
hunting, hunted,
hunter, buzzing,
buzzed, buzzer,
jumping, jumped,
jumper
52
Example words
(non-statutory)
grander, grandest,
fresher, freshest,
quicker, quickest
English
Example words
(non-statutory)
ai, oi
ay, oy
ae
ee
ie
oe
ue
ar
ee
ea (/i:/)
ea (//)
er (/:/)
er (//)
ir
ur
53
English
Vowel
digraphs and
trigraphs
Example words
(non-statutory)
oo (/u:/)
oo (//)
oa
oe
ou
ow (/a/)
ow (//)
ue
ew
ie (/a/)
ie (/i:/)
igh
or
ore
aw
au
air
ear
ear (//)
are (//)
54
English
Statutory
requirements
Words ending y
(/i:/ or //)
New consonant
spellings ph and
wh
Compound
words
Common
exception words
55
English
Example words
(non-statutory)
56
English
Statutory
requirements
Example words
(non-statutory)
Words ending il
Adding es to nouns
and verbs ending in
y
copied, copier,
happier, happiest,
cried, replied
patting, patted,
humming, hummed,
dropping, dropped,
sadder, saddest,
fatter, fattest, runner,
runny
all, ball, call, walk, talk,
always
other, mother, brother,
nothing, Monday
57
English
Statutory
requirements
Example words
(non-statutory)
enjoyment, sadness,
careful, playful,
hopeless, plainness
(plain + ness), badly
Exceptions:
(1) argument
Contractions
merriment, happiness,
plentiful, penniless,
happily
58
English
Statutory
requirements
Example words
(non-statutory)
Homophones and
near-homophones
there/their/theyre,
here/hear, quite/quiet,
see/sea, bare/bear,
one/won, sun/son,
to/too/two, be/bee,
blue/blew, night/knight
Common exception
words
59
English
Example words
(non-statutory)
Adding suffixes
beginning with vowel
letters to words of
more than one
syllable
forgetting, forgotten,
beginning, beginner,
prefer, preferred
gardening, gardener,
limiting, limited,
limitation
More prefixes
dis: disappoint,
disagree, disobey
mis: misbehave,
mislead, misspell (mis
+ spell)
60
English
Statutory
requirements
Example words
(non-statutory)
illegal, illegible
immature, immortal,
impossible, impatient,
imperfect
sub: subdivide,
subheading,
submarine, submerge
inter: interact,
intercity, international,
interrelated (inter +
related)
super: supermarket,
superman, superstar
auto: autobiography,
autograph
information, adoration,
sensation,
preparation,
admiration
The suffix ly
sadly, completely,
usually (usual + ly),
finally (final + ly),
The suffix ly starts with a consonant comically (comical
+ ly)
letter, so it is added straight on to
most root words.
61
English
Statutory
requirements
Example words
(non-statutory)
Exceptions:
(1) If the root word ends in y with a
consonant letter before it, the y is
changed to i, but only if the root word
has more than one syllable.
happily, angrily
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
62
serious, obvious,
curious
hideous, spontaneous,
courteous
English
Statutory
requirements
Example words
(non-statutory)
invention, injection,
action, hesitation,
completion
expression, discussion,
confession,
permission, admission
expansion, extension,
comprehension,
tension
musician, electrician,
magician, politician,
mathematician
scheme, chorus,
chemist, echo,
character
league, tongue,
antique, unique
science, scene,
discipline, fascinate,
crescent
vein, weigh, eight,
neighbour, they, obey
63
English
Statutory
requirements
Example words
(non-statutory)
Possessive
apostrophe with
plural words
Homophones and
near-homophones
64
English
early
knowledge
purpose
actual(ly)
earth
learn
quarter
address
eight/eighth
length
question
answer
enough
library
recent
appear
exercise
material
regular
arrive
experience
medicine
reign
believe
experiment
mention
remember
bicycle
extreme
minute
sentence
breath
famous
natural
separate
breathe
favourite
naughty
special
build
February
notice
straight
busy/business
forward(s)
occasion(ally)
strange
calendar
fruit
often
strength
caught
grammar
opposite
suppose
centre
group
ordinary
surprise
century
guard
particular
therefore
certain
guide
peculiar
though/although
circle
heard
perhaps
thought
complete
heart
popular
through
consider
height
position
various
continue
history
possess(ion)
weight
decide
imagine
possible
woman/women
describe
increase
potatoes
different
important
pressure
difficult
interest
probably
disappear
island
promise
65
English
bicycle is cycle (from the Greek for wheel) with bi (meaning two) before it.
66
English
Example words
(non-statutory)
Endings which
sound like /s/
spelt cious or
tious
vicious, precious,
conscious, delicious,
malicious, suspicious
Endings which
sound like /l/
ambitious, cautious,
fictitious, infectious,
nutritious
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
67
English
Statutory
requirements
Example words
(non-statutory)
Words ending
in able and
ible
adorable/adorably
(adoration),
Words ending
in ably and
ibly
Adding suffixes
beginning with
vowel letters to
words ending
in fer
Use of the
hyphen
68
changeable, noticeable,
forcible, legible
dependable, comfortable,
understandable,
reasonable, enjoyable,
reliable
possible/possibly,
horrible/horribly,
terrible/terribly,
visible/visibly,
incredible/incredibly,
sensible/sensibly
reference, referee,
preference, transference
co-ordinate, re-enter,
co-operate, co-own
English
Statutory
requirements
Example words
(non-statutory)
Words with
silent letters
(i.e. letters
whose
presence
cannot be
predicted from
the
pronunciation
of the word)
69
English
Statutory
requirements
Example words
(non-statutory)
Homophones
and other
words that are
often confused
advice/advise
More examples:
farther: further
father: a male parent
device/devise
licence/license
practice/practise
prophecy/prophesy
English
Statutory
requirements
Example words
(non-statutory)
Homophones
and other
words that are
often confused
(continued)
71
English
individual
relevant
accompany
curiosity
interfere
restaurant
according
definite
interrupt
rhyme
achieve
desperate
language
rhythm
aggressive
determined
leisure
sacrifice
amateur
develop
lightning
secretary
ancient
dictionary
marvellous
shoulder
apparent
disastrous
mischievous
signature
appreciate
embarrass
muscle
sincere(ly)
attached
environment
necessary
soldier
available
neighbour
stomach
average
especially
nuisance
sufficient
awkward
exaggerate
occupy
suggest
bargain
excellent
occur
symbol
bruise
existence
opportunity
system
category
explanation
parliament
temperature
cemetery
familiar
persuade
thorough
committee
foreign
physical
twelfth
communicate
forty
prejudice
variety
community
frequently
privilege
vegetable
competition
government
profession
vehicle
conscience*
guarantee
programme
yacht
conscious*
harass
pronunciation
controversy
hindrance
queue
convenience
identity
recognise
correspond
immediate(ly)
recommend
72
English
Conscience and conscious are related to science: conscience is simply science with
the prefix con- added. These words come from the Latin word scio meaning I know.
Familiar is related to family, so the // sound in the first syllable of familiar is spelt
as a.
73
English
Vowels
/b/
bad
//
father, arm
/d/
dog
//
hot
//
this
//
cat
/d/
gem, jug
/a/
/f/
/a/
out, cow
//
gum
//
hen, head
/h/
how
/e/
/j/
yes
//
air
/k/
//
/l/
leg, hill
//
hit
/m/
man
//
beer
/n/
man
/i/
//
sing
//
//
both
//
coin, boy
/p/
pet
//
book
/r/
red
//
tour
/s/
/u/
//
she, chef
//
cup
/t/
tea
//
/t/
check
//
farmer
/v/
vet
/w/
wet, when
/z/
//
pleasure
74
This chart is adapted slightly from the version provided on the DfEs website to support the Year 1 phonics
screening check.
English
75
English
Sentence
Text
Punctuation
Terminology
for pupils
Sentence
76
English
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 girls name]
Terminology
for pupils
Sentence
Text
Punctuation
77
English
preposition, conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel, vowel letter
inverted commas (or speech marks)
Sentence
Text
Punctuation
Terminology
for pupils
determiner
pronoun, possessive pronoun
adverbial
78
English
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
Punctuation
Terminology
for pupils
Sentence
79
English
Punctuation
Use of the semi-colon, colon and dash to mark the boundary between
independent clauses [for example, Its raining; Im 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
80
English
Key stage 3
Subject content
Reading
Pupils should be taught to:
develop an appreciation and love of reading, and read increasingly challenging material
independently through:
reading a wide range of fiction and non-fiction, including in particular whole books,
short stories, poems and plays with a wide coverage of genres, historical periods,
forms and authors. The range will include high-quality works from:
English literature, both pre-1914 and contemporary, including prose, poetry
and drama
Shakespeare (two plays)
seminal world literature
choosing and reading books independently for challenge, interest and enjoyment.
re-reading books encountered earlier to increase familiarity with them and provide
a basis for making comparisons.
knowing the purpose, audience for and context of the writing and drawing on this
knowledge to support comprehension
checking their understanding to make sure that what they have read makes
sense.
studying a range of authors, including at least two authors in depth each year.
81
English
Writing
Pupils should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:
drawing on knowledge of literary and rhetorical devices from their reading and
listening to enhance the impact of their writing
considering how their writing reflects the audiences and purposes for which it was
intended
amending the vocabulary, grammar and structure of their writing to improve its
coherence and overall effectiveness
82
extending and applying the grammatical knowledge set out in English Appendix 2
to the key stage 1 and 2 programmes of study to analyse more challenging texts
studying the effectiveness and impact of the grammatical features of the texts
they read
drawing on new vocabulary and grammatical constructions from their reading and
listening, and using these consciously in their writing and speech to achieve
particular effects
English
discussing reading, writing and spoken language with precise and confident use
of linguistic and literary terminology. 7
Spoken English
Pupils should be taught to:
giving short speeches and presentations, expressing their own ideas and keeping
to the point
Teachers should refer to the Glossary that accompanies the programmes of study for English for their own
information on the range of terms used within the programmes of study as a whole.
83
English
Terms in definitions
As in any tightly structured area of knowledge, grammar, vocabulary and spelling involve a
network of technical concepts that help to define each other. Consequently, the definition
of one concept builds on other concepts that are equally technical. Concepts that are
defined elsewhere in the glossary are hyperlinked. For some concepts, the technical
definition may be slightly different from the meaning that some teachers may have learnt at
school or may have been using with their own pupils; in these cases, the more familiar
meaning is also discussed.
Term
Guidance
Example
active voice
adjective
84
English
Term
Guidance
Example
adverbial
antonym
hot cold
light dark
light heavy
apostrophe
85
English
Term
Guidance
Example
marking possessives
(e.g. Hannahs mother).
article
auxiliary verb
clause
cohesion
cohesive device
86
English
Term
Guidance
Example
complement
compound,
compounding
blackbird, blow-dry, bookshop, icecream, English teacher, inkjet, oneeyed, bone-dry, baby-sit,
daydream, outgrow
conjunction
87
English
Term
Guidance
Example
consonant
continuous
See progressive
co-ordinate,
co-ordination
determiner
digraph
88
English
Term
ellipsis
etymology
finite verb
Guidance
Example
split digraph.
fronting, fronted
future
English
Term
Guidance
Example
GPC
See grapheme-phoneme
correspondences.
grapheme
graphemephoneme
correspondences
head
See phrase.
homonym
hear, here
I want to walk.
homophone
infinitive
some, sum
I will be quiet.
inflection
90
after to
English
Term
Guidance
Example
main clause
We all laughed.
modal verb
modify, modifier
morphology
91
English
Term
Guidance
Example
of mouse to mice.
morphological make-up:
unhelpful + ness
noun phrase
object
English
Term
Guidance
Example
participle
passive
Not passive:
Contrast active.
A verb is not passive just because it
has a passive meaning: it must be
the passive version of an active verb.
past tense
93
English
Term
perfect
Guidance
Example
past]
English
Term
Guidance
Example
plural
possessive
a noun followed by an
apostrophe, with or without s
a possessive pronoun.
overtake, disappear
Contrast suffix.
preposition
95
English
Term
Guidance
Example
preposition
phrase
He was in bed.
present tense
progressive
pronoun
Received
Pronunciation
96
English
Term
Guidance
Example
relative clause
97
English
Term
Guidance
Example
/l/ [along]
/bt/ [butter]
/dkt/ [doctor]
split digraph
See digraph.
Standard English
98
English
Term
stress
subject
Guidance
Example
A syllable is stressed if it is
pronounced more forcefully than the
syllables next to it. The other
syllables are unstressed.
about
visit
That is uncertain.
The children will study the animals.
Will the children study the animals?
subordinate,
subordination
99
English
Term
Guidance
Example
suffix
call called
Contrast prefix.
syllable
synonym
tense
100
talk speak
old elderly
English
Term
Guidance
Example
transitive verb
He loves Juliet.
trigraph
unstressed
See stressed.
verb
vowel
English
Term
Guidance
Example
word
word family
102
teach teacher
extend extent extensive
grammar grammatical
grammarian
Mathematics
Mathematics
Purpose of study
Mathematics is a creative and highly inter-connected discipline that has been developed
over centuries, providing the solution to some of historys most intriguing problems. It is
essential to everyday life, critical to science, technology and engineering, and necessary
for financial literacy and most forms of employment. A high-quality mathematics education
therefore provides a foundation for understanding the world, the ability to reason
mathematically, an appreciation of the beauty and power of mathematics, and a sense of
enjoyment and curiosity about the subject.
Aims
The national curriculum for mathematics aims to ensure that all pupils:
can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into
a series of simpler steps and persevering in seeking solutions.
103
Mathematics
Spoken language
The national curriculum for mathematics reflects the importance of spoken language in
pupils development across the whole curriculum cognitively, socially and linguistically.
The quality and variety of language that pupils hear and speak are key factors in
developing their mathematical vocabulary and presenting a mathematical justification,
argument or proof. They must be assisted in making their thinking clear to themselves as
well as others and teachers should ensure that pupils build secure foundations by using
discussion to probe and remedy their misconceptions.
School curriculum
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2.
Schools are, however, only required to teach the relevant programme of study by the end
of the key stage. Within each key stage, schools therefore have the flexibility to introduce
content earlier or later than set out in the programme of study. In addition, schools can
introduce key stage content during an earlier key stage, if appropriate. All schools are also
required to set out their school curriculum for mathematics on a year-by-year basis and
make this information available online.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets]
or the content indicated as being non-statutory.
104
Mathematics
105
Mathematics
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
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
106
Mathematics
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.
107
Mathematics
Number fractions
Statutory requirements
Pupils should be taught to:
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.
108
Mathematics
Measurement
Statutory requirements
Pupils should be taught to:
capacity and volume [for example, full/empty, more than, less than, half,
half full, quarter]
mass/weight
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.
109
Mathematics
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
describe position, direction and movement, including whole, half, quarter and threequarter turns.
110
Mathematics
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)
compare and order numbers from 0 up to 100; use <, > and = signs
111
Mathematics
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:
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.
112
Mathematics
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
Statutory requirements
Pupils should be taught to:
1 1 2
3, 4, 4
and
3
4
objects or quantity
1
2
2
4
1
.
2
113
Mathematics
3
4
as the
1
2
and
equivalence on the number line (for example, 1 41 , 1 24 (or 1 21 ), 1 34 , 2). This reinforces
the concept of fractions as numbers and that they can add up to more than one.
Measurement
Statutory requirements
Pupils should be taught to:
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
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.
114
Mathematics
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.
115
Mathematics
Statistics
Statutory requirements
Pupils should be taught to:
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.
116
Mathematics
117
Mathematics
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)
118
Mathematics
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.
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
119
Mathematics
Number fractions
Statutory requirements
Pupils should be taught to:
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 nonunit 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
add and subtract fractions with the same denominator within one whole [for example,
5
7
1
7
6
7
compare and order unit fractions, and fractions with the same denominators
120
Mathematics
Measurement
Statutory requirements
Pupils should be taught to:
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
oclock, 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].
121
Mathematics
draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D
shapes in different orientations and describe them
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.
122
Mathematics
Statistics
Statutory requirements
Pupils should be taught to:
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.
123
Mathematics
recognise the place value of each digit in a four-digit number (thousands, hundreds,
tens, and ones)
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.
124
Mathematics
add and subtract numbers with up to 4 digits using the formal written methods of
columnar addition and subtraction where appropriate
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
multiply two-digit and three-digit numbers by a one-digit number using formal written
layout
solve problems involving multiplying and adding, including using the distributive law
to multiply two digit numbers by one digit, integer scaling problems and harder
correspondence problems such as n objects are connected to m objects.
125
Mathematics
count up and down in hundredths; recognise that hundredths arise when dividing an
object by one hundred and dividing tenths by ten
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.
126
1 1 3
, ,
4 2 4
Mathematics
2
8
6
9
2
3
or
1
4
).
Pupils continue to practise adding and subtracting fractions with the same denominator,
to become fluent through a variety of increasingly complex problems beyond one whole.
Pupils are taught throughout that decimals and fractions are different ways of expressing
numbers and proportions.
Pupils understanding of the number system and decimal place value is extended at this
stage to tenths and then hundredths. This includes relating the decimal notation to
division of whole number by 10 and later 100.
They practise counting using simple fractions and decimals, both forwards and
backwards.
Pupils learn decimal notation and the language associated with it, including in the
context of measurements. They make comparisons and order decimal amounts and
quantities that are expressed to the same number of decimal places. They should be
able to represent numbers with one or two decimal places in several ways, such as on
number lines.
Measurement
Statutory requirements
Pupils should be taught to:
Convert between different units of measure [for example, kilometre to metre; hour to
minute]
estimate, compare and calculate different measures, including money in pounds and
pence
127
Mathematics
Statutory requirements
read, write and convert time between analogue and digital 12- and 24-hour clocks
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
128
Mathematics
Statistics
Statutory requirements
Pupils should be taught to:
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.
129
Mathematics
130
Mathematics
read, write, order and compare numbers to at least 1 000 000 and determine the
value of each digit
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.
1
2 ).
131
Mathematics
add and subtract whole numbers with more than 4 digits, including using formal
written methods (columnar addition and subtraction)
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 (nonprime) numbers
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
132
Mathematics
Statutory requirements
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
133
Mathematics
compare and order fractions whose denominators are all multiples of the same
number
identify, name and write equivalent fractions of a given fraction, represented visually,
including tenths and hundredths
recognise mixed numbers and improper fractions and convert from one form to the
other and write mathematical statements > 1 as a mixed number [for example,
=
6
5
2
5
4
5
= 1 51 ]
add and subtract fractions with the same denominator and denominators that are
multiples of the same number
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
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
4
5
71
100
1 1
, ,
2 4
134
Mathematics
1
100
, 50% is
50
100
, 25% is
25
100
) and
135
Mathematics
Measurement
Statutory requirements
Pupils should be taught to:
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
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]
use all four operations to solve problems involving measure [for example, length,
mass, volume, money] using decimal notation, including scaling.
136
Mathematics
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
identify:
1
2
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.
137
Mathematics
Statistics
Statutory requirements
Pupils should be taught to:
solve comparison, sum and difference problems using information presented in a line
graph
138
Mathematics
read, write, order and compare numbers up to 10 000 000 and determine the value
of each digit
solve number and practical problems that involve all of the above.
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
use their knowledge of the order of operations to carry out calculations involving the
four operations
Mathematics
Statutory requirements
use common factors to simplify fractions; use common multiples to express fractions
in the same denomination
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,
1
4
1
2
1
]
8
1
3
associate a fraction with division and calculate decimal fraction equivalents [for
example, 0.375] for a simple fraction [for example,
140
3
8
2=
1
]
6
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
Mathematics
Statutory requirements
use written division methods in cases where the answer has up to two decimal
places
recall and use equivalences between simple fractions, decimals and percentages,
including in different contexts.
1
2
1
8
5
8
1
4
They practise calculations with simple fractions and decimal fraction equivalents to aid
fluency, including listing equivalent fractions to identify fractions with common
denominators.
Pupils can explore and make conjectures about converting a simple fraction to a decimal
fraction (for example, 3 8 = 0.375). For simple fractions with recurring decimal
equivalents, pupils learn about rounding the decimal to three decimal places, or other
appropriate approximations depending on the context. Pupils multiply and divide
numbers with up to two decimal places by one-digit and two-digit whole numbers. Pupils
multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 2 =
0.8, and in practical contexts, such as measures and money.
Pupils are introduced to the division of decimal numbers by one-digit whole number,
initially, in practical contexts involving measures and money. They recognise division
calculations as the inverse of multiplication.
Pupils also develop their skills of rounding and estimating as a means of predicting and
checking the order of magnitude of their answers to decimal calculations. This includes
rounding answers to a specified degree of accuracy and checking the reasonableness of
their answers.
141
Mathematics
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 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
Statutory requirements
Pupils should be taught to:
142
Mathematics
number puzzles (for example, what two numbers can add up to).
Measurement
Statutory requirements
Pupils should be taught to:
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
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, 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].
143
Mathematics
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.
144
Mathematics
draw and translate simple shapes on the coordinate plane, and reflect them in the
axes.
Statistics
Statutory requirements
Pupils should be taught to:
interpret and construct pie charts and line graphs and use these to solve problems
145
Mathematics
Short multiplication
146
Mathematics
Long multiplication
Short division
Long division
147
Mathematics
Key stage 3
Introduction
Mathematics is an interconnected subject in which pupils need to be able to move fluently
between representations of mathematical ideas. The programme of study for key stage 3
is organised into apparently distinct domains, but pupils should build on key stage 2 and
connections across mathematical ideas to develop fluency, mathematical reasoning and
competence in solving increasingly sophisticated problems. They should also apply their
mathematical knowledge in science, geography, computing and other subjects.
Decisions about progression should be based on the security of pupils understanding and
their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be
challenged through being offered rich and sophisticated problems before any acceleration
through new content in preparation for key stage 4. Those who are not sufficiently fluent
should consolidate their understanding, including through additional practice, before
moving on.
Working mathematically
Through the mathematics content, pupils should be taught to:
Develop fluency
consolidate their numerical and mathematical capability from key stage 2 and extend
their understanding of the number system and place value to include decimals,
fractions, powers and roots
develop algebraic and graphical fluency, including understanding linear and simple
quadratic functions
use language and properties precisely to analyse numbers, algebraic expressions, 2-D
and 3-D shapes, probability and statistics.
148
Mathematics
Reason mathematically
extend their understanding of the number system; make connections between number
relationships, and their algebraic and graphical representations
extend and formalise their knowledge of ratio and proportion in working with measures
and geometry, and in formulating proportional relations algebraically
identify variables and express relations between variables algebraically and graphically
make and test conjectures about patterns and relationships; look for proofs or counterexamples
explore what can and cannot be inferred in statistical and probabilistic settings, and
begin to express their arguments formally.
Solve problems
develop their mathematical knowledge, in part through solving problems and evaluating
the outcomes, including multi-step problems
develop their use of formal mathematical knowledge to interpret and solve problems,
including in financial mathematics
begin to model situations mathematically and express the results using a range of
formal mathematical representations
select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems.
149
Mathematics
Subject content
Number
Pupils should be taught to:
understand and use place value for decimals, measures and integers of any size
order positive and negative integers, decimals and fractions; use the number line as a
model for ordering of the real numbers; use the symbols =, , <, >, ,
use the concepts and vocabulary of prime numbers, factors (or divisors), multiples,
common factors, common multiples, highest common factor, lowest common multiple,
prime factorisation, including using product notation and the unique factorisation
property
use the four operations, including formal written methods, applied to integers, decimals,
proper and improper fractions, and mixed numbers, all both positive and negative
use conventional notation for the priority of operations, including brackets, powers,
roots and reciprocals
use integer powers and associated real roots (square, cube and higher), recognise
powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their
decimal approximations
interpret and compare numbers in standard form A x 10n 1A<10, where n is a positive
or negative integer or zero
work interchangeably with terminating decimals and their corresponding fractions (such
as 3.5 and
7
2
or 0.375 and 8 )
use standard units of mass, length, time, money and other measures, including with
decimal quantities
use a calculator and other technologies to calculate results accurately and then
interpret them appropriately
appreciate the infinite nature of the sets of integers, real and rational numbers.
150
Mathematics
Algebra
Pupils should be taught to:
ab in place of a b
3y in place of y + y + y and 3 y
a
b
brackets
in place of a b
substitute numerical values into formulae and expressions, including scientific formulae
use algebraic methods to solve linear equations in one variable (including all forms that
require rearrangement)
recognise, sketch and produce graphs of linear and quadratic functions of one variable
with appropriate scaling, using equations in x and y and the Cartesian plane
use linear and quadratic graphs to estimate values of y for given values of x and vice
versa and to find approximate solutions of simultaneous linear equations
Mathematics
change freely between related standard units [for example time, length, area,
volume/capacity, mass]
express one quantity as a fraction of another, where the fraction is less than 1 and
greater than 1
divide a given quantity into two parts in a given part:part or part:whole ratio; express
the division of a quantity into two parts as a ratio
relate the language of ratios and the associated calculations to the arithmetic of
fractions and to linear functions
solve problems involving direct and inverse proportion, including graphical and
algebraic representations
use compound units such as speed, unit pricing and density to solve problems.
derive and apply formulae to calculate and solve problems involving: perimeter and
area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and
other prisms (including cylinders)
calculate and solve problems involving: perimeters of 2-D shapes (including circles),
areas of circles and composite shapes
draw and measure line segments and angles in geometric figures, including
interpreting scale drawings
derive and use the standard ruler and compass constructions (perpendicular bisector of
a line segment, constructing a perpendicular to a given line from/at a given point,
bisecting a given angle); recognise and use the perpendicular distance from a point to
a line as the shortest distance to the line
describe, sketch and draw using conventional terms and notations: points, lines,
parallel lines, perpendicular lines, right angles, regular polygons, and other polygons
that are reflectively and rotationally symmetric
152
Mathematics
use the standard conventions for labelling the sides and angles of triangle ABC, and
know and use the criteria for congruence of triangles
derive and illustrate properties of triangles, quadrilaterals, circles, and other plane
figures [for example, equal lengths and angles] using appropriate language and
technologies
identify properties of, and describe the results of, translations, rotations and reflections
applied to given figures
apply the properties of angles at a point, angles at a point on a straight line, vertically
opposite angles
understand and use the relationship between parallel lines and alternate and
corresponding angles
derive and use the sum of angles in a triangle and use it to deduce the angle sum in
any polygon, and to derive properties of regular polygons
use Pythagoras Theorem and trigonometric ratios in similar triangles to solve problems
involving right-angled triangles
use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms,
cylinders, pyramids, cones and spheres to solve problems in 3-D
Probability
Pupils should be taught to:
enumerate sets and unions/intersections of sets systematically, using tables, grids and
Venn diagrams
generate theoretical sample spaces for single and combined events with equally likely,
mutually exclusive outcomes and use these to calculate theoretical probabilities.
153
Mathematics
Statistics
Pupils should be taught to:
construct and interpret appropriate tables, charts, and diagrams, including frequency
tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or
bar) charts for ungrouped and grouped numerical data
154
Science
Science
Purpose of study
A high-quality science education provides the foundations for understanding the world
through the specific disciplines of biology, chemistry and physics. Science has changed
our lives and is vital to the worlds future prosperity, and all pupils should be taught
essential aspects of the knowledge, methods, processes and uses of science. Through
building up a body of key foundational knowledge and concepts, pupils should be
encouraged to recognise the power of rational explanation and develop a sense of
excitement and curiosity about natural phenomena. They should be encouraged to
understand how science can be used to explain what is occurring, predict how things will
behave, and analyse causes.
Aims
The national curriculum for science aims to ensure that all pupils:
are equipped with the scientific knowledge required to understand the uses and
implications of science, today and for the future.
Science
school curriculum: teachers will wish to use different contexts to maximise their pupils
engagement with and motivation to study science.
Spoken language
The national curriculum for science reflects the importance of spoken language in pupils
development across the whole curriculum cognitively, socially and linguistically. The
quality and variety of language that pupils hear and speak are key factors in developing
their scientific vocabulary and articulating scientific concepts clearly and precisely. They
must be assisted in making their thinking clear, both to themselves and others, and
teachers should ensure that pupils build secure foundations by using discussion to probe
and remedy their misconceptions.
School curriculum
The programmes of study for science are set out year-by-year for key stages 1 and 2.
Schools are, however, only required to teach the relevant programme of study by the end
of the key stage. Within each key stage, schools therefore have the flexibility to introduce
content earlier or later than set out in the programme of study. In addition, schools can
introduce key stage content during an earlier key stage if appropriate. All schools are also
required to set out their school curriculum for science on a year-by-year basis and make
this information available online.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the content indicated as being nonstatutory.
156
Science
Key stage 1
The principal focus of science teaching in key stage 1 is to enable pupils to experience
and observe phenomena, looking more closely at the natural and humanly-constructed
world around them. They should be encouraged to be curious and ask questions about
what they notice. They should be helped to develop their understanding of scientific ideas
by using different types of scientific enquiry to answer their own questions, including
observing changes over a period of time, noticing patterns, grouping and classifying
things, carrying out simple comparative tests, and finding things out using secondary
sources of information. They should begin to use simple scientific language to talk about
what they have found out and communicate their ideas to a range of audiences in a variety
of ways. Most of the learning about science should be done through the use of first-hand
practical experiences, but there should also be some use of appropriate secondary
sources, such as books, photographs and videos.
Working scientifically is described separately in the programme of study, but must always
be taught through and clearly related to the teaching of substantive science content in the
programme of study. Throughout the notes and guidance, examples show how scientific
methods and skills might be linked to specific elements of the content.
Pupils should read and spell scientific vocabulary at a level consistent with their increasing
word reading and spelling knowledge at key stage 1.
157
Science
asking simple questions and recognising that they can be answered in different ways
158
Science
identify and name a variety of common wild and garden plants, including deciduous
and evergreen trees
identify and describe the basic structure of a variety of common flowering plants,
including trees.
identify and name a variety of common animals including fish, amphibians, reptiles,
birds and mammals
identify and name a variety of common animals that are carnivores, herbivores and
omnivores
159
Science
Statutory requirements
identify, name, draw and label the basic parts of the human body and say which part
of the body is associated with each sense.
Everyday materials
Statutory requirements
Pupils should be taught to:
identify and name a variety of everyday materials, including wood, plastic, glass,
metal, water, and rock
compare and group together a variety of everyday materials on the basis of their
simple physical properties.
160
Science
Seasonal changes
Statutory requirements
Pupils should be taught to:
observe and describe weather associated with the seasons and how day length
varies.
161
Science
explore and compare the differences between things that are living, dead, and things
that have never been alive
identify that most living things live in habitats to which they are suited and describe
how different habitats provide for the basic needs of different kinds of animals and
plants, and how they depend on each other
identify and name a variety of plants and animals in their habitats, including microhabitats
describe how animals obtain their food from plants and other animals, using the idea
of a simple food chain, and identify and name different sources of food.
162
Science
Plants
Statutory requirements
Pupils should be taught to:
observe and describe how seeds and bulbs grow into mature plants
find out and describe how plants need water, light and a suitable temperature to grow
and stay healthy.
notice that animals, including humans, have offspring which grow into adults
find out about and describe the basic needs of animals, including humans, for
survival (water, food and air)
describe the importance for humans of exercise, eating the right amounts of different
types of food, and hygiene.
Science
find out how the shapes of solid objects made from some materials can be changed
by squashing, bending, twisting and stretching.
164
Science
165
Science
asking relevant questions and using different types of scientific enquiries to answer
them
making systematic and careful observations and, where appropriate, taking accurate
measurements using standard units, using a range of equipment, including
thermometers and data loggers
reporting on findings from enquiries, including oral and written explanations, displays
or presentations of results and conclusions
using results to draw simple conclusions, make predictions for new values, suggest
improvements and raise further questions
Science
167
Science
identify and describe the functions of different parts of flowering plants: roots,
stem/trunk, leaves and flowers
explore the requirements of plants for life and growth (air, light, water, nutrients from
soil, and room to grow) and how they vary from plant to plant
explore the part that flowers play in the life cycle of flowering plants, including
pollination, seed formation and seed dispersal.
168
Science
identify that animals, including humans, need the right types and amount of nutrition,
and that they cannot make their own food; they get nutrition from what they eat
identify that humans and some other animals have skeletons and muscles for
support, protection and movement.
Rocks
Statutory requirements
Pupils should be taught to:
compare and group together different kinds of rocks on the basis of their appearance
and simple physical properties
describe in simple terms how fossils are formed when things that have lived are
trapped within rock
recognise that soils are made from rocks and organic matter.
169
Science
Light
Statutory requirements
Pupils should be taught to:
recognise that they need light in order to see things and that dark is the absence of
light
recognise that light from the sun can be dangerous and that there are ways to protect
their eyes
recognise that shadows are formed when the light from a light source is blocked by a
solid object
170
Science
notice that some forces need contact between two objects, but magnetic forces can
act at a distance
observe how magnets attract or repel each other and attract some materials and not
others
compare and group together a variety of everyday materials on the basis of whether
they are attracted to a magnet, and identify some magnetic materials
predict whether two magnets will attract or repel each other, depending on which
poles are facing.
171
Science
explore and use classification keys to help group, identify and name a variety of living
things in their local and wider environment
recognise that environments can change and that this can sometimes pose dangers
to living things.
172
Science
describe the simple functions of the basic parts of the digestive system in humans
identify the different types of teeth in humans and their simple functions
construct and interpret a variety of food chains, identifying producers, predators and
prey.
States of matter
Statutory requirements
Pupils should be taught to:
compare and group materials together, according to whether they are solids, liquids
or gases
observe that some materials change state when they are heated or cooled, and
measure or research the temperature at which this happens in degrees Celsius (C)
identify the part played by evaporation and condensation in the water cycle and
associate the rate of evaporation with temperature.
173
Science
Sound
Statutory requirements
Pupils should be taught to:
identify how sounds are made, associating some of them with something vibrating
recognise that vibrations from sounds travel through a medium to the ear
find patterns between the pitch of a sound and features of the object that produced it
find patterns between the volume of a sound and the strength of the vibrations that
produced it
recognise that sounds get fainter as the distance from the sound source increases.
174
Science
Electricity
Statutory requirements
Pupils should be taught to:
construct a simple series electrical circuit, identifying and naming its basic parts,
including cells, wires, bulbs, switches and buzzers
identify whether or not a lamp will light in a simple series circuit, based on whether or
not the lamp is part of a complete loop with a battery
recognise that a switch opens and closes a circuit and associate this with whether or
not a lamp lights in a simple series circuit
recognise some common conductors and insulators, and associate metals with being
good conductors.
175
Science
176
Science
recording data and results of increasing complexity using scientific diagrams and
labels, classification keys, tables, scatter graphs, bar and line graphs
using test results to make predictions to set up further comparative and fair tests
identifying scientific evidence that has been used to support or refute ideas or
arguments.
Science
178
Science
describe the differences in the life cycles of a mammal, an amphibian, an insect and
a bird
179
Science
compare and group together everyday materials on the basis of their properties,
including their hardness, solubility, transparency, conductivity (electrical and
thermal), and response to magnets
know that some materials will dissolve in liquid to form a solution, and describe how
to recover a substance from a solution
use knowledge of solids, liquids and gases to decide how mixtures might be
separated, including through filtering, sieving and evaporating
give reasons, based on evidence from comparative and fair tests, for the particular
uses of everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state are reversible changes
explain that some changes result in the formation of new materials, and that this kind
of change is not usually reversible, including changes associated with burning and
the action of acid on bicarbonate of soda.
180
Science
describe the movement of the Earth, and other planets, relative to the Sun in the
solar system
use the idea of the Earths rotation to explain day and night and the apparent
movement of the sun across the sky.
181
Science
Forces
Statutory requirements
Pupils should be taught to:
explain that unsupported objects fall towards the Earth because of the force of
gravity acting between the Earth and the falling object
identify the effects of air resistance, water resistance and friction, that act between
moving surfaces
recognise that some mechanisms, including levers, pulleys and gears, allow a
smaller force to have a greater effect.
182
Science
describe how living things are classified into broad groups according to common
observable characteristics and based on similarities and differences, including microorganisms, plants and animals
give reasons for classifying plants and animals based on specific characteristics.
identify and name the main parts of the human circulatory system, and describe the
functions of the heart, blood vessels and blood
recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies
function
describe the ways in which nutrients and water are transported within animals,
including humans.
183
Science
recognise that living things have changed over time and that fossils provide
information about living things that inhabited the Earth millions of years ago
recognise that living things produce offspring of the same kind, but normally offspring
vary and are not identical to their parents
identify how animals and plants are adapted to suit their environment in different
ways and that adaptation may lead to evolution.
184
Science
Light
Statutory requirements
Pupils should be taught to:
use the idea that light travels in straight lines to explain that objects are seen
because they give out or reflect light into the eye
explain that we see things because light travels from light sources to our eyes or
from light sources to objects and then to our eyes
use the idea that light travels in straight lines to explain why shadows have the same
shape as the objects that cast them.
185
Science
Electricity
Statutory requirements
Pupils should be taught to:
associate the brightness of a lamp or the volume of a buzzer with the number and
voltage of cells used in the circuit
compare and give reasons for variations in how components function, including the
brightness of bulbs, the loudness of buzzers and the on/off position of switches
186
Science
Key stage 3
The principal focus of science teaching in key stage 3 is to develop a deeper
understanding of a range of scientific ideas in the subject disciplines of biology, chemistry
and physics. Pupils should begin to see the connections between these subject areas and
become aware of some of the big ideas underpinning scientific knowledge and
understanding. Examples of these big ideas are the links between structure and function in
living organisms, the particulate model as the key to understanding the properties and
interactions of matter in all its forms, and the resources and means of transfer of energy as
key determinants of all of these interactions. They should be encouraged to relate
scientific explanations to phenomena in the world around them and start to use modelling
and abstract ideas to develop and evaluate explanations.
Pupils should understand that science is about working objectively, modifying explanations
to take account of new evidence and ideas and subjecting results to peer review. Pupils
should decide on the appropriate type of scientific enquiry to undertake to answer their
own questions and develop a deeper understanding of factors to be taken into account
when collecting, recording and processing data. They should evaluate their results and
identify further questions arising from them.
Working scientifically is described separately at the beginning of the programme of study,
but must always be taught through and clearly related to substantive science content in the
programme of study. Teachers should feel free to choose examples that serve a variety of
purposes, from showing how scientific ideas have developed historically to reflecting
modern developments in science.
Pupils should develop their use of scientific vocabulary, including the use of scientific
nomenclature and units and mathematical representations.
187
Science
Working scientifically
Through the content across all three disciplines, pupils should be taught to:
Scientific attitudes
pay attention to objectivity and concern for accuracy, precision, repeatability and
reproducibility
understand that scientific methods and theories develop as earlier explanations are
modified to take account of new evidence and ideas, together with the importance of
publishing results and peer review
evaluate risks.
ask questions and develop a line of enquiry based on observations of the real world,
alongside prior knowledge and experience
select, plan and carry out the most appropriate types of scientific enquiries to test
predictions, including identifying independent, dependent and control variables, where
appropriate
use appropriate techniques, apparatus, and materials during fieldwork and laboratory
work, paying attention to health and safety
make and record observations and measurements using a range of methods for
different investigations; and evaluate the reliability of methods and suggest possible
improvements
present observations and data using appropriate methods, including tables and graphs
interpret observations and data, including identifying patterns and using observations,
measurements and data to draw conclusions
evaluate data, showing awareness of potential sources of random and systematic error
Measurement
understand and use SI units and IUPAC (International Union of Pure and Applied
Chemistry) chemical nomenclature
use and derive simple equations and carry out appropriate calculations
188
Science
189
Science
cells as the fundamental unit of living organisms, including how to observe, interpret
and record cell structure using a light microscope
the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole,
mitochondria and chloroplasts
the structure and functions of the human skeleton, to include support, protection,
movement and making blood cells
content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins,
minerals, dietary fibre and water, and why each is needed
the tissues and organs of the human digestive system, including adaptations to
function and how the digestive system digests food (enzymes simply as biological
catalysts)
190
the structure and functions of the gas exchange system in humans, including
adaptations to function
Science
the mechanism of breathing to move air in and out of the lungs, using a pressure model
to explain the movement of gases, including simple measurements of lung volume
the impact of exercise, asthma and smoking on the human gas exchange system
Reproduction
Health
the effects of recreational drugs (including substance misuse) on behaviour, health and
life processes.
the reactants in, and products of, photosynthesis, and a word summary for
photosynthesis
the dependence of almost all life on Earth on the ability of photosynthetic organisms,
such as plants and algae, to use sunlight in photosynthesis to build organic molecules
that are an essential energy store and to maintain levels of oxygen and carbon dioxide
in the atmosphere
Cellular respiration
the differences between aerobic and anaerobic respiration in terms of the reactants,
the products formed and the implications for the organism.
191
Science
the importance of plant reproduction through insect pollination in human food security
how organisms affect, and are affected by, their environment, including the
accumulation of toxic materials.
a simple model of chromosomes, genes and DNA in heredity, including the part played
by Watson, Crick, Wilkins and Franklin in the development of the DNA model
the variation between species and between individuals of the same species means
some organisms compete more successfully, which can drive natural selection
changes in the environment may leave individuals within a species, and some entire
species, less well adapted to compete successfully and reproduce, which in turn may
lead to extinction
the importance of maintaining biodiversity and the use of gene banks to preserve
hereditary material.
192
Science
the properties of the different states of matter (solid, liquid and gas) in terms of the
particle model, including gas pressure
Chemical reactions
Energetics
193
Science
how patterns in reactions can be predicted with reference to the Periodic Table
the chemical properties of metal and non-metal oxides with respect to acidity.
Materials
the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
the production of carbon dioxide by human activity and the impact on climate.
194
Science
Energy
Calculation of fuel uses and costs in the domestic context
simple machines give bigger force but at the expense of smaller movement (and vice
versa): product of force and displacement unchanged
heating and thermal equilibrium: temperature difference between two objects leading to
energy transfer from the hotter to the cooler one, through contact (conduction) or
radiation; such transfers tending to reduce the temperature difference: use of insulators
other processes that involve energy transfer: changing motion, dropping an object,
completing an electrical circuit, stretching a spring, metabolism of food, burning fuels.
Changes in systems
energy as a quantity that can be quantified and calculated; the total energy has the
same value before and after a change
comparing the starting with the final conditions of a system and describing increases
and decreases in the amounts of energy associated with movements, temperatures,
changes in positions in a field, in elastic distortions and in chemical compositions
using physical processes and mechanisms, rather than energy, to explain the
intermediate steps that bring about such changes.
speed and the quantitative relationship between average speed, distance and time
(speed = distance time)
Forces
forces as pushes or pulls, arising from the interaction between two objects
195
Science
using force arrows in diagrams, adding forces in one dimension, balanced and
unbalanced forces
forces: associated with deforming objects; stretching and squashing springs; with
rubbing and friction between surfaces, with pushing things out of the way; resistance to
motion of air and water
non-contact forces: gravity forces acting at a distance on Earth and in space, forces
between magnets and forces due to static electricity.
Pressure in fluids
pressure in liquids, increasing with depth; upthrust effects, floating and sinking
pressure measured by ratio of force over area acting normal to any surface.
Balanced forces
forces being needed to cause objects to stop or start moving, or to change their speed
or direction of motion (qualitative only)
Waves
Observed waves
waves on water as undulations which travel through water with transverse motion;
these waves can be reflected, and add or cancel superposition.
Sound waves
frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption
of sound
sound needs a medium to travel, the speed of sound in air, in water, in solids
196
Science
pressure waves transferring energy; use for cleaning and physiotherapy by ultra-sound;
waves transferring information for conversion to electrical signals by microphone.
Light waves
the similarities and differences between light waves and waves in matter
the transmission of light through materials: absorption, diffuse scattering and specular
reflection at a surface
use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of
light and action of convex lens in focusing (qualitative); the human eye
light transferring energy from source to absorber leading to chemical and electrical
effects; photo-sensitive material in the retina and in cameras
colours and the different frequencies of light, white light and prisms (qualitative only);
differential colour effects in absorption and diffuse reflection.
electric current, measured in amperes, in circuits, series and parallel circuits, currents
add where branches meet and current as flow of charge
potential difference, measured in volts, battery and bulb ratings; resistance, measured
in ohms, as the ratio of potential difference (p.d.) to current
Static electricity
separation of positive or negative charges when objects are rubbed together: transfer
of electrons, forces between charged objects
the idea of electric field, forces acting across the space between objects not in contact.
Magnetism
197
Science
Matter
Physical changes
similarities and differences, including density differences, between solids, liquids and
gases
Particle model
Energy in matter
Space physics
gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg,
different on other planets and stars; gravity forces between Earth and Moon, and
between Earth and Sun (qualitative only)
the seasons and the Earths tilt, day length at different times of year, in different
hemispheres
198
Aims
The national curriculum for art and design aims to ensure that all pupils:
produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design
techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and
cultural development of their art forms.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
199
Subject content
Key stage 1
Pupils should be taught:
to use drawing, painting and sculpture to develop and share their ideas, experiences
and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture,
line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and making
links to their own work.
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of
materials, with creativity, experimentation and an increasing awareness of different kinds
of art, craft and design.
Pupils should be taught:
to create sketch books to record their observations and use them to review and revisit
ideas
to improve their mastery of art and design techniques, including drawing, painting and
sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
Key stage 3
Pupils should be taught to develop their creativity and ideas, and increase proficiency in
their execution. They should develop a critical understanding of artists, architects and
designers, expressing reasoned judgements that can inform their own work.
Pupils should be taught:
to analyse and evaluate their own work, and that of others, in order to strengthen the
visual impact or applications of their work
about the history of art, craft, design and architecture, including periods, styles and
major movements from ancient times up to the present day.
200
Citizenship
Citizenship
Purpose of study
A high-quality citizenship education helps to provide pupils with knowledge, skills and
understanding to prepare them to play a full and active part in society. In particular,
citizenship education should foster pupils keen awareness and understanding of
democracy, government and how laws are made and upheld. Teaching should equip
pupils with the skills and knowledge to explore political and social issues critically, to weigh
evidence, debate and make reasoned arguments. It should also prepare pupils to take
their place in society as responsible citizens, manage their money well and make sound
financial decisions.
Aims
The national curriculum for citizenship aims to ensure that all pupils:
develop a sound knowledge and understanding of the role of law and the justice
system in our society and how laws are shaped and enforced
develop an interest in, and commitment to, participation in volunteering as well as other
forms of responsible activity, that they will take with them into adulthood
are equipped with the skills to think critically and debate political questions, to enable
them to manage their money on a day-to-day basis, and plan for future financial needs.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
201
Citizenship
Subject content
Key stage 3
Teaching should develop pupils understanding of democracy, government and the rights
and responsibilities of citizens. Pupils should use and apply their knowledge and
understanding whilst developing skills to research and interrogate evidence, debate and
evaluate viewpoints, present reasoned arguments and take informed action.
Pupils should be taught about:
the operation of Parliament, including voting and elections, and the role of political
parties
the nature of rules and laws and the justice system, including the role of the police and
the operation of courts and tribunals
the roles played by public institutions and voluntary groups in society, and the ways in
which citizens work together to improve their communities, including opportunities to
participate in school-based activities
the functions and uses of money, the importance and practice of budgeting, and
managing risk.
Key stage 4
Teaching should build on the key stage 3 programme of study to deepen pupils
understanding of democracy, government and the rights and responsibilities of citizens.
Pupils should develop their skills to be able to use a range of research strategies, weigh
up evidence, make persuasive arguments and substantiate their conclusions. They should
experience and evaluate different ways that citizens can act together to solve problems
and contribute to society.
Pupils should be taught about:
parliamentary democracy and the key elements of the constitution of the United
Kingdom, including the power of government, the role of citizens and Parliament in
holding those in power to account, and the different roles of the executive, legislature
and judiciary and a free press
the different electoral systems used in and beyond the United Kingdom and actions
citizens can take in democratic and electoral processes to influence decisions locally,
nationally and beyond
other systems and forms of government, both democratic and non-democratic, beyond
the United Kingdom
202
Citizenship
local, regional and international governance and the United Kingdoms relations with
the rest of Europe, the Commonwealth, the United Nations and the wider world
the legal system in the UK, different sources of law and how the law helps society deal
with complex problems
diverse national, regional, religious and ethnic identities in the United Kingdom and the
need for mutual respect and understanding
the different ways in which a citizen can contribute to the improvement of his or her
community, to include the opportunity to participate actively in community volunteering,
as well as other forms of responsible activity
income and expenditure, credit and debt, insurance, savings and pensions, financial
products and services, and how public money is raised and spent.
203
Computing
Computing
Purpose of study
A high-quality computing education equips pupils to use computational thinking and
creativity to understand and change the world. Computing has deep links with
mathematics, science, and design and technology, and provides insights into both natural
and artificial systems. The core of computing is computer science, in which pupils are
taught the principles of information and computation, how digital systems work, and how to
put this knowledge to use through programming. Building on this knowledge and
understanding, pupils are equipped to use information technology to create programs,
systems and a range of content. Computing also ensures that pupils become digitally
literate able to use, and express themselves and develop their ideas through, information
and communication technology at a level suitable for the future workplace and as active
participants in a digital world.
Aims
The national curriculum for computing aims to ensure that all pupils:
can understand and apply the fundamental principles and concepts of computer
science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience
of writing computer programs in order to solve such problems
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
204
Computing
Subject content
Key stage 1
Pupils should be taught to:
understand what algorithms are; how they are implemented as programs on digital
devices; and that programs execute by following precise and unambiguous instructions
use technology purposefully to create, organise, store, manipulate and retrieve digital
content
use technology safely and respectfully, keeping personal information private; identify
where to go for help and support when they have concerns about content or contact on
the internet or other online technologies.
Key stage 2
Pupils should be taught to:
design, write and debug programs that accomplish specific goals, including controlling
or simulating physical systems; solve problems by decomposing them into smaller
parts
use sequence, selection, and repetition in programs; work with variables and various
forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and
correct errors in algorithms and programs
understand computer networks including the internet; how they can provide multiple
services, such as the world wide web; and the opportunities they offer for
communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked,
and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of
digital devices to design and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing, evaluating and presenting data
and information
205
Computing
Key stage 3
Pupils should be taught to:
design, use and evaluate computational abstractions that model the state and
behaviour of real-world problems and physical systems
understand several key algorithms that reflect computational thinking [for example,
ones for sorting and searching]; use logical reasoning to compare the utility of
alternative algorithms for the same problem
use two or more programming languages, at least one of which is textual, to solve a
variety of computational problems; make appropriate use of data structures [for
example, lists, tables or arrays]; design and develop modular programs that use
procedures or functions
understand simple Boolean logic [for example, AND, OR and NOT] and some of its
uses in circuits and programming; understand how numbers can be represented in
binary, and be able to carry out simple operations on binary numbers [for example,
binary addition, and conversion between binary and decimal]
understand the hardware and software components that make up computer systems,
and how they communicate with one another and with other systems
understand how instructions are stored and executed within a computer system;
understand how data of various types (including text, sounds and pictures) can be
represented and manipulated digitally, in the form of binary digits
undertake creative projects that involve selecting, using, and combining multiple
applications, preferably across a range of devices, to achieve challenging goals,
including collecting and analysing data and meeting the needs of known users
create, re-use, revise and re-purpose digital artefacts for a given audience, with
attention to trustworthiness, design and usability
206
Computing
Key stage 4
All pupils must have the opportunity to study aspects of information technology and
computer science at sufficient depth to allow them to progress to higher levels of study or
to a professional career.
All pupils should be taught to:
develop their capability, creativity and knowledge in computer science, digital media
and information technology
develop and apply their analytic, problem-solving, design, and computational thinking
skills
understand how changes in technology affect safety, including new ways to protect
their online privacy and identity, and how to identify and report a range of concerns.
207
Aims
The national curriculum for design and technology aims to ensure that all pupils:
develop the creative, technical and practical expertise needed to perform everyday
tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design
and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
208
Subject content
Key stage 1
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts [for example, the home and
school, gardens and playgrounds, the local community, industry and the wider
environment].
When designing and making, pupils should be taught to:
Design
design purposeful, functional, appealing products for themselves and other users
based on design criteria
generate, develop, model and communicate their ideas through talking, drawing,
templates, mock-ups and, where appropriate, information and communication
technology
Make
select from and use a range of tools and equipment to perform practical tasks [for
example, cutting, shaping, joining and finishing]
select from and use a wide range of materials and components, including construction
materials, textiles and ingredients, according to their characteristics
Evaluate
Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their
products.
209
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts [for example, the home,
school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
use research and develop design criteria to inform the design of innovative, functional,
appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and
computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks
[for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction
materials, textiles and ingredients, according to their functional properties and aesthetic
qualities
Evaluate
evaluate their ideas and products against their own design criteria and consider the
views of others to improve their work
understand how key events and individuals in design and technology have helped
shape the world
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex
structures
understand and use mechanical systems in their products [for example, gears, pulleys,
cams, levers and linkages]
understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]
apply their understanding of computing to program, monitor and control their products.
210
Key stage 3
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of domestic and local contexts [for example, the
home, health, leisure and culture], and industrial contexts [for example, engineering,
manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].
When designing and making, pupils should be taught to:
Design
use research and exploration, such as the study of different cultures, to identify and
understand user needs
identify and solve their own design problems and understand how to reformulate
problems given to them
develop and communicate design ideas using annotated sketches, detailed plans, 3-D
and mathematical modelling, oral and digital presentations and computer-based tools
Make
select from and use specialist tools, techniques, processes, equipment and machinery
precisely, including computer-aided manufacture
select from and use a wider, more complex range of materials, components and
ingredients, taking into account their properties
Evaluate
analyse the work of past and present professionals and others to develop and broaden
their understanding
test, evaluate and refine their ideas and products against a specification, taking into
account the views of intended users and other interested groups
Technical knowledge
understand and use the properties of materials and the performance of structural
elements to achieve functioning solutions
understand how more advanced mechanical systems used in their products enable
changes in movement and force
211
understand how more advanced electrical and electronic systems can be powered and
used in their products [for example, circuits with heat, light, sound and movement as
inputs and outputs]
apply computing and use electronics to embed intelligence in products that respond to
inputs [for example, sensors], and control outputs [for example, actuators], using
programmable components [for example, microcontrollers].
212
use the basic principles of a healthy and varied diet to prepare dishes
Key stage 2
prepare and cook a variety of predominantly savoury dishes using a range of cooking
techniques
understand seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed.
Key stage 3
cook a repertoire of predominantly savoury dishes so that they are able to feed
themselves and others a healthy and varied diet
213
Geography
Geography
Purpose of study
A high-quality geography education should inspire in pupils a curiosity and fascination
about the world and its people that will remain with them for the rest of their lives.
Teaching should equip pupils with knowledge about diverse places, people, resources and
natural and human environments, together with a deep understanding of the Earths key
physical and human processes. As pupils progress, their growing knowledge about the
world should help them to deepen their understanding of the interaction between physical
and human processes, and of the formation and use of landscapes and environments.
Geographical knowledge, understanding and skills provide the frameworks and
approaches that explain how the Earths features at different scales are shaped,
interconnected and change over time.
Aims
The national curriculum for geography aims to ensure that all pupils:
understand the processes that give rise to key physical and human geographical
features of the world, how these are interdependent and how they bring about spatial
variation and change over time
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
214
Geography
Subject content
Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality.
They should understand basic subject-specific vocabulary relating to human and physical
geography and begin to use geographical skills, including first-hand observation, to
enhance their locational awareness.
Pupils should be taught to:
Locational knowledge
name and locate the worlds seven continents and five oceans
name, locate and identify characteristics of the four countries and capital cities of the
United Kingdom and its surrounding seas
Place knowledge
understand geographical similarities and differences through studying the human and
physical geography of a small area of the United Kingdom, and of a small area in a
contrasting non-European country
identify seasonal and daily weather patterns in the United Kingdom and the location of
hot and cold areas of the world in relation to the Equator and the North and South
Poles
key physical features, including: beach, cliff, coast, forest, hill, mountain, sea,
ocean, river, soil, valley, vegetation, season and weather
key human features, including: city, town, village, factory, farm, house, office, port,
harbour and shop
use world maps, atlases and globes to identify the United Kingdom and its countries,
as well as the countries, continents and oceans studied at this key stage
use simple compass directions (North, South, East and West) and locational and
directional language [for example, near and far; left and right], to describe the location
of features and routes on a map
use aerial photographs and plan perspectives to recognise landmarks and basic
human and physical features; devise a simple map; and use and construct basic
symbols in a key
use simple fieldwork and observational skills to study the geography of their school and
its grounds and the key human and physical features of its surrounding environment.
215
Geography
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include
the United Kingdom and Europe, North and South America. This will include the location
and characteristics of a range of the worlds most significant human and physical features.
They should develop their use of geographical knowledge, understanding and skills to
enhance their locational and place knowledge.
Pupils should be taught to:
Locational knowledge
locate the worlds countries, using maps to focus on Europe (including the location of
Russia) and North and South America, concentrating on their environmental regions,
key physical and human characteristics, countries, and major cities
name and locate counties and cities of the United Kingdom, geographical regions and
their identifying human and physical characteristics, key topographical features
(including hills, mountains, coasts and rivers), and land-use patterns; and understand
how some of these aspects have changed over time
Place knowledge
understand geographical similarities and differences through the study of human and
physical geography of a region of the United Kingdom, a region in a European country,
and a region within North or South America
physical geography, including: climate zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes, and the water cycle
human geography, including: types of settlement and land use, economic activity
including trade links, and the distribution of natural resources including energy,
food, minerals and water
use maps, atlases, globes and digital/computer mapping to locate countries and
describe features studied
use the eight points of a compass, four and six-figure grid references, symbols and key
(including the use of Ordnance Survey maps) to build their knowledge of the United
Kingdom and the wider world
216
Geography
use fieldwork to observe, measure, record and present the human and physical
features in the local area using a range of methods, including sketch maps, plans and
graphs, and digital technologies.
Key stage 3
Pupils should consolidate and extend their knowledge of the worlds major countries and
their physical and human features. They should understand how geographical processes
interact to create distinctive human and physical landscapes that change over time. In
doing so, they should become aware of increasingly complex geographical systems in the
world around them. They should develop greater competence in using geographical
knowledge, approaches and concepts [such as models and theories] and geographical
skills in analysing and interpreting different data sources. In this way pupils will continue to
enrich their locational knowledge and spatial and environmental understanding.
Pupils should be taught to:
Locational knowledge
extend their locational knowledge and deepen their spatial awareness of the worlds
countries using maps of the world to focus on Africa, Russia, Asia (including China and
India), and the Middle East, focusing on their environmental regions, including polar
and hot deserts, key physical and human characteristics, countries and major cities
Place Knowledge
understand geographical similarities, differences and links between places through the
study of human and physical geography of a region within Africa, and of a region within
Asia
physical geography relating to: geological timescales and plate tectonics; rocks,
weathering and soils; weather and climate, including the change in climate from
the Ice Age to the present; and glaciation, hydrology and coasts
understand how human and physical processes interact to influence, and change
landscapes, environments and the climate; and how human activity relies on effective
functioning of natural systems
217
Geography
build on their knowledge of globes, maps and atlases and apply and develop this
knowledge routinely in the classroom and in the field
interpret Ordnance Survey maps in the classroom and the field, including using grid
references and scale, topographical and other thematic mapping, and aerial and
satellite photographs
use Geographical Information Systems (GIS) to view, analyse and interpret places and
data
use fieldwork in contrasting locations to collect, analyse and draw conclusions from
geographical data, using multiple sources of increasingly complex information.
218
History
History
Purpose of study
A high-quality history education will help pupils gain a coherent knowledge and
understanding of Britains past and that of the wider world. It should inspire pupils curiosity
to know more about the past. Teaching should equip pupils to ask perceptive questions,
think critically, weigh evidence, sift arguments, and develop perspective and judgement.
History helps pupils to understand the complexity of peoples lives, the process of change,
the diversity of societies and relationships between different groups, as well as their own
identity and the challenges of their time.
Aims
The national curriculum for history aims to ensure that all pupils:
know and understand significant aspects of the history of the wider world: the nature of
ancient civilisations; the expansion and dissolution of empires; characteristic features
of past non-European societies; achievements and follies of mankind
understand the methods of historical enquiry, including how evidence is used rigorously
to make historical claims, and discern how and why contrasting arguments and
interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts,
understanding the connections between local, regional, national and international
history; between cultural, economic, military, political, religious and social history; and
between short- and long-term timescales.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
219
History
Schools are not required by law to teach the example content in [square brackets]
or the content indicated as being non-statutory.
Subject content
Key stage 1
Pupils should develop an awareness of the past, using common words and phrases
relating to the passing of time. They should know where the people and events they study
fit within a chronological framework and identify similarities and differences between ways
of life in different periods. They should use a wide vocabulary of everyday historical terms.
They should ask and answer questions, choosing and using parts of stories and other
sources to show that they know and understand key features of events. They should
understand some of the ways in which we find out about the past and identify different
ways in which it is represented.
In planning to ensure the progression described above through teaching about the people,
events and changes outlined below, teachers are often introducing pupils to historical
periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
changes within living memory. Where appropriate, these should be used to reveal
aspects of change in national life
events beyond living memory that are significant nationally or globally [for example, the
Great Fire of London, the first aeroplane flight or events commemorated through
festivals or anniversaries]
the lives of significant individuals in the past who have contributed to national and
international achievements. Some should be used to compare aspects of life in
different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus
and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and
LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale
and Edith Cavell]
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding
of British, local and world history, establishing clear narratives within and across the
periods they study. They should note connections, contrasts and trends over time and
develop the appropriate use of historical terms. They should regularly address and
sometimes devise historically valid questions about change, cause, similarity and
difference, and significance. They should construct informed responses that involve
thoughtful selection and organisation of relevant historical information. They should
understand how our knowledge of the past is constructed from a range of sources.
220
History
In planning to ensure the progression described above through teaching the British, local
and world history outlined below, teachers should combine overview and depth studies to
help pupils understand both the long arc of development and the complexity of specific
aspects of the content.
Pupils should be taught about:
late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
Iron Age hill forts: tribal kingdoms, farming, art and culture
Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman
Empire
Anglo-Saxon invasions, settlements and kingdoms: place names and village life
221
History
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward
the Confessor
Examples (non-statutory)
This could include:
a depth study linked to one of the British areas of study listed above
a study over time tracing how several aspects of national history are reflected in
the locality (this can go beyond 1066)
a study of an aspect of history or a site dating from a period beyond 1066 that is
significant in the locality.
the changing power of monarchs using case studies such as John, Anne and
Victoria
changes in an aspect of social history, such as crime and punishment from the
Anglo-Saxons to the present or leisure and entertainment in the 20th Century
a significant turning point in British history, for example, the first railways or the
Battle of Britain
the achievements of the earliest civilizations an overview of where and when the first
civilizations appeared and a depth study of one of the following: Ancient Sumer; The
Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
Ancient Greece a study of Greek life and achievements and their influence on the
western world
222
History
a non-European society that provides contrasts with British history one study chosen
from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan
civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
Key stage 3
Pupils should extend and deepen their chronologically secure knowledge and
understanding of British, local and world history, so that it provides a well-informed context
for wider learning. Pupils should identify significant events, make connections, draw
contrasts, and analyse trends within periods and over long arcs of time. They should use
historical terms and concepts in increasingly sophisticated ways. They should pursue
historically valid enquiries including some they have framed themselves, and create
relevant, structured and evidentially supported accounts in response. They should
understand how different types of historical sources are used rigorously to make historical
claims and discern how and why contrasting arguments and interpretations of the past
have been constructed.
In planning to ensure the progression described above through teaching the British, local
and world history outlined below, teachers should combine overview and depth studies to
help pupils understand both the long arc of development and the complexity of specific
aspects of the content.
Pupils should be taught about:
society, economy and culture: for example, feudalism, religion in daily life
(parishes, monasteries, abbeys), farming, trade and towns (especially the wool
trade), art, architecture and literature
the Wars of the Roses; Henry VII and attempts to restore stability
223
History
the Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions
of 1715 and 1745
society, economy and culture across the period: for example, work and leisure in
town and country, religion and superstition in daily life, theatre, art, music and
literature
224
the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers
and scientists and the founding of the Royal Society
Britains transatlantic slave trade: its effects and its eventual abolition
the development of the British Empire with a depth study (for example, of India)
History
challenges for Britain, Europe and the wider world 1901 to the present day
In addition to studying the Holocaust, this could include:
Examples (non-statutory)
womens suffrage
the inter-war years: the Great Depression and the rise of dictators
the Second World War and the wartime leadership of Winston Churchill
a depth study linked to one of the British areas of study listed above
a study over time, testing how far sites in their locality reflect aspects of national
history (some sites may predate 1066)
a study of an aspect or site in local history dating from a period before 1066
the study of an aspect or theme in British history that consolidates and extends pupils
chronological knowledge from before 1066
Examples (non-statutory)
the changing nature of political power in Britain, traced through selective case
studies from the Iron Age to the present
a study of an aspect of social history, such as the impact through time of the
migration of people to, from and within the British Isles
a study in depth into a significant turning point: for example, the Neolithic
Revolution
at least one study of a significant society or issue in world history and its
interconnections with other world developments [for example, Mughal India 1526-1857;
Chinas Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the
20th Century].
225
Languages
Languages
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other
cultures. A high-quality languages education should foster pupils curiosity and deepen
their understanding of the world. The teaching should enable pupils to express their ideas
and thoughts in another language and to understand and respond to its speakers, both in
speech and in writing. It should also provide opportunities for them to communicate for
practical purposes, learn new ways of thinking and read great literature in the original
language. Language teaching should provide the foundation for learning further
languages, equipping pupils to study and work in other countries.
Aims
The national curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a variety of authentic
sources
can write at varying length, for different purposes and audiences, using the variety of
grammatical structures that they have learnt
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
226
Languages
Subject content
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling
pupils to make substantial progress in one language. The teaching should provide an
appropriate balance of spoken and written language and should lay the foundations for
further foreign language teaching at key stage 3. It should enable pupils to understand and
communicate ideas, facts and feelings in speech and writing, focused on familiar and
routine matters, using their knowledge of phonology, grammatical structures and
vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient
language is chosen the focus will be to provide a linguistic foundation for reading
comprehension and an appreciation of classical civilisation. Pupils studying ancient
languages may take part in simple oral exchanges, while discussion of what they read will
be conducted in English. A linguistic foundation in ancient languages may support the
study of modern languages at key stage 3.
Pupils should be taught to:
explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
engage in conversations; ask and answer questions; express opinions and respond to
those of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are
reading aloud or using familiar words and phrases*
read carefully and show understanding of words, phrases and simple writing
broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express
ideas clearly
227
Languages
understand basic grammar appropriate to the language being studied, including (where
relevant): feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to
build sentences; and how these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
228
Languages
identify and use tenses or other structures which convey the present, past, and future
as appropriate to the language being studied
use and manipulate a variety of key grammatical structures and patterns, including
voices and moods, as appropriate
develop and use a wide-ranging and deepening vocabulary that goes beyond their
immediate needs and interests, allowing them to give and justify opinions and take part
in discussion about wider issues
Linguistic competence
transcribe words and short sentences that they hear with increasing accuracy
initiate and develop conversations, coping with unfamiliar language and unexpected
responses, making use of important social conventions such as formal modes of
address
express and develop ideas clearly and with increasing accuracy, both orally and in
writing
read and show comprehension of original and adapted materials from a range of
different sources, understanding the purpose, important ideas and details, and provide
an accurate English translation of short, suitable material
read literary texts in the language [such as stories, songs, poems and letters], to
stimulate ideas, develop creative expression and expand understanding of the
language and culture
229
Languages
230
write prose using an increasingly wide range of grammar and vocabulary, write
creatively to express their own ideas and opinions, and translate short written text
accurately into the foreign language.
Music
Music
Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A highquality music education should engage and inspire pupils to develop a love of music and
their talent as musicians, and so increase their self-confidence, creativity and sense of
achievement. As pupils progress, they should develop a critical engagement with music,
allowing them to compose, and to listen with discrimination to the best in the musical
canon.
Aims
The national curriculum for music aims to ensure that all pupils:
perform, listen to, review and evaluate music across a range of historical periods,
genres, styles and traditions, including the works of the great composers and
musicians
learn to sing and to use their voices, to create and compose music on their own and
with others, have the opportunity to learn a musical instrument, use technology
appropriately and have the opportunity to progress to the next level of musical
excellence
understand and explore how music is created, produced and communicated, including
through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture,
structure and appropriate musical notations.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
231
Music
Subject content
Key stage 1
Pupils should be taught to:
use their voices expressively and creatively by singing songs and speaking chants and
rhymes
listen with concentration and understanding to a range of high-quality live and recorded
music
experiment with, create, select and combine sounds using the inter-related dimensions
of music.
Key stage 2
Pupils should be taught to sing and play musically with increasing confidence and control.
They should develop an understanding of musical composition, organising and
manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
play and perform in solo and ensemble contexts, using their voices and playing musical
instruments with increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes using the inter-related
dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
appreciate and understand a wide range of high-quality live and recorded music drawn
from different traditions and from great composers and musicians
232
Music
Key stage 3
Pupils should build on their previous knowledge and skills through performing, composing
and listening. They should develop their vocal and/or instrumental fluency, accuracy and
expressiveness; and understand musical structures, styles, genres and traditions,
identifying the expressive use of musical dimensions. They should listen with increasing
discrimination and awareness to inform their practice as musicians. They should use
technologies appropriately and appreciate and understand a wide range of musical
contexts and styles.
Pupils should be taught to:
play and perform confidently in a range of solo and ensemble contexts using their
voice, playing instruments musically, fluently and with accuracy and expression
improvise and compose; and extend and develop musical ideas by drawing on a range
of musical structures, styles, genres and traditions
use staff and other relevant notations appropriately and accurately in a range of
musical styles, genres and traditions
identify and use the inter-related dimensions of music expressively and with increasing
sophistication, including use of tonalities, different types of scales and other musical
devices
listen with increasing discrimination to a wide range of music from great composers
and musicians
develop a deepening understanding of the music that they perform and to which they
listen, and its history.
233
Physical education
Physical education
Purpose of study
A high-quality physical education curriculum inspires all pupils to succeed and excel in
competitive sport and other physically-demanding activities. It should provide opportunities
for pupils to become physically confident in a way which supports their health and fitness.
Opportunities to compete in sport and other activities build character and help to embed
values such as fairness and respect.
Aims
The national curriculum for physical education aims to ensure that all pupils:
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
234
Physical education
Subject content
Key stage 1
Pupils should develop fundamental movement skills, become increasingly competent and
confident and access a broad range of opportunities to extend their agility, balance and
coordination, individually and with others. They should be able to engage in competitive
(both against self and against others) and co-operative physical activities, in a range of
increasingly challenging situations.
Pupils should be taught to:
master basic movements including running, jumping, throwing and catching, as well as
developing balance, agility and co-ordination, and begin to apply these in a range of
activities
participate in team games, developing simple tactics for attacking and defending
Key stage 2
Pupils should continue to apply and develop a broader range of skills, learning how to use
them in different ways and to link them to make actions and sequences of movement.
They should enjoy communicating, collaborating and competing with each other. They
should develop an understanding of how to improve in different physical activities and
sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
develop flexibility, strength, technique, control and balance [for example, through
athletics and gymnastics]
take part in outdoor and adventurous activity challenges both individually and within a
team
235
Physical education
use a range of strokes effectively [for example, front crawl, backstroke and
breaststroke]
Key stage 3
Pupils should build on and embed the physical development and skills learned in key
stages 1 and 2, become more competent, confident and expert in their techniques, and
apply them across different sports and physical activities. They should understand what
makes a performance effective and how to apply these principles to their own and others
work. They should develop the confidence and interest to get involved in exercise, sports
and activities out of school and in later life, and understand and apply the long-term health
benefits of physical activity.
Pupils should be taught to:
develop their technique and improve their performance in other competitive sports [for
example, athletics and gymnastics]
perform dances using advanced dance techniques within a range of dance styles and
forms
take part in outdoor and adventurous activities which present intellectual and physical
challenges and be encouraged to work in a team, building on trust and developing
skills to solve problems, either individually or as a group
take part in competitive sports and activities outside school through community links or
sports clubs.
236
Physical education
Key stage 4
Pupils should tackle complex and demanding physical activities. They should get involved
in a range of activities that develops personal fitness and promotes an active, healthy
lifestyle.
Pupils should be taught to:
use and develop a variety of tactics and strategies to overcome opponents in team and
individual games [for example, badminton, basketball, cricket, football, hockey, netball,
rounders, rugby and tennis]
develop their technique and improve their performance in other competitive sports,[for
example, athletics and gymnastics], or other physical activities [for example, dance]
take part in further outdoor and adventurous activities in a range of environments which
present intellectual and physical challenges and which encourage pupils to work in a
team, building on trust and developing skills to solve problems, either individually or as
a group
continue to take part regularly in competitive sports and activities outside school
through community links or sports clubs.
237