Professional Documents
Culture Documents
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Helping children develop the ability to listen to and understand written texts read aloud is an integral part of
building literacy skills.
In Year 1, a childs ability to understand what s/he hears far outpaces her or his independent ability to read
and understand written text. By listening to stories or non-fiction selections read aloud, children can
experience the complexities of written language without expending cognitive energy on decoding; they can
likewise access deeper and more complex content knowledge than they are presently able to read
independently.
Careful consideration has been given to the poetry, fiction and nonfiction selections below to ensure that the
vocabulary and syntax presented is rich and complex. Levelled texts (texts for beginner readers) will not
provide the rich language experience that is desired during read-alouds and should only be used here as a
starting point for reading aloud with pupils for whom English is a second language. Non-fiction read-alouds
have been selected on the basis of the history, science, music and visual arts topics identified in the
Sequence UK for Year 1 children, with an emphasis on history and science read-alouds. It is strongly
recommended that daily read-alouds focus on a single topic over a sustained period of timeabout two
weeksrather than intermingling read-alouds on a variety of subjects. Careful consideration should be given
to the order in which non-fiction read-alouds are presented to ensure that knowledge about a topic builds in a
progressive and coherent way.
Prior to a read-aloud, teachers should identify what pupils know and have learned that may be related to the
specific story or topic to be read aloud. Use pictures accompanying the read-aloud to check and support
childrens understanding of the read-aloud.
Following any read-aloud, children should participate in rich, structured conversations with an adult in
response to the written text that has been read aloud. In this way, they can begin to practise orally
comparing, analysing, and forming ideas in written text in much the same way as they will be expected to do
as independent readers in the later years.
Listen to and understand a variety of texts read aloud, including fictional stories, fairy tales, fables,
historical narratives, drama, informational text and poems.
Grasp specific details and key ideas.
o Describe illustrations.
o Sequence four to six pictures illustrating events in a read-aloud.
o Answer questions requiring literal recall and understanding the details and/or facts of a readaloud, i.e. who, what, when, where, why.
o Retell key details.
o Ask questions to clarify information in a read-aloud.
Observe craft and structure.
o Understand and use words and phrases heard in read-alouds.
o Compare and contrast similarities and differences within a single read-aloud or between two
or more read-alouds.
o Make personal connections to events or experiences in a read-aloud and/or make
connections among several read-alouds.
Integrate information and evaluation evidence.
o Make predictions prior to and during a read-aloud, based on the title, pictures and/or text
heard thus far and then compare predictions to the actual outcomes.
o Answer questions that require making interpretations, forming judgments, or giving opinions
about what is heard in a read-aloud, including answering why questions that require
recognising cause/effect relationships.
o Identify who is telling a story or providing information in a text.
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Retell or dramatise a story, using narrative language to describe characters; setting(s); and a
beginning, a middle and an end to events of the story in proper sequence.
Change some story events and provide a different story ending.
Create and tell an original story, using narrative language to describe characters; setting(s); and a
beginning, a middle and an end to events of the story in proper sequence.
Distinguish fantasy from realistic text in a story.
Demonstrate understanding of literary language and use some of these terms in retelling stories or
creating own stories, including: author, illustrator, characters, setting, plot and dialogue.
II. READING
A. PRINT AWARENESS
Demonstrate a sense of understanding that what is said can be written and that the writing system is
a way of writing down sounds.
Understand that reading consists of a specific sense of directionality: reading left to right, return
sweep after finishing reading a line, reading top to bottom, reading a book from front to back.
Identify the parts of a book and the function of each part: front cover, back cover, title page and table
of contents.
Distinguish between letters, words, sentences and stories.
Demonstrate an understanding of basic print conventions by tracking and following print word for
word when listening to text read aloud.
Demonstrate an understanding that the sequence of letters in a written word represents the
sequence of sounds in the spoken word.
Recognise and name the 26 letters of the alphabet in both their upper-case and lower-case forms.
Learn the difference between consonants and vowels.
B. PHONOLOGICAL AND PHONEMIC AWARENESS
Identify whether pairs of environmental sounds (keys jingling, scissors cutting, clapping) are the
same or different.
Count the number of environmental sounds heard, e.g., clapping, rhythm band instruments.
Orally segment sentences into discrete words.
Demonstrate an understanding that words are made up of sequences of sounds.
Given a pair of spoken words, select the one that is longer (i.e. contains more phonemes).
In riddle games, supply words that begin with a target phoneme.
Indicate whether a target phoneme is or is not present in the initial, medial or final position of a
spoken word. For example: hear /m/ at the beginning of mat and /g/ at the end of bag.
Listen to one-syllable words and tell the beginning or ending sounds. For example: given dog,
identify /d/ or final /g/.
Recognise the same phoneme in different spoken words. For example: recognise /b/ in ball, bug and
big.
Identify whether pairs of phonemes are the same or different, including pairs that differ only in voice.
For example: examine /b/ and /p/.
Orally blend two to three sounds to form a word. For example: given the sounds /m/ /a/ /t/, blend
to make mat.
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Segment a spoken word into phonemes. For example: given bat, produce the segments /b/ /a/ /t/.
Given a spoken word, produce another word that rhymes. For example: given hit, supply bit or mitt.
Identify the number of syllables in a spoken word.
III. WRITING
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Teachers: It is important to recognise that of all the communication skillslistening, speaking, reading and
writingwriting is the most demanding and challenging, especially for Year 1 children who are just learning
not only the code, but also the fine motor skills and letter strokes necessary to put something down on paper.
At some point during Year 1, however, most children will feel comfortable enough with the basic skills to
begin making a transition to writing more independently. Young childrens desire to express themselves in
writing should be heartily encouraged. To this end, it is important that teachers have age-appropriate
expectations about what Year 1 pupils writing should resemble. It is therefore premature to expect that
words in their independent writing will be spelled correctly. It is reasonable to expect pupils to use the lettersound correspondences they have learned to set down plausible spellings for the sounds in the word. For
example, a pupil who writes bote for boat, dun for done, or hed for head has set down a plausible spelling for
each sound in the word. Dictionary-correct spelling will be a realistic goal when pupils have learned more
spellings and learned how to use a dictionary to check spelling.
In addition, pupils can also participate in shared writing exercises modelled by an adult. The focus in shared
writing should be on encouraging the pupils to express themselves verbally in a coherent manner and in
complete sentences, as the teacher serves as a scribe.
Write to reflect audience, purpose and task.
o Draw pictures to represent a text that has been heard or read independently.
o Draw pictures to represent a preference or opinion.
o Write narratives, informative and explanatory texts, and offer an opinion through shared
writing exercises.
o With assistance, add details to writing.
o Create a title or caption to accompany a picture and/or shared writing.
V. POETRY
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Teachers: Children should be introduced to a varied selection of poetry with strong rhyme and rhythm.
Children should hear these rhymes read aloud, and should say some of them aloud. Some rhymes may also
be sung to familiar melodies. The poems listed here represent some of the most popular and widely
anthologised titles; children may certainly be introduced to more Mother Goose rhymes beyond the selection
below. Although children are not expected to memorise the following rhymes, they will delight in knowing
their favourites by heart, and will experience a sense of achievement and satisfaction in being able to recite
some of the rhymes. [Note regarding Reception: some of the poems and stories specified here are
appropriate for Reception children. Indeed, one would hope that most Reception children would enter Year 1
having heard, for example, some Mother Goose rhymes or the story of Goldilocks and the Three Bears.
This is a selected core of poetry for Year 1 that children should become familiar with. You are encouraged to
expose children to more poetry, old and new. To bring children into the spirit of poetry, read it aloud and
encourage them to speak it aloud so they can experience the music in the words.
A. TRADITIONAL POEMS
Baa, Baa, Black Sheep
Diddle, Diddle, Dumpling
Early to Bed
Georgie Porgie
Hey, Diddle, Diddle
Hickory, Dickory, Dock
Hot Cross Buns!
Humpty Dumpty
Its Raining, Its Pouring
Jack and Jill
Jack Be Nimble
Jack Sprat
Ladybird, Ladybird
Little Bo Peep
Little Boy Blue
Little Jack Horner
Little Miss Muffet
Mary, Mary, Quite Contrary
Old King Cole
Old Mother Hubbard
One, Two, Buckle My Shoe
Rain, Rain, Go Away
Roses Are Red
Seesaw, Margery Daw
Simple Simon
Sing a Song of Sixpence
Star Light, Star Bright
There Was a Little Girl
There Was an Old Woman Who Lived in a Shoe
Three Blind Mice
B. OTHER POEMS, OLD AND NEW
Boat (Michael Rosen)
Happy Thought (Robert Louis Stevenson)
I Do Not Mind You, Winter Wind (Jack Prelutsky) [See Year 1 Science]
Mary Had a Little Lamb (Sarah Josepha Hale)
Rain (Robert Louis Stevenson) [See Year 1 Science]
The More It Snows (A. A. Milne) [Cross-curricular connection with Year 1 Science]
The Wind (Christina Rossetti) [Cross-curricular connection with Year 1 Science]
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VI. FICTION
Teachers: The following works make up a strong core of literature, including stories, fables and poems that
provide an excellent foundation for children. This selection also develops childrens operational knowledge of
how written symbols represent sounds, and how those sounds and symbols convey meaning. The stories
specified below are meant to complement, not to replace, materials designed to help children practise
decoding and encoding skills (see above, section II. Reading and section III. Writing).
The following works constitute a core of stories for Year 1, which are meant to be read-aloud texts. Expose
children to many more stories, including classic picture books and other read-aloud books. (In schools,
teachers across years should communicate their choices in order to avoid undue repetition.) Children should
also be exposed to non-fiction prose: biographies, books on science and history, books on art and music,
etc. Children should also be given opportunities to tell and write their own stories.
A. STORIES
The Bremen Town Musicians (Brothers Grimm)
Chicken Little (also known as Henny-Penny)
Cinderella (Charles Perrault)
Goldilocks and the Three Bears (traditional)
King Midas and the Golden Touch (traditional)
The Little Red Hen (traditional)
Little Red Riding Hood (traditional)
Snow White (Brothers Grimm)
The Three Billy Goats Gruff (traditional)
The Three Little Pigs (traditional)
The King with Horses Ears (Irish folktale)
Tug-of-War (African folktale)
The Tiger, the Brahmin and the Jackal (Indian folktale)
The Ugly Duckling (Hans Christian Andersen)
Selections from Winnie-the-Pooh (A. A. Milne)
The Wolf and the Seven Little Kids (Brothers Grimm)
The Velveteen Rabbit (Margery Williams)
B. AESOPS FABLES
The Lion and the Mouse
The Grasshopper and the Ants
The Dog and His Reflection
The Hare and the Tortoise
C. FOLK HEROES AND TALL TALES
St. George and the Dragon [Cross-curricular connection with Year 1 Visual Arts]
King Arthur and the Knights of the Round Table [Cross-curricular connection with Year 1 Visual Arts]
o The Sword in the Stone
D. LITERARY TERMS
Teachers: As children become familiar with stories, discuss the following terms (first introduced in section I.
D.).
Author
Illustrator
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Understand the spatial layout of the school: buildings, playground, field, entrance, etc.
o Be able to read a simplified map of the school.
o Discuss where things are in relation to each other and how to navigate around the school
grounds using the points of the compass: north, south, east and west.
I. GEOGRAPHY
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Robert Walpole achieved influence with George II and with the House of Commons. He
became the most important minister in the Cabinet: the first Prime Minister.
o As the power of the monarchy decreased, the influence of the Parliament and the Prime
Minister grew.
Understand the role of the Prime Minister today.
o Today the Prime Minister is in charge of government.
o The Prime Minister has regular meetings with the Queen to tell her about the discussions of
the Cabinet.
o The Prime Minister lives at 10 Downing Street in London.
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Observe how colours can create different feelings and how certain colours can seem warm (red,
orange, yellow) or cool (blue, green, grey).
Identify and describe the use of colourthinking about how it sets the scene, creates an atmosphere
or feelingin:
o Pieter Bruegel, The Hunters in the Snow, 1565 (Kunsthistorisches Museum, Vienna)
o David Hockney, A Bigger Splash, 1967 (Tate Modern, London)
o Henri Rousseau, Surprised! A Tiger in a Tropical Storm,1891 (National Gallery, London)
o Vincent van Gogh, Sunflowers,1888 (National Gallery, London)
B. LINE
Identify and use different lines: straight, zigzag, curved, wavy, thick, thin.
Observe and describe different kinds of lines in:
o Rembrandt van Rijn, Saskia in a Straw Hat, 1633 (Kupferstichkabinett, Berlin)
o Pierre Bonnard, The Luncheon (Le Djeuner), 1923 (National Gallery of Ireland, Dublin)
o Joan Mir, Painting (Peinture), 1925 (National Galleries of Scotland, Edinburgh)
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Teachers: After children have been introduced to some elements of art and a range of artworks and artists,
and had opportunities for making art, engage them in looking at pictures and talking about them in greater
depth. Encourage the children to use the new words they have been learning as they talk, to expand their
word banks and enhance their oracy at the same time. Begin by asking questions about the lines and
colours, move on to describing or identifying any details which have caught the childrens attention,
progressing to thoughts the children have about why the artist/s worked in a particular way or style, and
what they might have been trying to say or communicate to us.
A. THE LANGUAGE OF ART
Teachers: This section includes a selection of useful and specialist words for talking about works of art. You
will find that you can use many of these terms in other areas of your teaching, particularly language and
literacy (where it is also customary to consider character, narrative, style etc.). Aim to enable the children to
understand these terms; at this stage very few will be use these terms in their speech, but building
recognition and re-call is an important step towards this.
Style: the way a work of art looks (in literature, the way something has been written or sounds)
Narrative: the word we use for a story in a work of art
Character: a word to refer to the main or important figures in a work of art or literature; but also a
term to describe a type of figure or person, such as hero
B. TALKING ABOUT PAINTINGS OF CHILDREN
Teachers: Use detailed looking and talking about the following paintings to embed what the children have
learned on the elements of art. Also help the children to verbalise they can observe about the depicted
children, such as their status or relationship, how old they are, what are they doing, where they are and how
might they be feeling (always referring back to things that can be seen).
William Hogarth, The Graham Children, 1742 (National Gallery, London)
Pieter Bruegel, Childrens Games, 1560 (Kunsthistorisches Museum, Vienna)
John Singer Sargent, Carnation, Lily, Lily, Rose, 1885-6 (Tate Britain, London)
Gabriel Metsu, The Sick Child, 1660 (Rijskmuseum, Amsterdam)
C. TALKING ABOUT NARRATIVE PAINTINGS: SAINT GEORGE AND THE DRAGON
Teachers: Observe and talk about two paintings showing George and the Dragon [Cross-curricular link with
Language and Literature]. Use the version of the legend you have used in literature to help you read what
you can see in the paintings. Among artists, the version by Jacobus de Voragine in The Golden Legend
was a popular source. Start by identifying the characters (what can you see that tells you the girl is a
princess, for example). Compare the different moments in the narrative (story) these artists have shown.
Look at and talk about how the artists painted George, the princess, and dragon as very different characters,
showing different reactions, and in very different settings.
Paolo Uccello, Saint George and the Dragon, 1470 (National Gallery, London)
Jacopo Tintoretto, Saint George and the Dragon, 1555 (National Gallery, London)
Westminster Abbey, present building begun under King Henry III in 1245 (Westminster, London)
The Banqueting House (part of the former Whitehall Palace), by Inigo Jones, 1622, with ceiling
paintings by Rubens added in 1636 (Whitehall, London)
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Music: Year 1
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines. The following guidelines focus on content, not
performance skills, though many concepts are best learned through active practice such as singing, clapping
rhythms, playing instruments, etc.
I. ELEMENTS OF MUSIC
Through participation, become familiar with some basic elements of music rhythm, melody, harmony,
form, timbre, etc.).
o Recognise a steady beat; begin to play a steady beat.
o Recognise that some beats have accents (stress).
o Move responsively to music (marching, walking, hopping, swaying, etc.).
o Recognise short and long sounds.
o Discriminate between fast and slow.
o Discriminate between obvious differences in pitch: high and low.
o Discriminate between loud and soft.
o Recognise that some phrases are the same, some different.
o Sing unaccompanied, accompanied and in unison.
III. SONGS
Teachers: Children should become familiar with many of the works below. See also Year 1 Language and
Literatures Mother Goose poems, since a number of these poems may be sung to familiar melodies.
A. WORKS OF MUSIC
The Bear Went Over the Mountain
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Mathematics: Year 1
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write numbers to at least 30 in figures.
Count reliably at least 30 objects.
Count on or back in ones, twos, fives or tens.
Recognise the place value of each digit in a number to at least 30.
Compare and order numbers to at least 30, using the related vocabulary and the equals (=) sign.
Use knowledge of place value to position numbers to at least 30 on a number line.
Identify ordinal numbers, first (1st) to tenth (10th).
Within the range 0 30, identify the number that is 1 more or 1 less than a given number.
Estimate a number of objects up to about 30 objects.
B. FRACTIONS
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Identify 2 as one of two equal parts of a region or object.
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Find 2 of a set of objects.
III. MEASUREMENT
A. LENGTH, MASS, CAPACITY AND TEMPERATURE
Identify familiar instruments of measurement, such as a ruler, scale and thermometer, and be able to
describe their uses.
Compare lengths, masses, capacities and temperatures using appropriate vocabulary.
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Estimate, then measure, while choosing and using suitable, uniform non-standard or standard units
and measuring equipment, e.g. straws, interlocking cubes, marbles, yoghurt pots, metre stick, litre
jug.
Begin to use a ruler to measure lengths in centimetres.
B. TIME
Use vocabulary related to time.
Sequence familiar events in time.
Compare duration of events.
Know the days of the week and the months of the year.
Read the time to the hour and half hour on an analogue clock.
C. MONEY
Identify and use the pound () and pence (p) signs and the 1p, 2p, 5p, 10p, 20p, 50p, 1 and 2
coins.
Find totals and give change.
Write simple money amounts, e.g. 30p, 4.
IV. GEOMETRY
A. 2-D AND 3-D SHAPES
Visualise and name common 2-D shapes, including a circle, triangle, square and rectangle.
Visualise and name common 3-D solids, including a sphere, cylinder, cone, square-based pyramid,
cube and cuboid.
Use everyday language to describe features of common 2-D shapes, including the number of sides
and corners.
Use everyday language to describe features of common 3-D solids, including the shapes of faces
and number of faces and corners.
Recognise common shapes and solids in the environment.
Use shapes and solids to make patterns, designs, pictures and models.
B. POSITION, DIRECTION AND MOVEMENT
Use everyday language to describe position, direction and movement.
V. DATA
Establish concepts of likeness and difference by sorting and classifying objects according to various
criteria: size, shape, colour, amount, function, etc.
Define a set by the common property of its elements.
In a collection of objects that includes a given set and an item that does not belong, indicate which
item does not belong.
Interpret and construct simple pictograms.
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Science: Year 1
Teachers: Effective instruction in science requires hands-on experience and observation. In the words of the
Association for Science Education: A good primary science education:
Acknowledges that children come to science education with ideas, observations and questions about
the world around them and use these as the foundations for their learning.
Nurtures childrens curiosity and inspires them, in a rich learning environment, to discover more and
to develop positive attitudes and an appreciation of the nature of science.
Challenges children to develop and use scientific skills; acquire and apply scientific knowledge,
understanding and language; investigate through playing, exploring and experimenting;
communicate and collaborate effectively with others; challenge scientific evidence.
Enables children to make connections between scientific ideas and to see how they are developed
and applied in other disciplines and beyond the classroom.
While experience counts for much, learning from books is also important, for it helps bring coherence and
order to a childs scientific knowledge. Only when topics are presented systematically and clearly can
children make steady and secure progress in their scientific learning. The childs development of scientific
knowledge and understanding is in some ways a very disorderly and complex process, different for each
child. However, a systematic approach to the exploration of science, one that combines experience with
book learning, can help provide essential building blocks for deeper understanding at a later time.
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o Smell: nose
o Taste: tongue
o Touch: skin
Review the importance of taking care of your body: exercise, cleanliness, healthy foods and rest.
Identify the importance of conservation: some natural resources are limited, so people must be
careful not to use too much of them. For example: logging and subsequent reforestation.
Recognise practical measures for conserving energy and resources. For example: turn off
unnecessary lights, tightly turn off taps, etc.
Understand that some materials can be recycled. For example: aluminium, glass and paper.
Become aware that pollution be harmful but, if people are careful, they can help reduce pollution. For
example, littering, smog, water pollution.
VII. MATERIALS
Teachers: Children should use correct vocabulary to describe different materials and their properties. Sort
materials into groups based on their properties. For example: soft, hard, bendy, ability to float, magnetic or
non-magnetic.
Recognise and name a variety of widely used materials. For example: wood, plastic, rock, paper,
metal.
Explain why materials are chosen for specific tasks based on their properties. For example wool for
clothing, glass for windows, wood for tables, metal for bridges.
Become aware that some materials are natural and some are man-made.
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starting point for reading aloud with pupils for whom English is a second language. Non-fiction read-alouds
have been selected on the basis of the history, science, music and visual arts topics identified in the
Sequence UK, with emphasis on history and science read-alouds. It is strongly recommended that daily
read-alouds focus on a single topic over a sustained period of timeabout two weeksrather than
intermingling read-alouds on a variety of subjects. Careful consideration should be given to the order in
which non-fiction read-alouds are presented to ensure that knowledge about a topic builds in a progressive
and coherent way.
Prior to a read-aloud, teachers should identify what pupils know and have learned that may be related to the
specific story or topic to be read aloud. Use pictures accompanying the read-aloud to check and support
childrens understanding of the read-aloud.
Following any read-aloud, children should participate in rich, structured conversations with an adult in
response to the written text that has been read aloud. In this way, they can begin to practise orally
comparing, analysing, and forming ideas in written text in much the same way as they will be expected to do
as independent readers in the later years.
Listen to and understand a variety of texts read aloud, including fictional stories, fairy tales, fables,
historical narratives, drama, informational text and poems.
Distinguish the following genres of literature: fiction, non-fiction and drama.
Grasp specific details and key ideas.
o Describe illustrations.
o Sequence four to six pictures illustrating events in a read-aloud.
o Answer questions requiring literal recall and understanding the details and/or facts of a readaloud, i.e. who, what, when, where, why.
o Retell key details.
o Ask questions to clarify information in a read-aloud.
o Use narrative language to describe people, places, things, locations, events, actions, a
scene or facts in a read-aloud.
Observe craft and structure.
o Understand and use words and phrases heard in read-alouds.
o Compare and contrast similarities and differences within a single read-aloud or between two
or more read-alouds.
o Make personal connections to events or experiences in a read-aloud and/or make
connections among several read-alouds.
Integrate information and evaluate evidence.
o Make predictions prior to and during a read-aloud, based on the title, pictures and/or text
heard thus far and then compare the actual outcomes to predictions.
o Answer questions that require making interpretations, forming judgements or giving opinions
about what is heard in a read-aloud, including answering why questions that require
recognising cause/effect relationships.
o Interpret information that is presented orally and then ask additional questions to clarify
information or the topic in the read-aloud.
o Identify who is telling a story or providing information in a text.
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Demonstrate understanding of literary language and use some of these terms in retelling stories or
creating own stories, including: author, illustrator, characters, setting, plot, dialogue, personification,
simile and metaphor.
Identify sensory language and how it is used to describe people, objects, places and events.
II. READING
A. PRINT AWARENESS
Understand that reading consists of a specific sense of directionality: reading left to right, return
sweep after finishing a line, reading top to bottom, reading a book from front to back.
Identify the parts of a book and the function of each part: front cover, back cover, title page, table of
contents and index.
Demonstrate correct book orientation by holding a book correctly and turning pages.
Recognise that sentences in print are made up of separate words.
Understand that words are separated by spaces.
Distinguish between letters, words, sentences and stories.
Demonstrate an understanding of basic print conventions by tracking and following print word for
word when listening to text read aloud.
Demonstrate an understanding that the sequence of letters in a written word represents the
sequence of sounds in the spoken word.
Recognise and name the 26 letters of the alphabet in both their upper-case and lower-case forms.
Say the letters of the alphabet in order, either in song or recitation.
B. ORAL READING AND FLUENCY
Read aloud, alone or with a partner at least 15 minutes each day.
Read decodable stories (levelled beginner readers) that incorporate the specific code knowledge
that has been taught.
Demonstrate increased accuracy, fluency and expression on successive reading of a decodable text.
Use phonics skills in conjunction with context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Demonstrate understanding of and use commas and end punctuation while reading orally.
Recognise apostrophes and speech marks.
C. READING COMPREHENSIONALL TEXTS
Teachers: During the beginning of Year 2, most pupils will still need to devote considerable energy when
reading to decipher the written text. Over the course of this year, they will learn even more elements of the
code, meaning that the decodable text that they can read independently will increasingly resemble real
stories and reading books. With practice and repeated readings of the same text, pupils will develop
increasing automaticity, allowing them to focus more intently on the meaning of what they are reading. Both
the pupils increasing fluency and the use of more authentic textwhich is now decodable because of the
childs increasing code knowledgemean that attention to reading comprehension can move to a higher
level than just the rudimentary understanding of text that was expected at the Year 1 level. This expectation
is reflected in the increased number of objectives below that have been added to the Year 2 objectives.
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However, it is important to remember that childrens listening comprehension still far exceeds their reading
comprehension, and that their ability to talk about what they have heard and/or read will exceed their ability
to demonstrate that understanding in writing.
Demonstrate an understanding of completely decodable text after reading independently.
Grasp specific details and key ideas.
o Sequence four to six pictures illustrating events from a text that has been read
independently.
o Answer questions requiring literal recall and an understanding of the details and/or facts (i.e.
who, what, where, when) about a text that has been read independently.
o Retell key details from a text that has been read independently.
o Ask questions to clarify information about a text that has been read independently.
o Use narrative language to describe people, places, things, locations, events, actions, a
scene or facts from a text that has been read independently.
Observe craft and structure.
o Identify basic text features and what they mean, including the title, author, table of contents
and chapters.
o Understand and use words and phrases from a text that has been read independently.
o Compare and contrast similarities and differences within a single text or between multiple
texts read independently.
o Make personal connections to events or experiences in a text that has been read
independently and/or make connections among several texts that have been read
independently.
Integrate information and evaluate evidence. (Note: prior to reading, teachers should identify what
pupils know and have learned that may be related to the specific story or topic to be read. Use
pictures accompanying the written text to check and support understanding.)
o Make predictions prior to and while reading, based on the title, pictures and/or text read thus
far and then compare the actual outcomes to predictions.
o Answer questions that require making interpretations, judgements or giving opinions about
what is read independently, including answering why questions that require recognising
cause/effect relationships.
o Identify who is telling a story or providing information in a text.
o Identify temporal words that link and sequence events, i.e., first, next then, etc.
o Identify words that link ideas, i.e., for example, also, in addition.
D. READING COMPREHENSIONFICTION, DRAMA AND POETRY
Retell or dramatise a story, using narrative language to describe characters; setting(s); and a
beginning, a middle and an end to events of the story in proper sequence.
Compare and contrast characters from different stories.
Change some story events and provide a different story ending.
Distinguish fantasy from realistic text in a story.
Identify the moral or lesson of a fable, folktale, or myth.
Demonstrate understanding of literary language and use some of these terms in retelling stories or
creating own stories: author, illustrator, characters, setting, plot, dialogue, personification, simile and
metaphor.
Identify sensory language and how it is used to describe people, objects, places and events.
E. READING COMPREHENSIONNON-FICTION AND INFORMATIONAL TEXTS
Teachers: Select non-fiction topics from the Year 2 history, science, music and visual arts topics listed, with
an emphasis on history and science.
With assistance, create and interpret timelines and lifelines related to text read independently.
Distinguish text that describes events that happened long ago from text that describes contemporary
or current events.
III. WRITING
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Teachers: It is important to recognise that of all communication skillslistening, speaking, reading and
writingwriting is the most demanding and challenging. During the beginning of Year 2, children still need to
devote much of their focus and cognitive energy to the code itself, as well as the fine motor act of writing.
During this period, teachers should continue to support written expression through shared writing
experiences that are modelled by an adult and that increase in difficulty over time.
At some point during Year 2, however, most children will feel comfortable enough with their basic skills to
begin making a transition to writing more independently. Childrens desire to express themselves in writing
should be heartily encouraged. To this end, it is important that teachers have age-appropriate expectations
about what Year 2 pupils writing should resemble. Pupils have not been taught all of the spellings they will
need to achieve dictionary-correct spelling. It is therefore premature to expect that words in their
independent writing will be spelled correctly. It is reasonable to expect pupils to use the letter-sound
correspondences they have learned to set down plausible spellings for the sounds in the word. For example,
a pupil who writes bote for boat, dun for done, or hed for head has set down a plausible spelling for each
sound in the word. Dictionary-correct spelling will be a realistic goal when pupils have learned more spellings
and learned how to use a dictionary to check spelling.
Furthermore, while teachers can begin to model the use of a writing process, such as Plan-Draft-Edit, it is
equally important not to dampen a pupils enthusiasm by rigidly insisting that all of a pupils writing be edited
over and over again to bring the text to the publication stage. In Year 2, teachers should achieve a sensible
balance that encourages children to use their current skill knowledge when writing, without stifling creative
expression.
A. WRITING TO REFLECT AUDIENCE, PURPOSE AND TASK
Add details to writing.
Begin to use tools, including technology, to plan, draft and edit writing.
B. CONDUCTING RESEARCH
Gather information from experiences or provided text sources.
C. NARRATIVE WRITING
Write or retell a story that includes characters; setting(s); and a beginning, a middle and an
appropriate end to events of the story in proper sequence.
Write a descriptive paragraph using sensory language.
Create a title that is relevant to the narrative.
D. INFORMATIVE/EXPLANATORY WRITING
Write about a topic, including beginning and ending sentences, facts and examples relevant to the
topics and specific steps (if writing explanatory text).
E. PERSUASIVE WRITING (OPINION)
Express an opinion or point of view in writing, providing reasons and supporting details for
preference or opinion using the linking word because.
Create a title that is relevant to the topic or subject of the text.
If writing about a specific book or read-aloud, refer to the content of the text.
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Write on primary lined paper from left to right, staying within the lines and leaving spaces between
words, and write from top to bottom, using a return sweep.
Write phonemically plausible spellings for words that cannot be spelled correctly with current code
knowledge, e.g., write ate for eight, boi for boy, and fone for phone.
Write words, phrases and sentences from dictation, applying phonics knowledge.
Identify and use synonyms and antonyms.
V. POETRY
Teachers: The poems listed here constitute a selected core of poetry for this year group. You are
encouraged to expose children to more poetry, old and new, and to have children write their own poems. To
bring children into the spirit of poetry, read it aloud and encourage them to speak it aloud so they can
experience the music in the words. Although children are not expected to memorise the following rhymes,
they will delight in knowing their favourites by heart, and will experience a sense of achievement and
satisfaction in being able to recite some of the rhymes.
Become familiar with the following works:
o Cats Sleep Anywhere (Eleanor Farjeon)
o The Frog (Hilaire Belloc)
o A Good Play (Robert Louis Stevenson)
o Hope (Langston Hughes)
o If Wishes Were Horses (traditional)
o I Know All the Sounds the Animals Make (Jack Prelutsky)
o Jumbo Jet (Spike Milligan)
o My Shadow (Robert Louis Stevenson)
o The Owl and the Pussycat (Edward Lear)
o The Pasture (Robert Frost)
o The Purple Cow (Gelett Burgess)
o Pussycat, Pussycat (traditional)
o The Queen of Hearts (traditional)
o Ring a Ring of Roses (traditional)
o Rope Rhyme (Eloise Greenfield)
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VI. FICTION
Teachers: While the following works make up a strong core of literature, the content of language arts
includes not only stories, fables and poems, but also knowledge of how written symbols represent sounds
and how those sounds and symbols convey meaning. Thus, the stories specified below are meant to
complement, not to replace, materials designed to help children practise decoding and encoding skills (see
above, section II. Reading and section III. Writing).
The titles here constitute a core of stories for this year group. They are available in a variety of editions,
some designed for novice readers, and others best for reading aloud to children. In Year 2, most of the
following titles should be read to the children. It is recommended that you provide a mixture of texts,
including some beginning readers, with their necessarily limited vocabulary and syntax, for these can give
children the important sense of accomplishment that comes from being able to read it all by myself.
Expose children to many more stories, including classic picture books and books best read aloud. (In
schools, teachers across year groups should communicate their choices in order to avoid undue repetition.)
Children should also be exposed to non-fiction prosebiographies, books on science and history, books on
art and musicand they should be given opportunities to tell and write their own stories.
A. STORIES
All Stories Are Anansis (folktale from West Africa)
The Boy at the Dike (folktale from Holland)
Brer Rabbit and the Tar Baby (traditional)
The Frog Prince (Brothers Grimm)
Hansel and Gretel (traditional)
Selections from The House at Pooh Corner (A. A. Milne)
It Could Always Be Worse (Yiddish folktale)
Jack and the Beanstalk (traditional)
King of the Nogs from The Sagas of Noggin the Nog (Smallfilms)
Medio Pollito (Hispanic Folktale)
The Pied Piper of Hamelin (traditional)
Pinocchio (traditional)
The Princess and the Pea (traditional)
Puss-in-Boots (traditional)
Rapunzel (traditional)
Rumpelstiltskin (traditional)
Sleeping Beauty (traditional)
The Tale of Peter Rabbit (Beatrix Potter)
B. AESOPS FABLES
The Boy Who Cried Wolf
The Dog in the Manger
The Fox and the Grapes
The Goose that Laid the Golden Eggs
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I. SPATIAL SENSE
Teachers: Foster childrens geographical awareness through regular work with maps and globes and other
geographical tools.
Locate yourself on maps and globes in relation to the different places you are studying.
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Climate of Northern Europe: mild in the south; cold and snowy further north. Northern
Europe is covered in snow and ice for much of the winter.
Vegetation: coniferous forest adapts to the cold and snowy climate.
Landscape: mixture of lowlands, mountains and lakes.
Countries: Norway, Sweden, Denmark, Finland and Iceland.
Languages spoken: Norwegian, Swedish, Danish, Finish, and Icelandic.
Settlement: the capital cities are Oslo, Stockholm, Copenhagen, Helsinki and Reykjavik.
o Discuss what it is like to live in a cold and snowy climate. How do people keep warm? How
do they travel around? How do they clear snow?
II. CLIMATES
WORLD HISTORY
Teachers: Encourage children to examine the nature of a civilisation, what defines a settled culture as
opposed to a nomadic lifestyle. Settlements, agriculture, laws and customs and communications all form
important parts of civilisation, and children should see what modern culture and society owes to these
ancient civilisations.
I. ANCIENT EGYPT
Terms: archaeology, archaeologist, fertile
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A. GEOGRAPHY
Identify the African continent on a map or globe.
Understand the climate in Africa and its influence on vegetation, particularly in the Sahara Desert
[Cross-curricular connection with Science Year 2]
Understand the importance of the Nile River, floods and farming
Identify key pharaohs
o Rameses II
o Tutankhamun [Cross-curricular connection with Visual Arts Year 2]
o Hatshepsut, woman pharaoh
o Akhenaten and Queen Nefertiti [Cross-curricular connection with Visual Arts Year 2]
Identify key features in the Ancient Egyptian culture and religion
o Pyramids
o Mummies
o Great Sphinx
o Animal gods
o Hieroglyphic writing
I. JUDAISM
II. CHRISTIANITY
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III. ISLAM
BRITISH HISTORY
I. ROMANS IN BRITAIN
Teachers: Emphasise the vast extent of Roman influence from the Middle East and North Africa to Northern
Europe. It is important that pupils understand how the Romans exported ideas, innovations and language all
over Europe, and led to the development of the idea of Christendom. In Britain, the Romans brought literacy
and extended trade and contact with continental Europe, as well as vast technological developments.
A. THE ROMANS INVADE 43AD
Invasion under Emperor Claudius
o Boudicca, Rebellion of the Iceni, in 60AD.
o Destroyed Roman settlements at Colchester, London and St Albans; Romans considered
leaving.
Romans fail to conquer Scotland (Caledonia)
o Hadrians Wall
o Ireland (Hibernia) not invaded
Large Roman Settlements
o Londinium
o Eboracum
Technological advances
o Road networks
o Sewage and water supply systems
o Literacy and written records
Roman archaeology
o Roman villa at Fishbourne near Chichester
o Roman baths at Bath
B. ROMANS LEAVE, 410
Economic decline
o Roman integration and intermarriage; Romans left cultural influence
o Romano-British culture; Romanisation of the language, e.g. centenary, mega, video
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V. NORMAN BRITAIN
Teachers: The Norman Conquest marks the final successful hostile invasion of Britain. Explain how it
ensured the continued existence of the fragile and newly unified England by the enforcement of a strong and
informed system of government and taxation.
A. NORMAN INVASION, 1066
Succession dispute, Harold Godwinson (Earl of Wessex), Harald III of Norway and William of
Normandy
o Battle of Stamford Bridge
Battle of Hastings, October 1066
o William of Normandy defeats Harold Godwinson
o Submission of the Anglo-Saxon ruling elites; crowned King of England
o The Bayeux Tapestry
B. DOMESDAY BOOK, 1086
Lists all settlements and lands in England and Wales
Important for governance and taxation
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II. EARLY CHRISTIAN AND MEDIEVAL ART IN ENGLAND AND NORTHERN EUROPE
[Cross curricular links with Year 2 British History and with Language and Literature: Aesops Fables. These
fables are illustrated in the borders of the Bayeux Tapestry, probably to reveal character traits of those
depicted in the main panels above them.]
Observe and describe the Celtic (also called Insular) style of illumination (manuscript decoration) as
seen in:
o The Lindisfarne Gospels, c. 715 (British Library, London)
o The Book of Kells c. 800 (Trinity College Library, Dublin)
Discover the variety of art treasures of Englands early medieval rulers (range of materials, foreign
influences, styles etc.) by observing:
o Sutton Hoo Ship Burial (burial treasure of an Anglo-Saxon King, 7th century, Sutton Hoo,
Suffolk). An example of an item to study is the Shoulder Clasp (British Museum, London)
o Bayeux Tapestry (embroidery showing events leading up to the Norman Conquest, probably
commissioned by Odo, Earl of Kent, for William the Conqueror, after 1067 or after, Muse de
la Tapisserie de Bayeux, Bayeux). [Located in History and Geography]
Primary colours:
o Know that red, yellow and blue are commonly referred to as the primary colours, meaning
they are colours that cannot be made from mixing other colours together
Mixing primary coloursknow that:
o Blue + yellow = green
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Secondary colours:
o Know that green, purple and orange (colours made from mixing primary colours) are
commonly referred to as the secondary colours
Observe and discuss the use of colour in:
o Claude Monet, The Beach at Trouville, 1870 (The National Gallery, London)
o James A. McNeill Whistler, Arrangement in Grey and Black No. 1 (also called Portrait of the
Artists Mother), 1871 (Muse dOrsay, Paris)
B. SHAPE
Recognise basic geometric shapessquare, rectangle, triangle, circle, ovalin nature, man-made
objects, and artworks including:
o in the work of Pablo Picasso, such as his images of Sylvette David from 1954 (various)
and additionally:
o old masters such as Leonardo da Vincis Vitruvian Man of 1492 (Gallerie dellAccademia,
Venice)
o in the work of Alexander Calder, such as Standing Mobile of 1937 (Tate Modern, London)
C. TEXTURE
Teachers: Provide opportunities for children to experience both tactile and visual texture by having them
describe qualities of texture in extant or real objects, which they can actually touch (tactile texture), and as
depicted or suggested in works of art (visual texture). You may find it helpful to introduce this by reviewing
art works from Year 1 with obvious textural differences, such as Degas Little Dancer.
Describe qualities of texture (as, for example, rough, smooth, ridged, etc.) in:
o The Kings Gold Belt Buckle (early 7th century from Sutton Hoo burial, now British Museum,
London)
o Albrecht Drer, Young Hare, 1502 (Albertina, Vienna)
o Johannes Vermeer, The Music Lesson, 1662-65 (The Royal Collection, London)
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Leonardo da Vinci, The Last Supper, 1495-98 (Refectory, Santa Maria delle Grazie, Milan)
Paula Rego, Crivellis Garden, 1990 (Sainsbury wing restaurant, National Gallery, London)
Additionally:
William Hogarth, The Pool of Bethesda (1736) and The Good Samaritan (1737), Staircase hallway,
St Bartholomews Hospital, London
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Music: Year 2
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines.
The following guidelines focus on content, not performance skills, though many concepts are best learned
through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS
Through participation become familiar with basic elements of music (rhythm, melody, harmony, form,
timbre, etc.).
o Recognise a steady beat, move to a beat, play a steady beat, recognise accents.
o Move responsively to music (marching, walking, hopping, swaying, etc.).
o Recognise short and long sounds.
o Discriminate between fast and slow.
o Discriminate between obvious differences in pitch: high and low.
o Discriminate between loud and soft.
o Understand that melody can move up and down.
o Hum the melody while listening to music.
o Echo short rhythms and melodic patterns.
o Play simple rhythms and melodies.
o Recognise like and unlike phrases.
o Recognise that music has timbre or tone colour.
o Sing unaccompanied, accompanied and in unison.
A. NOTATION
Understand that music is written down in a special way and become familiar with the following
notation:
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Orchestra
o Become familiar with the families of instruments in the orchestra: strings, brass, woodwinds,
percussion [Children will review families of instruments and specific instruments in later
years].
o Know that the leader of the orchestra is called the conductor.
o Listen to Sergei Prokofiev, Peter and the Wolf.
III. SONGS
Teachers: You may also wish to teach children the song Brother, Come Dance with me in connection with
their introduction to the opera Hansel and Gretel:
Billy Boy
La Cucaracha
Drunken Sailor (Sea Shanty, also known as What Should We Do with A Drunken Sailor?)
Dry Bones
For Hes a Jolly Good Fellow
Frre Jacques/Brother John
I had a little Nut Tree
The Grand Old Duke of York
Lavenders Blue
Michael Finnigan
Michael, Row the Boat Ashore
Oh, John the Rabbit
On Top of Old Smoky
Polly put the Kettle on
Run Rabbit Run
Shell Be Comin Round the Mountain
Skip to My Lou
Ten Green Bottles
Theres a Hole in My Bucket
When the Saints Go Marching In
Yankee Doodle
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Mathematics: Year 2
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write numbers to at least 100 in figures and words.
Count reliably at least 100 objects by grouping them, e.g. in tens, fives or twos.
Count on or back in ones, twos, fives or tens from any given number.
Recognise odd and even numbers to at least 100.
Recognise the place value of each digit in any two-digit number, and partition two-digit numbers into
multiples of 10 and 1.
Compare numbers to at least 100 using the <, >, and = signs.
Order a set of numbers to at least 100 and position numbers on a number line or grid.
Identify ordinal numbers, first (1st) to hundredth (100th).
Within the range 0 100, identify the number that is 1 or 10 more or less than a given number.
Estimate a number of objects, e.g. up to about 100 objects.
Round two-digit numbers to the nearest 10.
B. FRACTIONS
Find , and of shapes and sets of objects.
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Use knowledge of number facts, operations and inverse relationships to estimate and check
calculations.
III. MEASUREMENT
A. LENGTH, MASS, CAPACITY AND TEMPERATURE
Choose and use appropriate instruments to measure lengths, masses, capacities and temperatures.
Estimate, compare and measure lengths, masses, capacities and temperatures using standard units
(metre, centimetre, kilogram, litre, degrees Celsius).
Read relevant scales to the nearest numbered division and interpret the divisions between them.
Use a ruler to measure and draw lengths to the nearest centimetre.
B. TIME
Use units of time and know the relationship between them, e.g. second, minute, hour, day, week,
month, year.
Compare duration of events, including those that cross the hour.
Read the time to the quarter hour on an analogue clock and 12-hour digital clock and understand the
notation 5:45.
C. MONEY
Identify all coins and notes and begin to use .p notation.
Find totals, give change and work out which coins to use.
Combine coins and notes to make a given value and show different combinations of coins and notes
that equal the same value.
IV. GEOMETRY
A. 2-D AND 3-D SHAPES
Visualise and name common 2-D shapes, including circle, triangle, square, rectangle, pentagon,
hexagon and octagon.
Visualise and name common 3-D solids, including cube, cuboid, sphere, cylinder, cone, squarebased pyramid and tetrahedron.
Use everyday language to describe features of common 2-D shapes, including the number of sides,
number of right angles and symmetry.
Use everyday language to describe features of common 3-D solids, including the shapes of faces,
number of faces, edges and vertices.
Compare and sort common shapes and solids, including those in different orientations and in the
environment.
Use shapes and solids to make patterns, pictures and models, including congruent shapes and
designs.
B. POSITION, DIRECTION AND MOVEMENT
Use appropriate mathematical language to describe position, direction and movement.
Recognise and make whole, half and quarter turns to the left or right and clockwise or anti-clockwise.
Know that a right angle is a measure of a quarter turn and recognise right angles in rectangles.
C. SYMMETRY
Begin to recognise reflective symmetry.
V. DATA
Collect, process, represent, interpret and discuss data in simple ways, such as in a list, table,
diagram, pictogram or block graph.
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Science: Year 2
I. LIVING THINGS AND THEIR ENVIRONMENTS
Teachers: Introduce the idea of interdependence between living things and their environment.
A. HABITATS
Living things live in environments to which they are particularly suited.
Specific habitats and what lives there, for example:
o Forest (for example: oak trees, squirrels, foxes, badgers, snails, mice)
o Meadow and plains (for example: wildflowers, grasses, prairie dogs)
o Underground (for example: fungi, moles, worms)
o Desert (for example: cacti, lizards, scorpions)
o Water (for example: fish, oysters, starfish)
The food chain: a way of picturing the relationships between living things
o Animals: big animals eat little ones, big animals die and are eaten by little ones.
o Plants: nutrients, water, soil, air, sunlight
B. OCEANS AND UNDERSEA LIFE
Most of the Earth is covered with water.
Locate oceans: Pacific, Atlantic, Indian, Arctic
Oceans are salt water (unlike fresh water rivers and lakes)
Coast, shore, waves, tides (high and low)
Currents, the Gulf Stream
Landscape of the ocean floor: mountain peaks and deep valleys (trenches)
Diversity of ocean life: from organisms too small for the eye to see (plankton), to giant whales
Dangers to ocean life (for example, overfishing, pollution, oil spills)
C. ENVIRONMENTAL CHANGE AND HABITAT DESTRUCTION
Environments are constantly changing, and this can sometimes pose dangers to specific habitats, for
example:
o Effects of population and development
o Rainforest clearing, pollution, litter
D. SPECIAL CLASSIFICATIONS OF ANIMALS
Herbivores: plant-eaters (for example, elephants, cows, deer)
Carnivores: flesh-eaters (for example, lions, tigers)
Omnivores: plant and animal eaters (for example, bears)
Extinct animals (for example: dinosaurs)
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III. MATTER
Teachers: Introduce children to the idea that everything is made of matter, and that all matter is made up of
parts too small to see.
Basic concept of atoms
Names and common examples of three states of matter:
o Solid (for example, wood, rocks)
o Liquid (for example, water)
o Gas (for example, steam)
Water as an example of changing states of matter of a single substance
V. INTRODUCTION TO ELECTRICITY
Teachers: Through reading aloud, observation and experiment, explore with children the basic principles of
electricity and safety rules.
Static electricity
Basic parts of simple electric circuits (for example, batteries, wire, bulb or buzzer, switch)
Conductive and nonconductive materials
Safety rules for electricity (for example, never put your finger or anything metallic in an electrical
outlet, never touch a switch or electrical appliance when your hands are wet or when youre in the
bathtub, never put your finger in a lamp socket, etc.)
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but also to the richer and more formal language of books. This can be done by frequently reading aloud.
Helping young children develop the ability to listen to and understand written texts read aloud must be an
integral part of any initiative designed to build literacy.
In Year 3, pupils are becoming increasingly skilled as independent readers. Nevertheless, research indicates
that pupils reading comprehension ability does not catch up to listening comprehension until they are in Key
Stage 3. It is therefore still important to provide for children in Year 3 extensive reading experiences of both
fiction and non-fiction texts.
Careful consideration should be given to the selection of books read aloud to ensure that the vocabulary and
syntax presented is rich and complex, yet always accessible. Levelled texts will not provide the rich language
experience desired during read-alouds and should only be used as a starting point with pupils for whom
English is a second language.
Age-appropriate read-aloud selections for poetry and fiction are included below. Non-fiction read-alouds
should be selected on the basis of the history, science, music and visual art topics identified for Year 3 pupils
in the Core Knowledge Sequence UK, with emphasis on history and science selections. It is strongly
recommended that daily read-alouds focus on a single topic over a sustained period of timeabout two
weeksrather than intermingling read-alouds on a variety of subjects. Careful consideration should be given
to the order in which non-fiction read-alouds are presented, to ensure that knowledge about a topic builds in
a progressive and coherent way.
Following any reading, children should participate in rich, structured conversations with an adult in response
to the written text that has been read aloud. In this way, they can begin to practise orally comparing,
analysing and synthesising ideas in written text in much the same way as they will be expected to do as
independent readers in later years.
Listen to and understand a variety of texts read aloud, including fictional stories, fairy tales, fables,
historical narratives, drama, informational text and poems.
Distinguish the following genres of literature:
o Fiction
o Non-fiction
o Reportage
o Drama.
Grasp specific details and key ideas
o Describe illustrations.
o Sequence four to six pictures illustrating events in a read-aloud.
o Answer questions requiring literal recall and understanding of the details and/or facts of a
read-aloud, i.e., who, what, where, when, why, etc.
o Retell key details.
o Summarise in ones own words selected parts of a read-aloud.
o Ask questions to clarify information in a read-aloud.
o Use narrative language to describe people, places, things, locations, events, actions, a
scene or facts in read-aloud.
Observe craft and structure
o Understand and use words and phrases heard in read-alouds.
o Compare and contrast similarities and differences within a single read-aloud or between two
or more read-alouds.
o Make personal connections to events or experiences in a read-aloud and/or make
connections among several read-alouds.
Integrate information and evaluate evidence. (Note: prior to listening to a read-aloud, teachers
should identify what pupils know and have learned that may be related to the specific story or topic
to be read aloud. Use pictures accompanying the read-aloud to check and support understanding of
the read-aloud.)
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o
o
Make predictions prior to and during a read-aloud, based on the title, pictures, and/or text
heard thus far and then compare the actual outcomes to the predictions.
Answer questions that require making interpretations, forming judgements or giving opinions
about what is heard in a read-aloud, including answering why questions that require
recognising cause/effect relationships.
Interpret information that is presented orally and then ask additional questions to clarify
information or the topic in the read-aloud.
Identify who is telling a story or providing information in a text.
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II. READING
A. READING COMPREHENSION: ALL TEXTS
Teachers: At the start of Year 3, pupils should be demonstrating ever-increasing code knowledge and
fluency in their independent reading, allowing them to focus more intently on the meaning of what they are
reading. This increased focus on reading comprehension is reflected in the number and complexity of the
objectives below, as compared to earlier years. However, it is important to remember that listening
comprehension still far exceeds reading comprehension and that childrens ability to talk about what they
have heard and/or read will exceed their ability to demonstrate that understanding in writing.
Demonstrate understanding of textthe majority of which is decodableafter independent reading.
Grasp specific details and key ideas
o Sequence four to six pictures illustrating events from a text that has been read
independently.
o Answer questions requiring literal recall and understanding of the details and/or facts (i.e.,
who, what, where, when, why etc.) about a text that has been read independently.
o Retell key details from a text that has been read independently.
o Summarise in ones own words selected parts of the text.
o Ask questions to clarify information about a text that has been read independently.
o Use narrative language to describe people, places, things, locations, events, actions, a
scene or facts from a text that has been read independently.
Observe craft and structure
o Identify basic features and what they mean, including title, author, table of contents, chapter
headings and captions.
o Understand and use words and phrases from a text that has been read independently.
o Compare and contrast similarities and differences within a single text or between multiple
texts read independently.
o Make personal connections to events or experiences in a text that has been read
independently and /or make connections among several texts that have been read
independently.
Integrate information and evaluate evidence. (Note: prior to reading, teachers should identify what
pupils know and have learned that may be related to the specific story or topic to be read. Use
pictures accompanying the written text to check and support understanding of the text.)
o Make predictions prior to and while reading, based on the title, pictures and/or text heard
thus far and then compare the actual outcomes to the predictions.
o Answer questions that require making interpretations, forming judgements or giving opinions
about what is heard in a read aloud, including answering why questions that require
recognising cause/effect relationships.
o Interpret information that is read independently and then ask additional questions to clarify
this information.
o Identify who is telling a story or providing information in a text.
o Identify temporal words that link and sequence events, i.e., first, next, then, etc.
o Identify words that link ideas, i.e., for example, also, in addition.
o Identify words that contrast ideas, i.e., however, but.
B. READING COMPREHENSION: FICTION, DRAMA AND POETRY
Retell or dramatise a story, using narrative language to describe characters, setting(s) and the plot of
the story in proper sequence.
Compare and contrast characters from different stories.
Describe characters in increasing depth by referring to or using dialogue and/or their actions in the
story.
Change some story events and provide a different story ending.
Distinguish fantasy from realistic text in a story.
Identify the moral or lesson of a fable, folktale or myth.
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Demonstrate understanding of literary language and use some of these terms in retelling stories or
creating own stories:
o Author
o Illustrator
o Characters
o Setting
o Plot
o Dialogue
o Personification
o Simile
o Metaphor
Identify repetitions in phrases, refrains or sounds in poems or songs.
Identify sensory language and how it is used to describe people, objects, places and events
Describe the use of rhyme, rhythm and sensory images used in poetry.
III. WRITING
Teachers: Pupils develop ever-increasing code knowledge and fluency in reading during Year 3 and, as a
result, most will also become increasingly comfortable and competent in expressing their thoughts and ideas
in writing.
Teachers should, however, have age-appropriate expectations about what Year 3 pupil writing should
resemble. Pupils spelling skills will often lag behind the code knowledge they demonstrate in reading. It is
reasonable to expect that the pupils will use the letter-sound correspondences they have learned thus far to
set down plausible spellings for the sounds in the word.
For example, a pupil who writes coller for collar, wate for wait or weight has set down a plausible spelling for
each sound in the word, using the code knowledge taught in this year. This should be seen as acceptable
spelling for this stage of literacy acquisition. With continued writing practice, pupils should begin to include
more dictionary-correct spellings for words that they read and write frequently. Dictionary correct spelling as
the rule will be a realistic goal when pupils have learned more spellings, have had repeated writing practice
opportunities and have learned how to use a dictionary to check spelling.
For Year 3 children, teachers should continue to model the use of a writing process, such as Plan-DraftEdit, as pupils learn to write in various genres. It is important, though, not to dampen pupil enthusiasm for
writing by rigidly insisting that all of a pupils writing be edited over and over again to bring the text to
publication stage. In Year 3, teachers should achieve a sensible balance that encourages children to use
their current level of skills when writing, as well as a simple editing rubric for review, without stifling creative
expression.
A. WRITING TO REFLECT AUDIENCE, PURPOSE AND TASK
Add details to writing.
Begin to use tools, including technology, to plan, draft and edit writing.
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B. CONDUCTING RESEARCH
Gather information from experiences or provided text sources
C. NARRATIVE WRITING
Write a familiar story that includes setting(s), character(s), dialogue and, if appropriate, several
events, using temporal words and phrases to indicate the chronology of events.
Write a personal narrative.
Create a title and an ending that are relevant to the narrative.
D. INFORMATIVE/EXPLANATORY WRITING
Write about a topic, including beginning and concluding sentences, facts and examples relevant to
the topic and specific steps (if writing explanatory text).
Group similar information into paragraphs.
Use linking words such as also, another, and, etc. to connect ideas within a paragraph.
E. PERSUASIVE WRITING (OPINION)
Express an opinion or point of view in writing, providing reasons and supporting details for
preference or opinion.
Use words to link opinions with reasons or supporting details, such as because, also, another.
Create a title that is relevant to the topic or subject of the text.
If writing about a specific book or read-aloud, refer to the content of the text.
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Recognise, identify and use subjects and predicates, orally, in written text and in own writing.
o For example (subject is in bold and predicate is in italics): Anna scored a goal.
Recognise, identify and use statements, questions, and exclamations orally, in written text and in
own writing.
Recognise, identify and use complete simple and compound sentences.
V. POETRY
VI. FICTION
Teachers: The titles listed below are available in a variety of editions, including both adaptations for novice
readers and others that lend themselves to reading aloud to childrenfor example, Charlottes Web or How
the Camel Got His Hump. It is recommended that you provide a mixture of texts. Editions designed for
beginning readers can help children practise decoding skills. Texts, which children may not be capable or
reading on their own, can be understood when the words are read aloud and talked about with a helpful
adult. Such active listening to vocabulary and syntax that goes beyond the limits of age-appropriate reading
texts is an important part of developing an increasingly sophisticated verbal sense.
The titles below constitute a core of stories for Year 3. Expose children to as many more stories as possible,
including classic picture books, books to be read aloud, etc. (In schools, teachers across the year groups
should communicate their choices in order to avoid undue repetition.) Children should also be exposed to
non-fiction prosebiographies, books on science and history and books on art and musicand they should be
given opportunities to tell and write their own stories. We will also explore Ancient Greek myths and British
tall tales.
A. STORIES
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Guinevere
Merlin and the Lady of the Lake
Sir Lancelot
Robin Hood
D. LITERARY TERMS
Become familiar with the following terms:
o Limerick
o Myth
o Tall tale
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Identify different types of settlement: hamlets, villages, towns, cities and conurbations.
Distinguish between rural, urban and suburban areas.
Know that green belts are used to control urban growth.
Use a local map to identify the site and situation of local settlements.
o Where are settlements found? In valleys, along coasts and at river crossings.
o Why did people choose these locations? Access to water, farmland, wood or for defence.
Examine population density
o Distinguish between areas where people are dispersed (rural) and crowded (towns and
cities).
Learn that Asia is the largest continent, with the most populous countries in the world
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Himalayan mountain range includes some of the tallest mountains in the world. The tallest mountain
is Mt. Everest.
Locate the following countries:
o China
o India
o Japan
WORLD HISTORY
I. INDIA
Teachers: Use the famous rivers in India to emphasise the importance of rivers for settlement and
civilisation. Since religion is a shaping force in the story of civilisation, the Core Knowledge Sequence UK
also introduces children to major world religions, beginning with a focus on geography and major symbols
and figures. The purpose is not to explore matters of theology but to provide a basic vocabulary for
understanding many events and ideas in history. The goal is to familiarise, not proselytise; to be descriptive,
not prescriptive. The tone should be one of respect and balance: no religion should be disparaged by
implying that it is a thing of the past.
A. INDUS RIVER AND GANGES RIVER
Settlements occur especially along these rivers.
B. HINDUISM
Belief in many gods.
Followers are called Hindus.
Become familiar with Hindu gods
o Brahma, Vishnu, Shiva
Become familiar with sacred Hindu books
o Rig Veda
o Ramayana, telling the story of Rama and Sita
C. BUDDHISM
Become familiar with how Prince Siddhartha becomes Buddha, the Enlightened One.
Understand how Buddhism evolved from Hinduism in India and then spread through many countries
in Asia.
Become familiar with King Asoka (also spelled Ashoka).
II. CHINA
Teachers: Introduce children to Chinese geography and culture. Chinese civilisation has produced many
important inventions and discoveries.
Terms: merchant
A. GEOGRAPHY
Recognise the importance of the Yellow (Huang He) and Yangtze (Chang Jiang) Rivers.
Revisit the topic of the Great Wall of China and understand its historic significance [Cross-curricular
connection with World History and Geography: Year 1]
B. TEACHINGS OF CONFUCIUS
Become familiar with the teachings of Confucius, for example: honour your ancestors.
C. CHINESE INVENTIONS
Invention of paper
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Importance of silk
D. CHINESE HOLIDAYS
Chinese New Year
III. JAPAN
Teachers: Familiarise children with Japanese geography and modern culture, as well as the operation of
Japanese society under feudalism, while emphasising the importance of the regional family dynasties.
Terms: earthquake, monsoon, typhoon, tsunami, daimyo, shogun, samurai, bushido, chopsticks, origami,
kimono
A. GEOGRAPHY
Locate Japan relative to continental Asia.
o Understand why Japan is sometimes called the land of the rising sun.
Understand that Japan is made up of four main islands: Hokkaido, Honshu (largest), Shikoku,
Kyushu
Identify important features
Pacific Ocean, Sea of Japan, Mt. Fuji, Tokyo, The Pacific Rim
Typhoons, earthquakes
B. CULTURE
Recognise the Japanese flag
Understand the significance of big, modern cities that are centers of industry and business.
Become familiar with traditional Japanese culture
o Traditional craft: origami
o Traditional costume: kimono
C. FEUDAL JAPANESE HISTORY AND CULTURE
Emperor as nominal leader, but real power in the hands of shoguns
Samurai, code of Bushido
Rigid class system in feudal Japanese society
Japan closed to outsiders
Religion
o Buddhism: the four Noble Truths and the Eightfold Path, Nirvana
o Shintoism: reverence for ancestors, reverence for nature, kami
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BRITISH HISTORY
I. THE RULE OF LAW AND MURDER IN THE CATHEDRAL
Teachers: Connect the reign of Henry II with earlier events covered in earlier stages of British History,
particularly the period of Norman Britain [Cross-curricular connection with British History: Year 2]. Encourage
children to see the importance of the legal developments in this period, and how it helped to form the modern
legal system. Make connections between conflicts between the church and the government in this period,
and later developments in this relationship.
A. HENRY II
First of the Plantagenet Kings
Henry IIs legal and judicial reforms
o Royal Magistrate Courts; Royal circuit judges; extension of Royal influence in local, civil
cases
o Trial by jury; precedent for modern legal systems
o Henrys conflict with the church over Thomas Becket, the Archbishop of Canterbury, who
challenged the Kings authority
o Murder of the Archbishop at Canterbury Cathedral
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V. THE REFORMATION
Teachers: Explain the Reformation as both a religious and a political development. Encourage children to
think about the impacts of the reformation, and how it caused religious conflicts across Europe during
subsequent centuries.
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A. REFORMATION
Martin Luther was professor of theology at Wittenberg
o Martin Luther nailed his 95 theses to church door (1517)
Protestantism
o Personal relationship with God; bible reading; opposed papacy
Legacy of the reformation
o Increased literacy
B. THE ENGLISH REFORMATION
William Tyndales Bible (1525)
Henry VIII (1509)
o Fear of not producing a male heir
Catherine of Aragon
o Birth of Mary
o Attempts at annulment
Anne Boleyn
o Birth of Elizabeth
o Beheading
Separation of the Church of England from the Roman Catholic Church
Legislation against the clergy
o Henry VIII becomes head of the Church in England
C. DISSOLUTION OF THE MONASTERIES
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B. FORM
Explain that form, in the discussion of art, is a term useful for describing complex shapes, often
organic rather than geometric, as well as three-dimensional as opposed to flat shapes: the form of a
human figure, for example, or the form of a tree.
Help the children consider form in the works they have considered for their use of line (such as
Picasso's Mother and Child), and help them find ways to describe form in these additional works:
o George Stubbs, Whistlejacket, 1762 (National Gallery, London)
o Vincent van Gogh, Wheatfield with Cypress Trees, 1889 (National Gallery, London)
C. SYMMETRY
Recognise common objects and shapes (squares, faces, trees) as symmetrical (where a part of an
image or object is reflected or balanced in another side), or not symmetrical.
Observe the use of symmetry in:
o Leonardo da Vinci, The Last Supper, 1495-98 (Refectory, Santa Maria delle Grazie, Milan)
Additionally in:
o Meindert Hobbema, The Avenue at Middelharnis, 1689 (National Gallery, London)
Recognise and discuss as landscapes (images of nature or the natural environment, from the Dutch
word landschap):
o Jacob Ruisdael, Landscape with Bentheim Castle, 1653 (National Gallery of Ireland, Dublin)
o John Constable, Salisbury Cathedral from the Meadows, 1831 (National Gallery, London)
o Henri Rousseau, Surprised! A Tiger in a Tropical Storm, 1891 (National Gallery, London)
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B. STILL LIFE
Recognise and discuss the following as still lives (images of one or more inanimate objects):
o Paul Czanne, studies with fruit such as apples and/or oranges, for instance, Still Life with
Apples, 1877-78 (Fitzwilliam Museum, Cambridge)
Additionally:
o Anon. (from Herculaneum, Italy), Still Life with Peaches and a Glass, AD 50 (Archaeological
Museum, Naples) [Teachers: point out that we know that still life has been a popular art form
since ancient times because works like this one have survived due to being long-lasting
fresco murals.]
The childrens knowledge of the depicted myths from their language and literature studies:
o Antonio del Pollaiuolo, Apollo and Daphne, c.1432-1498 (National Art Gallery, London)
Additionally:
o Frederic (Lord) Leighton, The Return of Persephone to Demeter, 1891 (Leeds City Art
Gallery, Leeds)
o Pablo Picasso, Minotaur and his Wife, 1937 (British Museum, London)
Understand symmetry and a line of symmetry as it applies to buildings; observe symmetry in the
design of some buildings which are familiar to you and/or the children (you could look at your school,
local houses, or focus on the Cathedrals studied previously).
Noting line, shape, and special features (such as columns and domes), look at and consider the
following structures in relation to World History:
o The Parthenon (including the Parthenon Frieze or so-called Elgin Marbles, now at the
British Museum, London) 440 BC (Acroplis, Athens, Greece)
o Great Stupa, begun 3rd Century BC (Buddhist temple in Sanchi, Raien district, Madhya
Pradesh, India).
o Sir Christopher Wren, St Paul's Cathedral, 1675 (London)
Additionally:
o Inigo Jones, The Banqueting House, 1619-22 (Whitehall, London) [include Rubenss painted
ceiling, with its references to James I, the Union of England and Scotland, and the
Gunpowder Plot]
Consider an example of modern architecture, assessing what is traditional and what is innovative,
such as:
o Frank Gehry, Guggenheim Museum, 1997, Bilbao, Spain
o Eric Miralles, Scottish Parliament Building, 2004, Edinburgh, UK
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Music: Year 3
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines.
The following guidelines focus on content, not performance skills, though many concepts are best learned
through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS
Through participation, become familiar with basic elements of music (rhythm, melody, harmony,
form, timbre, etc.).
o Recognise a steady beat, accents, and the downbeat; play a steady beat.
o Move responsively to music (marching, walking, hopping, swaying, etc.).
o Recognise short and long sounds.
o Discriminate between fast and slow; gradually slowing down and getting faster.
o Discriminate between differences in pitch: high and low.
o Discriminate between loud and soft; gradually increasing and decreasing volume.
o Understand that melody can move up and down.
o Hum the melody while listening to music.
o Echo short rhythms and melodic patterns.
o Play simple rhythms and melodies.
o Recognise like and unlike phrases.
o Recognise timbre (tone colour).
o Sing unaccompanied, accompanied, and in unison.
o Recognise verse and refrain.
o Recognise that musical notes have names.
o Recognise a scale as a series of notes.
o Sing the C major scale using do re mi etc.
B. NOTATION
Review the following notation:
Crotchet
Minim
Semi-breve
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Treble clef and names of lines and spaces in the treble clef
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III. SONGS
Bobby Shaftoe
Clementine
Do-Re-Mi (Richard Rodgers and Oscar Hammerstein II, for the musical The Sound of Music)
The Happy Wanderer (words by Florenz Siegesmund, English translation by Antonia Ridge, music
by Friedrich Wilhelm Mller)
The Hippopotamus Song (also known for its chorus: Mud, Mud, Glorious Mud) (Michael Flanders
and Donald Swann)
Oranges and Lemons
Who Killed Cock Robin?
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Mathematics: Year 3
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write numbers to at least 1000 in figures and words.
Count on or back in single-digit steps or multiples of 10 from any given number.
Count on or back in steps of 10, 50 or 100 from any given number.
Recognise the place value of each digit in any three-digit number, and partition three-digit numbers
into multiples of 100, 10 and 1.
Compare numbers to at least 1000 using the <, >, and = signs.
Order a set of numbers to at least 1000.
Round two-digit or three-digit numbers to the nearest 10 or 100.
B. FRACTIONS
1
1
1
1
1
1
Recognise unit fractions such as /2, /3, /4, /5, /6 and /10.
Use diagrams to compare fractions and establish equivalents.
2
3
7
Begin to recognise simple fractions that are several parts of a whole, e.g. /3, /4 or /10, interpreting
the denominator as the parts of a whole and the numerator as the number of parts.
Identify pairs of fractions that total 1.
1
Find unit fractions of shapes, numbers or quantities, e.g. /5 of 20.
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Solve simple division calculations involving remainders, rounding up or down depending on the
context.
Use informal written methods to multiply or divide a two-digit number by a one-digit number, e.g. 24
x 3, 37 5.
C. MIXED OPERATIONS
Use the +, , x, and = signs to record calculations, including symbols such as , or to stand
for an unknown number, e.g. 15 + = 47, 28 = 7.
Use knowledge of number operations and inverse relationships to estimate and check calculations.
III. MEASUREMENT
A. LENGTH, MASS, CAPACITY AND TEMPERATURE
Recognise and use abbreviations for metric units of measure: km, m, cm, kg, g, l, ml, C.
Estimate, measure and record lengths, masses, capacities and temperatures using standard units
(km, m, cm, kg, g, l, ml, C).
Know the relationship between kilometres and metres, metres and centimetres, kilograms and
grams, litres and millilitres.
Read, to the nearest division and half-division, scales that are numbered or partially numbered.
B. TIME
Use a calendar to identify and record the date, day of the week, month and year.
Compare duration of events and calculate time intervals.
Read the time to 5 minutes on an analogue clock and 12-hour digital clock and understand the
notation 8:25.
Understand noon and midnight and distinguish time as am or pm.
C. MONEY
Recognise relative values of all coins and notes.
Begin to add and subtract amounts of money to find totals and give change, using .p notation
where appropriate.
IV. GEOMETRY
A. 2-D AND 3-D SHAPES
Identify, visualise, describe, classify, draw and make 2-D shapes and 3-D solids.
B. POSITION, DIRECTION AND MOVEMENT
Read and write the vocabulary of position, direction and movement.
Identify lines as horizontal, vertical, diagonal, perpendicular and parallel.
Describe and find the position of a square on a grid of squares with the rows and columns labelled.
Recognise and use the four compass directions. [Cross-curricular connection with Year 1
Geography]
Identify right angles in 2-D shapes and the environment.
Recognise whether an angle is greater or smaller than a right angle.
Recognise that a straight line is equivalent to two right angles.
Use a set-square to draw right angles.
C. SYMMETRY
Identify and draw lines of symmetry in simple shapes.
Recognise shapes with no lines of symmetry.
Draw the reflection of a shape or pattern in a mirror line along one side.
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V. DATA
Collect, process, represent, interpret and discuss data in a tally chart, frequency table, pictogram or
bar chart.
Read, interpret and represent data:
o where symbols represent more than one unit, e.g. 2 or 5;
o where scales have intervals of differing step size, e.g. axis labelled in 2s or 5s.
Use Venn and Carroll diagrams to sort objects and data.
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Science: Year 3
I. CYCLES IN NATURE
A. SEASONAL CYCLES
The four seasons and Earths orbit around the Sun [Review from Year 1]
Seasons and life processes
o Spring: sprouting, sap flow in plants, mating and hatching
o Summer: growth
o Fall: ripening, migration
o Winter: plant dormancy, animal hibernation
B. LIFE CYCLES
The life cycle: birth, growth, reproduction, death
Reproduction in plants and animals
o From seed to seed with a plant
o From egg to egg with a chicken
o From frog to frog
o From butterfly to butterfly: metamorphosis (see below: insects)
C. THE WATER CYCLE
Most of the Earths surface is covered by water
The water cycle
o Evaporation and condensation
o Water vapour in the air, humidity
o Clouds: cirrus, cumulus, stratus
o Precipitation, groundwater
II. INSECTS
[Cross-curricular links with Year 3 Language and Literature: Poetry]
Insects can be helpful and harmful to people.
o Helpful: pollination; products like honey, beeswax, and silk; eat harmful insects
o Harmful: destroy crops, trees, wooden buildings, clothes; carry disease; bite or sting
Distinguishing characteristics
o Exoskeleton, chitin
o Six legs and three body parts: head, thorax and abdomen
o Most but not all insects have wings
Life cycles: metamorphosis
o Some insects look like miniature adults when born from eggs, and they moult to grow (for
example: grasshopper, cricket)
o Some insects go through distinct stages of egg, larva, pupa, adult (for example: butterflies,
ants)
Social Insects
o Most insects live solitary lives, but some are social (for example: ants, honeybees, termites,
wasps)
o Ants: colonies
o Honeybees: workers, drones, queen
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IV. MAGNETISM
Teachers: Magnetism was introduced in Year 1. Review and introduce new topics in Year 3, with greater
emphasis on experimentation.
Magnetism demonstrates that there are forces we cannot see that act upon objects.
Most magnets contain iron
Lodestones: naturally occurring magnets
Magnetic poles: north-seeking and south-seeking poles
Magnetic field (strongest at the poles)
Law of magnetic attraction: unlike poles attract, like poles repel.
The Earth behaves as if it were a huge magnet: north and south magnetic poles (near, but not the
same as, geographic North Pole and South Pole).
Orienteering: use of a magnetised needle in a compass, which will always point to the north
V. SIMPLE MACHINES
Teachers: Examine with children how specific tools are made to perform specific jobs- for example,
hammers, screwdrivers, pliers, etc. Through observation and experimentation, examine with children how
simple machines help make work easier, and how they are applied and combined in familiar tools and
machines.
A. SIMPLE MACHINES
Lever
Pulley
Wheel and axle
o Gears: wheels with teeth and notches
o How gears work and familiar uses (for example, in bicycles)
Inclined plane
Wedge
Screw
B. FRICTION, AND WAYS TO REDUCE FRICTION (LUBRICANTS, ROLLERS, ETC.)
Archimedes (ancient Greek mathematician, physicist, engineer, inventor, and astronomer) [Crosscurricular link with History and Geography]
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Aristotle (Greek philosopher: wrote on physics, biology, logic, poetry, theatre, rhetoric, politics and
ethics)
Anton van Leeuwenhoek (invented the microscope)
The Curie Family including Marie Curie (discovered radiation and two new elements)
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II. POETRY
Teachers: The poems listed here constitute a core of poetry for this year group. You are encouraged to
expose children to more poetry, old and new, and to have children write their own poems. To bring children
into the spirit of poetry, read it aloud and encourage them to read it aloud so they can experience the music
in the words. At this age, poetry should be a source of delight; technical analysis should be delayed until
later years.
Become familiar with the following works:
o At the Zoo (William Makepeace Thackeray)
o By Myself (Eloise Greenfield)
o Catch a Little Rhyme (Eve Merriam)
o Colonel Fazackerley (Charles Causley)
o The Crocodile (Lewis Carroll) [In Alice in Wonderland]
o The Dragon on the Playground (Kenn Nesbitt)
o Daddy Fell into the Pond (Alfred Noyes)
o Dream Variations (Langston Hughes)
o Ducks Ditty (Kenneth Grahame) [Cross-curricular connection to 'Wind in the Willows' story]
o Eletelephony (Laura Richards)
o Father William (Lewis Carroll) [In Alice in Wonderland]
o For want of a nail, the shoe was lost (traditional)
o Happiness (A. A. Milne)
o Topsy-Turvy World (William Brighty Rands)
o Trees (Sergeant Joyce Kilmer)
III. FICTION
Teachers: The titles here constitute a selected core of stories for this year group. Expose children to many
more stories, and encourage children to write their own stories. Children should also be exposed to nonfiction prose: biographies, books about science and history, books on art and music, etc. Also, engage
children in dramatic activities, possibly with one of the stories below in the form of a play. Some of the
following works, such as Alice in Wonderland and The Wind in the Willows, lend themselves to reading aloud
to children.
A. STORIES
Become familiar with the following works:
o Alice in Wonderland (Lewis Carroll)
o The Arabian Nights: Ali Baba and Aladdin (traditional)
o The Butterfly Lion (Michael Morpurgo)
o The Hunting of the Great Bear (an Iroquois legend about the origin of the Big Dipper)
o The Legend of Finn MacCool (traditional Irish story)
o The Little Match Girl (Hans Christian Andersen)
o William Tell (traditional)
o Selections from the Wind in the Willows: The River Bank and The Open Road (Kenneth
Grahame)
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Veni vidi vici (I came, I saw, I conquered) [cross-curricular connection with Year 4 World
History: Ancient Rome]
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Draw maps of the local area using symbols and a key. For example, have pupils draw a map of their
route to school.
Use the points of the compass: north, south, east, west.
Review scale and discuss how they will show this on their maps.
Identify changes to a locality over time, sequence of change, and spread or growth. For example,
study aerial photographs of a local place taken in different years.
Use an atlas and online resources to find geographical information.
On a globe, identify the tropics of Cancer and Capricorn and understand their significance.
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UK GEOGRAPHY
Teachers: Pupils should study each region of the UK including: climate, landscape, resources, ecosystems,
population distribution, people, cultural practices, economic activities, political status (Scotland, Wales and
Northern Ireland) and places of interest. The aim is for pupils to develop their knowledge of the geography of
the UK in more detail. The lists of regional geography are by no means extensive or final. They are included
as examples of geographical knowledge that pupils might study. The regions covered in Years 4-6 can be
taught in any order. In Year Four, teachers may like to begin with the region in which the school is located
and then study a different region. The remaining regions should be taught in Years 5 and 6.
Greater London, Surrey, East Sussex, West Sussex, Kent, Berkshire, Buckinghamshire,
Hertfordshire, Oxfordshire, Isle of Wight
o Transport, River Thames, Houses of Parliament, Tower Bridge, St Pauls Cathedral.
Buckingham Palace, Thames Barrier, Dover, Channel Tunnel, Battle of Hastings, Brighton,
Southampton and Portsmouth, Titanic, hi-tech industry, M4 corridor.
WORLD HISTORY
I. ANCIENT ROME
Background
o Our calendar; a gift from Rome
o Define B.C. / A.D. and B.C.E. / C.E.
o The legend of Romulus and Remus
o Latin as the language of Rome
o Worship of gods and goddesses
Largely based on Greek religion
o The Republic
Senate, Patricians, Plebeians
o Punic Wars
Carthage, Hannibal
The Empire
o Julius Caesar
Defeats Pompey in civil war; becomes dictator
Veni, vidi, vici (I came, I saw, I conquered)
Cleopatra of Egypt
Caesar assassinated in the Senate, Brutus
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o
Augustus Caesar
Life in the Roman Empire
The Forum: temples, marketplaces, etc.
The Colosseum: circuses, gladiator combat, chariot races
Roads, bridges, and aqueducts
o Eruption of Mt. Vesuvius
Destruction of Pompeii
o Persecution of Christians
The decline and fall of Rome
o Weak and corrupt emperors
Legend of Nero fiddling as Rome burns
o Civil wars
o City of Rome sacked
The Eastern Roman Empire: Byzantine Civilisation
o The rise of the Eastern Roman Empire, known as the Byzantine Empire
o Constantine
Emperor who made Christianity the official religion of Rome
Constantinople (now called Istanbul) merges diverse influences and cultures.
o Justinian, Justinians Code
BRITISH HISTORY
I. JAMES I AND JAMES VI (1567-1625)
Teachers: Important aspects to emphasise include the origins of the Civil War, the importance of the union
of crowns between England and Scotland, and the growth of trade and global exploration to connect to the
growth of the British Empire in later years
MONARCHS OF THE HOUSE OF STUART
THE UNION OF THE CROWNS
King of Scots as James VI from 1567
King of England and Ireland as James I from the union of the English and Scottish crowns on 24
March, 1603
o Belief in the Divine Right of Kings
o Gunpowder Plot, 1605
o Parliament unwilling to grant the King money; dissolved by the King
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Observe how artists use light and shadow (to focus our attention, create mood, etc.) in:
o Caravaggio, Supper at Emmaus, 1601 (National Gallery, London) [Explain that Caravaggio
pioneered a very dramatic lighting contrasting dark shade with bright light, known as
chiaroscuro, combining the Italian words for light and dark.]
o Rembrandt van Rijn, Belshazzars Feast, 1636 (National Gallery, London)
o Johannes Vermeer, The Milkmaid, c. 1658 (Rijksmuseum, Amsterdam)
o Joseph Mallord William Turner, The Fighting Temeraire, 1859 (National Gallery, London)
B. SPACE IN ARTWORKS
Understand the following terms: two-dimensional (height, width), and three-dimensional (height,
width, depth). [Note: perspective will be considered in Year 6.]
Observe the relationship between two-dimensional and three-dimensional shapes: square to cube,
triangle to pyramid, circle to sphere and cylinder.
Observe how artists can make what they depict look three-dimensional, despite working in twodimensions, by creating an illusion of depth. Also examine the foreground, middle ground, and
background in paintings, including:
o Pieter Bruegel the Younger, The Peasant Wedding, 1620 (National Gallery of Ireland,
Dublin)
o Jean-Franois Millet, The Gleaners, 1857 (Muse dOrsay, Paris)
Examine designhow the elements of art work together to create a balanced or coherent wholein:
o Henri Matisse (collage): The Fall of Icarus (from Jazz), 1943 (Tate, London; Metropolitan
Museum of Art, New York)
Additionally in:
o Edvard Munch, The Scream, 1893 (National Gallery, Oslo)
o Anthony van Dyck, Portrait of Charles I, Henrietta Maria and their Children, 1632 (Royal
Collection, Buckingham Palace, London) [Cross-curricular links with Year 4 English History]
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o
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Kate Farrer, Icarus, 2012 (Artists Collection, now on display at the Royal School of
Needlework at Hampton Court) [Cross-curricular connections with Icarus by Matisse and
with Year 3 and Year 4 Language and Literature: Ancient Greek and Roman Mythology]
Christs Charge to Peter tapestry commissioned by King Charles I and made in Mortlake
(Forde Abbey, Boughton House, Belvoir Castle and Chatsworth House) and original
cartoons by Raphael (Victoria and Albert Museum, London)
Norman Hartnell, Queen Elizabeth IIs Coronation Robes (Royal Collection)
Royal School of Needlework, Queen Elizabeth IIs Robes of Estate (Royal Collection)
Royal School of Needlework, Kate Middletons Wedding Dress (Royal Collection)
Become familiar with the public monuments of ancient Rome such as:
o Trajans Column (113 AD) [Note: there is a cast in the Victoria and Albert Museum, London.]
o The Pantheon (126 AD)
o The Arch of Constantine (dedicated in 315 AD)
Become familiar with the public monuments of ancient Byzantium such as:
o Hagia Sofia (537 AD)
o The Great Palace of Constantinople (330 AD)
o The Walls of Constantinople (4th to 5th centuries AD)
Explore how Emperors used and adapted these monuments to display their images, show power
and represent history.
Observe examples of Christian art works of the later Roman Empire (or Byzantium), such as the
mosaics of Ravenna:
o Justinian I and Theodora, mosaic panels in the apse of San Vitale, 548 AD (Ravenna, Italy)
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Music: Year 4
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines.
The following guidelines focus on content, not performance skills, though many concepts are best learned
through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS
Through participation, become familiar with basic elements of music (rhythm, melody, harmony,
form, timbre, etc.).
o Recognise a steady beat, accents, and the downbeat; play a steady beat.
o Move responsively to music.
o Recognise short and long sounds.
o Discriminate between fast and slow; gradually slowing down and getting faster.
o Discriminate between differences in pitch: high and low.
o Discriminate between loud and soft; gradually increasing and decreasing volume.
o Understand that melody can move up and down.
o Hum the melody while listening to music.
o Echo short rhythms and melodic patterns.
o Play simple rhythms and melodies.
o Sing unaccompanied, accompanied, and in unison.
o Recognise harmony; sing rounds.
o Recognise verse and refrain.
o Continue work with timbre and phrasing.
o Review names of musical notes; scale as a series of notes; singing the C major scale using
do re mi etc.
B. NOTATION
Review the following notation
Crotchet
Minim
Semi-breve
Stave
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Treble clef and names of lines and spaces in the treble clef
Crotchet rest
Minim rest
Semibreve rest
Soft: p
Very soft: pp
Loud:
Very loud:
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III. SONGS
Aiken Drum
All Through the Night
Alouette
Annie Laurie
Cockles and Mussels
Londons Burning
On Ilkley Moor Baht At
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Mathematics: Year 4
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write numbers to at least 10 000 in figures and words.
Recognise and extend number sequences formed by counting on or back from any number in steps
of constant size.
Identify Roman numerals from 1 to 20 (I - XX).
Recognise odd and even numbers to at least 1000.
Recognise the place value of each digit in any four-digit number, and partition four-digit numbers into
multiples of 1000, 100, 10 and 1.
Compare numbers to at least 10 000 using the <, >, and = signs.
Order a set of numbers to at least 10 000.
Round numbers to at least 10 000 to the nearest 10, 100 or 1000.
Understand what negative numbers are in relation to familiar uses (such as temperatures below
zero).
Position positive and negative numbers on a number line.
B. FRACTIONS
1
Recognise unit fractions to /10 and fractions whose denominator is 10 or 100.
Compare fractions with like denominators, using the signs <, >, and =.
Interpret mixed numbers, e.g. 2.
1
3
Recognise the equivalence of simple fractions, e.g. /2 = /6.
1
2
Find fractions of shapes, numbers or quantities, e.g. /3 of 12, /3 of 18.
C. DECIMALS
Understand decimal notation and place value for tenths and hundredths, and use it in context.
Compare and order decimals, and position decimals on a number line.
Recognise the equivalence between the decimal and fraction forms of one half, quarters, tenths and
hundredths.
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III. MEASUREMENT
A. LENGTH, MASS, CAPACITY AND TEMPERATURE
Estimate, measure and record lengths, masses, capacities and temperatures using standard units
(km, m, cm, mm, kg, g, l, ml, C).
Convert between different units of measure, e.g. km to m, m to cm, cm to mm, kg to g, l to ml or vice
versa.
Begin to use decimal notation to record and convert measurements, e.g. 2.3 kg = 2300 g, or vice
versa.
Read and interpret intervals and divisions on partially numbered scales.
Use a ruler to measure and draw lengths to the nearest millimetre.
B. TIME
Read a simple timetable.
Calculate time intervals from clocks, calendars and simple timetables.
Read the time to the nearest minute on an analogue clock and 12-hour digital clock.
Use am and pm and 12-hour clock notation, e.g. 5:24.
C. MONEY
Add and subtract amounts of money to find totals and give change, using .p notation.
D. PERIMETER AND AREA
Measure and calculate the perimeter of a rectilinear shape.
Measure and calculate the area of rectangles and related compound shapes using counting methods
2
and the standard unit cm .
IV. GEOMETRY
A. 2-D AND 3-D SHAPES
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Draw polygons and classify them using criteria such as the number of right angles, whether or not
they are regular, and their symmetrical properties.
Visualise 3-D solids and objects from 2-D drawings.
V. DATA
Collect, process, represent, interpret and discuss data in a tally chart, frequency table, pictogram or
bar chart.
Read, interpret and represent data:
o where symbols represent more than one unit, e.g. 2, 5, 10 or 20;
o where scales have intervals of differing step size, e.g. axis labelled in 2s, 5s, 10s or 20s.
Identify, describe and use numerical and symbolic patterns and relationships.
Solve mathematical problems and puzzles involving numbers or shapes.
Investigate a general statement involving numbers or shapes.
Solve one-step and two-step problems involving addition, subtraction, multiplication and division in
the context of numbers or measurements, including money and time.
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Science: Year 4
I. INTRODUCTION TO CLASSIFICATION OF ANIMALS
Scientists classify animals according to the characteristics they share, for example:
o Cold-blooded or warm-blooded
o Vertebrates (have backbones and internal skeletons) or invertebrates (do not have
backbone or internal skeletons)
Different classes of vertebrates
Teachers: Children should become familiar with examples of animals in each class and some basic
characteristics of each class, such as:
Fish: aquatic animals, breath through gills, cold-blooded, most have scales, most develop from eggs
that the female lays outside her body
Amphibians: live part of their life cycle in water and part on land, have gills when young, later
develop lungs, cold-blooded, usually have moist skin
Reptiles: hatch from eggs, cold-blooded, have dry, thick, scaly skin
Birds: warm-blooded, most can fly, have feathers and wings, most build nests, hatch from eggs,
most baby birds must be fed by parents and cared for until they can survive on their own (though
some, like baby chickens and quail, can search for food a few hours after hatching)
Mammals: warm-blooded, have hair on their bodies, parents care for the young, females produce
milk for their babies, breathe through lungs, most are terrestrial (live on land) though some are
aquatic
II. ECOLOGY
Teachers: Some topics here, such as habitats, were introduced in Year One. In this year, these topics will
be covered in more detail and new areas will be studied.
Habitats, interdependence of organisms and their environment
The concept of a balance of nature (constantly changing, not a static condition)
The food chain: producers, consumers, decomposers
Ecosystems: how they can be affected by changes in environment (for example, rainfall, food supply,
etc.) and by man-made changes
Fossils and how they can tell us about the environment long ago
Man-made threats to the environment
o Air pollution: emissions, smog
o Water pollution: industrial waste, run-off from farming
Measures we can take to protect the environment (for example, conservation, recycling)
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Skull, cranium
Spinal column, vertebrae
Joints
Ribs, rib cage, sternum
Scapula (shoulder blades), pelvis, tibia, fibula
Broken bones, X-rays
V. SOUND
Teachers: Through experimentation and observation, introduce children to some of the basic physical
phenomena of sound, with associated vocabulary.
Sound is caused by an object vibrating rapidly.
Sounds travel through solids, liquids and gases.
Sound waves are much slower than light waves.
Speed of sound: Concorde
Qualities of sound
o Pitch: high or low, faster vibrations = higher pitch, slower vibrations = lower pitch
o Intensity: loudness and quietness
Human voice
o Larynx (voice box)
o Vibrating vocal chords: longer, thicker vocal chords create lower, deeper voices
Sound and how the human ear works
Protecting your hearing
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VI. ASTRONOMY
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II. POETRY
Teachers: The poems listed here constitute a selected core of poetry for this year group. You are
encouraged to expose children to more poetry, old and new, and to have children write their own poems. To
bring children into the spirit of poetry, read it aloud and encourage children to read it aloud so they can
experience the music in the words. At this age, poetry should be a source of delight; technical analysis
should be delayed until later years.
A. POEMS
Become familiar with the following works:
o Dreams (Langston Hughes)
o Fog (Carl Sandburg)
o The Lady of Shallot (Alfred, Lord Tennyson)
o Mondays Child Is Fair of Face (traditional)
o The Pobble Who Has No Toes (Edward Lear)
o The Rhinoceros (Ogden Nash)
o Sky in the Pie (Roger McGough)
o A Tragic Story (William Makepeace Thackeray)
B. LITERARY TERMS
Become familiar with and able to use the following literary terms:
o Stanza and line
o Rhythm
o Rhyme
o Mood
III. FICTION
Teachers: In Year 5, children should be fluent, competent readers of appropriate materials. Decoding skills
should be automatic, allowing the children to focus on meaning. Regular practice in reading aloud and
independent silent reading should continue. Children should read outside school for at least 20 minutes
daily.
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The titles below constitute a selected core of stories for this year group. Teachers and parents are
encouraged to expose children to many more stories, and to encourage children to write their own stories.
Children should also be exposed to non-fiction prose: biographies, books about science and history, books
on art and music, etc. Also, engage children in dramatic activities, possibly with one of the stories below in
the form of a play. Some of the stories below, such as Gullivers Travels and Robinson Crusoe, are available
in editions adapted for younger readers.
A. STORIES
Become familiar with the following works:
o The Fire on the Mountain (an Ethiopian folktale)
o A voyage to Lilliput from Gullivers Travels (Jonathan Swift)
o The Happy Prince (Oscar Wilde)
o The Wonderful Chuang Brocade (a Chinese folktale)
o Robinson Crusoe (Daniel Defoe)
o Treasure Island (Robert Louis Stephenson)
B. MYTHS AND MYTHICAL CHARACTERS
Become familiar with the following works:
o Sir Gawain and the Green Knight
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I. SPATIAL SENSE
Teachers: Review as necessary map-reading skills and concepts, as well as geographic terms, from
previous years
Relief maps: identify elevated areas, depressions and river basins.
Compare aerial photographs and maps. Identify the ways in which maps represent and simplify the
real world.
Read maps and globes using latitude, longitude, coordinates and degrees.
Scale: measure distances using map scales.
0
Identify the Prime Meridian, the 180 line (International Date Line), the Eastern and Western
Hemispheres.
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Mori people and culture: elaborate mythology, traditional dancing (see rugby and the haka below),
History
o British explorer James Cook was the first to circumnavigate New Zealand
o New Zealand as a member of the British Commonwealth
o First country in the world to grant all women the right to vote (1893)
Sports
o Mountaineering: Sir Edmund Hillary (from New Zealand) and Tenzing Norgay (from Nepal)
were the first to climb Mt. Everest (worlds tallest mountain) in 1953 [cross-curricular
connection with Year 3 History and Geography]
o Rugby: All Blacks rugby team, Mori participation in rugby and the national teams
performance of the haka (traditional Mori challenge) before matches
UK GEOGRAPHY
I. EAST ENGLAND
A. HERTFORDSHIRE, BEDFORDSHIRE, CAMBRIDGESHIRE, NORFOLK, SUFFOLK, ESSEX
Flat or rolling land, climate, vegetable farming, Norfolk Broads, Cambridge, port of Felixstowe,
Sutton Hoo
Birmingham, Spaghetti Junction, Grand Union Canal, mining industry (much declined), Peak District,
Sherwood Forest, The Trent, Rolls-Royce (engines), car plants, food processing, Leicester,
Nottingham, Derby, Bourneville; home of Cadburys chocolate, Malvern Hills, farming
BRITISH HISTORY
I. 18TH CENTURY BRITAIN
Teachers: The Act of Union in 1707 created Great Britain, a new nation, but it did not yet create Britons.
Encourage students to think about the nature and formation of national identity, and identities in general.
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Explain how this period sees the development of political institutions that are still familiar today, and use the
Jacobite rebellions as a reminder of the continued importance of religion in political and social life.
A. JAMES I AND VI HAD BEEN ATTEMPTING TO FORM A FULL POLITICAL UNION, BUT FAILED
In Scotland, opinion over union was divided
o The Act secured the line of succession through protestants
The Act of Union, 1707
o The Scottish parliament voted itself out of existence
o Robert Burns famous line: bought and sold for English gold
o Scotland managed to retain her legal and university structures; the Church of Scotland
remained Presbyterian
The creation of Great Britain was one of necessity, with mutual hostility and mistrust on both sides
o Great Britain into an international power; global empire
o Scotland developed financially; the loss of power and status helped cause the Scottish
Enlightenment
B. DEVELOPMENT OF PARTY POLITICS; PARLIAMENT MORE IMPORTANT AFTER THE BILL OF
RIGHTS
Anne becomes Queen (1702) after the death of William III
o Spanish War of Succession; the Duke of Marlborough and the Battle of Blenheim
Accession of George I in 1714; House of Hanover
Detached approach to government, visited Hanover frequently
o Decline of monarchical power and influence
Robert Walpole came to the fore in Parliament [Builds on Year 1 History and Geography]
o Appointed First lord of the Treasury by George I in 1721
o Referred to as the Prime Minister
C. JACOBITE REBELLIONS; RETURN OF THE HOUSE OF STUART
1715, first Jacobite Rising (The Latin word for James is Jacobus)
1745, second, larger Jacobite Rising; Jacobite forces to Derby
o Charles Edward Stuart, known as the Young Pretender or Bonnie Prince Charlie
o Support in areas of Scotland and north of England
o Battle of Culloden
o Bonnie Prince Charlie escaped to Skye with Flora MacDonald
Global trade
o Colonies established abroad where Britain had built forts and towns for merchants and
soldiers to live
o British merchants exchanged British-made goods for new exotic luxuries
o British ports including Liverpool, Glasgow and Bristol became rich
The Seven Years War
o 1756 French invaded the British colony of Minorca, off the coast of Spain
o Britain went to war with France, battles were fought in trading colonies around the world
o Canada; The Battle of Quebec, General Wolfe
India
o East India Company
o Mughal Empire crumbling
o Battle of Plassey
Rule Britannia
o 1759 The Year of Miracles and the birth of the British Empire
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V. NAPOLEON
Teachers: The rise of Napoleon should be treated in connection with events studied in the French
Revolution section. Discuss the nature of Napoleons power in contrast with the ideas of the Revolution, and
encourage students to look at his impact across Europe, especially in connection with the growth of
European nationalisms.
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Note characteristic features of Islamic architecture, such as domes and minarets, in:
o The Dome of the Rock (Mosque of Omar), initial construction completed in AD 691
(Jerusalem)
o The Alhambra Palace, 1527 (Granada, Spain)
o The Taj Mahal, 1632 (Agra, India)
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ceremonies. In addition, recognise cultural changes that are reflected in artwork. For instance, in
parts of West Africa where Portuguese traders arrived in the 16th century, many works of art display
Portuguese influence in the materials and techniques used, as well as in what was depicted in the
art.
Become familiar with examples of art from specific regions and peoples in Africa. The following
suggestions can be found in the British Museum in London:
o Antelope headdresses of Mali
o Ivory carvings from Ife and Benin
o Bronze sculptures and panels from Benin
Understand that printmaking is an indirect art form, where the artist usually creates a design on a
block or plate (or wood, plastic or metal), or even on a screen of silk, and this is transferred to a
supportusually paperafter a pressing with ink. Printmaking can be a positive (relief), negative
(intaglio) or stencil process.
Appreciate that the benefit of printmaking is that it allows the creation of multiple versions of the
same design. Artists like Rubens and Hogarth realised they could use this to spread their images to
a wider audience, not least because paper prints were generally cheap and comparatively quick to
produce.
Find out about some of the various printmaking techniques, ranging from mono-printing, engraving,
etching, screen-printing to lithography and brass rubbing.
Recognise as products of printmaking (prints), and discuss:
o Albrecht Drer, The Rhinoceros (woodcut) 1515 (British Museum, London)
o Paulus Pontius after Rubens, Self-Portrait (of Rubens), 1630 (British Museum, London)
o William Hogarth, Industry and Idleness Plate 1: The Fellow Prentices at their Looms, Plate
12: The Industrious Prentice Lord Mayor of London, 1747 (Tate Britain, London)
o Henri de Toulouse-Lautrec, Troupe de Mlle glantine, 1896 (colour lithograph), (V&A,
London)
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Music: Year 5
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines.
The following guidelines focus on content, not performance skills, though many concepts are best learned
through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS
Through participation, become familiar with basic elements of music (rhythm, melody, harmony,
form, timbre, etc.).
o Recognise a steady beat, accents, and the downbeat; play a steady beat and a simple
rhythm pattern.
o Discriminate between fast and slow; gradually slowing down and getting faster.
o Discriminate between differences in pitch: high and low.
o Discriminate between loud and soft; gradually increasing and decreasing volume.
o Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct
notes).
o Sing unaccompanied, accompanied, and in unison.
o Recognise harmony; sing simple rounds and canons.
o Recognise verse and chorus
o Continue work with timbre and phrasing.
o Recognise theme and variations, and listen to Mozart, Variations on Ah vous dirai-je
Maman (familiarly known as Twinkle Twinkle Little Star).
o Sing or play simple melodies.
A. NOTATION
Review the following notation
Crotchet
Minim
Semi-breve
Stave
Treble clef and names of lines and spaces in the treble clef
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Crotchet rest
Minim rest
Semibreve rest
Bar line
Quaver
Soft: p
Very soft: pp
Loud:
Very loud:
Moderately loud: mf
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Tied notes
Dotted notes
Sharps
Flats
Da Capo al fine (D.C. al fine): meaning repeat from beginning to the fine (end) mark
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Overture
Introduction, Zu Hilfe! Zu Hilfe! (Tamino, Three Ladies)
Aria, Der Vogelfnger bin ich ja (Papageno)
Recitative and Aria, O zittre nicht, mein lieber Sohn! (Queen of the Night)
Area, Ein Mdchen oder Weibchen (Papageno)
Duet, Pa-pa-gena! Pa-pa-geno! (Papageno and Papagena)
Finale, Recitative and Chorus, Die Strahlen der Sonne! (Sarastro and Chorus)
D. MUSICAL CONNECTIONS
Teachers: Introduce children to the following in connection with topics in other disciplines:
Music of the Middle Ages
Gregorian chant
III. SONGS
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Mathematics: Year 5
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write numbers to at least 1 000 000 in figures and words.
Recognise and extend number sequences formed by counting on or back from any number in whole
number or decimal steps of constant size, extending beyond zero when counting backwards.
Identify Roman numerals from 1 to 100 (I C).
Recognise the place value of each digit in any number to at least 1 000 000, and partition such
numbers.
Round numbers to the nearest 10, 100 or 1000.
Compare positive and/or negative integers using the <, >, and = signs.
Order a set of positive and/or negative integers and position them on a number line.
B. FRACTIONS
Compare fractions with like or unlike denominators, using the signs <, >, and =.
Order a set of fractions with like or unlike denominators and position them on a number line.
Identify mixed numbers and improper fractions and convert improper fractions to mixed numbers and
vice versa.
2
8
Recognise and find equivalence fractions, e.g. /3 = /12.
3
Express a smaller number as a fraction of a larger number, e.g. 3 out of 4 as /4.
Add or subtract fractions with like denominators, converting totals that exceed 1 to a mixed number.
3
1
Find fractions of numbers or quantities, e.g. /4 of 12, /100 of 8.
C. DECIMALS
Explain what each digit represents in decimals with up to two decimal places, and partition such
numbers.
Compare decimals with up to two decimal places using the signs <, >, and =.
Order a set of decimals with up to two decimal places and position them on a number line.
Round a decimal with one decimal place to the nearest whole number, and a decimal with two
decimal places to the nearest tenth and whole number.
45
Relate fractions to their decimal representations, e.g. 0.45 = /100.
D. PERCENTAGES
Recognise the per cent sign (%) and understand percentages as the number of parts in every 100.
Express one half, one quarter, three quarters, tenths and hundredths as percentages:
3
4
27
o e.g. /4 = 0.75 = 75%, /10 = 0.4 = 40%, /100 = 0.27 = 27%.
Find simple percentages of numbers or quantities, e.g. 10% of 60, 5% of 20.
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Use efficient written methods to add and subtract whole numbers and decimals with up to two
decimal places.
III. MEASUREMENT
A. LENGTH, MASS, CAPACITY, VOLUME AND TEMPERATURE
Estimate, measure and record lengths, masses, capacities and temperatures using standard units
(km, m, cm, mm, kg, g, l, ml, C) to a suitable degree of accuracy.
Convert between different units of measure using decimals to one or two places, e.g. 3.25 litres =
3250 ml, or vice versa.
Interpret a reading that lies between two unnumbered divisions on a scale.
Understand basic equivalencies between metric and common imperial units still in everyday use.
Know abbreviations for common imperial units.
3
Recognise volume in practical contexts, for example using 1cm blocks or interlocking cubes.
B. TIME
Read the time on a 24-hour digital clock and use 24-hour clock notation, e.g. 17:42.
Read a timetable using 24-hour clock notation.
C. MONEY
Use all four operations to solve problems involving money.
D. PERIMETER AND AREA
Measure and calculate the perimeter of regular polygons.
2
2
Calculate the area of rectangles and related compound shapes using standard unit cm or m .
Use the formula for the area of a rectangle.
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IV. GEOMETRY
A. 2-D SHAPES AND 3-D SOLIDS
Identify, visualise and describe properties of triangles, quadrilaterals, regular polygons and 3-D
solids.
Use knowledge of properties to draw 2-D shapes and make nets of common 3-D solids such as a
cube, cuboid, pyramid and triangular prism.
o E.g. The drawing shows how the 3-D solid would look if opened out and unfolded into a flat
shape.
B. POSITION, DIRECTION AND MOVEMENT
Use coordinates in the first quadrant to read and plot specified points, and to draw sides to complete
2-D shapes.
Draw the position of a shape after a translation.
Identify, estimate and order acute and obtuse angles.
Use a protractor to draw and measure angles.
C. SYMMETRY
Complete symmetrical patterns with up to two lines of symmetry.
Draw the reflection of a shape or pattern in a mirror line parallel to one side, where all sides of the
shape or pattern are not parallel or perpendicular to the mirror line.
V. DATA
Collect, process, represent, interpret and discuss data in a tally chart, frequency table, pictogram,
bar chart or line graph.
Read, interpret and represent data:
o where symbols represent more than one unit, e.g. 2, 5, 10, 20 or 100
o where scales have intervals of differing step size, e.g. axis labelled in 2s, 5s, 10s, 20s or 100s
Identify, describe and use numerical and symbolic patterns and relationships.
Solve mathematical problems and puzzles involving numbers or shapes.
Propose and investigate a general statement involving numbers or shapes.
Solve one-step and two-step problems involving whole numbers and decimals, and all four
operations, in the context of numbers or measurements, including money and time.
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Science: Year 5
Teachers: Effective instruction in science requires hands-on experience and observation. While experience
counts for much, book learning is also important, for it helps bring coherence and order to a childs scientific
knowledge. Only when topics are presented systematically and clearly can children make steady and secure
progress in their scientific learning. The childs development of scientific knowledge and understanding is in
some ways a very disorderly and complex process, different for each child. But a systematic approach to the
exploration of science, one that combines experience with book learning, can help provide essential building
blocks for deeper understanding at a later time.
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D. SOLUTIONS
A solution is formed when a substance (the solute) is dissolved in another substance (the solvent),
such as when sugar or salt is dissolved in water; the dissolved substance is present in the solution
even though you cannot see it.
Concentration and saturation (as demonstrated through simple experiments with crystallisation)
III. ELECTRICITY
Teachers: Through reading and observation, and experiment, examine the following:
Electricity as the charge of electrons
Static electricity
Electric current
Electric circuits, and experiments with simple circuits (battery, wire, light bulb, filament, switch, fuse)
o Closed circuit, open circuit, short circuit
Conductors and insulators
Electromagnets: how they work and common uses
Using electricity safely
IV. GEOLOGY
A. THE EARTHS LAYERS
Crust, mantle, core (outer core and inner core)
Movement of tectonic plates
Earthquakes
o Faults, San Andreas fault
o Measuring intensity: seismograph and Richter scale
o Tsunamis
Volcanoes
o Magma
o Lava and lava flow
o Active, dormant and extinct
o Famous volcanoes: Vesuvius, Krakatoa, Mount St. Helens
Hot springs and geysers: Old Faithful (in Yellowstone National Park, US)
Theories of how the continents and oceans were formed: Pangaea and continental drift
B. HOW MOUNTAINS ARE FORMED
Folded mountains, fault-block mountains, dome-shaped mountains
C. ROCKS
Formation and characteristics of metamorphic, igneous, and sedimentary rock
D. WEATHERING AND EROSION
Physical and chemical weathering
Weathering and erosion by water, wind and glaciers
The formation of soil: topsoil, subsoil, bedrock
V. METEOROLOGY
The water cycle (review from Year 3): evaporation, condensation, precipitation
Clouds: cirrus, stratus, cumulus (review from Year 3)
The atmosphere
o Troposphere, stratosphere, mesosphere, thermosphere, exosphere
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VI. EVOLUTION
Animals have offspring that are of the same kind but often offspring have different appearances
Animals and plants have adapted to suit the environment within which they live
Adaptation may lead to evolution: Darwins finches
Michael Faraday (chemist and physicist, developed the electric motor and electric generator)
Elizabeth Garrett Anderson (English physician and feminist, first Englishwoman physician and
surgeon)
Florence Nightingale (pioneering woman nurse during the Crimean War who later established the
Nightingale Training School for nurses at St Thomas' Hospital in London)
Charles Drew (American doctor and medical researcher)
Charles Darwin (English naturalist known for his theory of evolution called Natural Selection)
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C. VOCABULARY
Know what prefixes and suffixes are and how they affect word meaning (see below).
Prefixes:
o anti (as in anti-social, anti-bacterial)
o co (as in co-education, co-worker)
o fore (as in forefather, foresee)
o il, ir (as in illegal, irregular)
o inter (as in interact, interchange)
o mid (as in midnight, midway)
o post (as in postpone, postwar)
o semi (as in semicircle, semi-precious)
Suffixes
o ist (as in artist, pianist)
o ish (as in stylish, foolish)
o ness (as in forgiveness, happiness)
o tion, sion (as in relation, extension)
II. POETRY
Teachers: The poems listed here constitute a selected core of poetry for this year group. Expose children to
more poetry, old and new, and have children write their own poems. To bring children into the spirit of poetry,
read it aloud and encourage them to read it aloud so they can experience the music in the words. At this
age, poetry should be primarily a source of delight. This is also an appropriate age at which to begin looking
at poems in more detail, asking questions about the poets use of language, noting the use of devices such
as simile, metaphor, alliteration, etc.
A. POEMS
Become familiar with the following works:
o
o
o
o
o
o
o
o
o
o
B. LITERARY TERMS
Become familiar with the following literary terms:
o Onomatopoeia
o Alliteration
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I. SPATIAL SENSE
A. READ MAPS AND GLOBES USING LONGITUDE AND LATITUDE, COORDINATES, DEGREES
Time zones:
o Prime Meridian (O degrees); Greenwich, England; 180 Line (International Date Line)
Arctic Circle (imaginary lines and boundaries) and Antarctic Circle
From a round globe to a flat map
o Mercator projection, Gall-Peters projection, conic and plane projections
Terms: glaciers, industry, agriculture, services, tourism, recreation, tundra, steppe
UK GEOGRAPHY
I. NORTH EAST
A. NORTHUMBERLAND, TYNE AND WEAR, DURHAM
Northumberland National Park, Cheviot Hills, Hadrians Wall, former ship building (Sunderland,
Newcastle-upon-Tyne), Durham
III. SCOTLAND
Border regions, lowlands, uplands (granite, quartzite, schist, sandstone), volcanic islands,
peninsulas, lochs (Loch Lomond, Lock Ness), glens, straths, Great Glen faultline, estuaries (Firth of
Clyde, Firth of Forth), The Trossachs, Gaelic, Cairngorms National Park, bogs, fishing harbours,
Scottish parliament, Robert Burns, clans, coal, iron ore, Glasgow, Edinburgh, Edinburgh festival,
castles (Edinburgh, Balmoral), Stirling, Motherwell, Orkney Islands, Shetland Islands
IV. WALES
Snowdonia, Cambrian Mountains, Black Mountains, Brecon Beacons, Cardigan Bay, Isle of
Anglesey, Welsh valleys, coal, iron and steel works, railways, canals, slate mines, Welsh language,
Wye valley, Rhondda valley, Merthyr Tydfil, Cardiff, docks, Welsh Assembly, Swansea, Dylan
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Thomas, Gower Peninsula, seaside resorts, Pembrokeshire Coast national park, St. Davids
(Britains smallest city), wind farms
WORLD GEOGRAPHY
I. NORTH AMERICA
Teachers: Introduce pupils to the North American continent.
A. USA, CANADA, MEXICO
Climates
o Arid, humid temperate, humid cold, tundra, Mediterranean (California/Southern Florida).
Landscape
o Rocky Mountains, Appalachian Mountains, plains, prairies, Great Lakes (Superior, Huron,
Michigan, Erie, Ontario)
o Important rivers: Mississippi and major tributaries (for example, Missouri River), Mackenzie,
Yukon, Lawrence
People and culture
o Indigenous Native American communities
o European settlers
o Latino settlers
o Asian settlers
o The USA as a nation of immigrants, melting pot of cultures
The United States
o 48 continuous states, plus Alaska and Hawaii
Canada
o French and British heritage
o French-speaking Quebec
o Divided into provinces
Settlements
o New York City, Washington D.C., Chicago, Los Angeles, San Francisco, Boston, Houston,
Miami, Seattle, Montreal, Toronto, Vancouver, Mexico City
Economic activity
o The USA as the largest economy in the world
o American consumption (houses, cars, energy)
o Migrant labour from Latin American countries
South American countries: Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Falkland Islands
(UK), French Guiana, Guyana, Paraguay, Peru, Suriname, Uruguay, Venezuela
Central American countries: Belize, Costa Rica, El Salvador, Guatemala, Honduras, Mexico,
Nicaragua, Panama
Important geographical features: Panama Canal, Amazon River, Amazon rainforest, Andes
mountains, Patagonia, Galapagos Islands
Indigenous peoples: Maya (Mexico, Guatemala), Quechua (Peru, Ecuador, Bolivia)
Music and dancing: salsa, bachata, merengue, tango
Biodiversity of animals: Galapagos Islands of Ecuador; Amazon Rainforest
History
o Ancient Inca civilization: Machu Picchu, Pisac ruins, Nazca Lines
o Colonisation from 1493, primarily by Spain and Portugal
o Legend of El Dorado
o Independence of many countries in the 19th century, but lasting impact of colonisation
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WORLD HISTORY
III. THE AMERICAN CIVIL WAR: CAUSES, CONFLICTS, CONSEQUENCES
Teachers: The American Civil War was a formative event in American history that contributed in many ways
to the structure of American national identity (and regional identities). In addition to the issue of slavery,
emphasise other political factors in the incitement of conflict, and ways in which the catastrophic loss of life
gave the conflict an unassailable place in American national memory.
A. TOWARDS THE AMERICAN CIVIL WAR
Industrial North versus agricultural South
Slavery
o Slave life and rebellions
o Abolitionists: William Lloyd Garrison and, Frederick Douglass
o Importance of Harriet Beecher Stowes Uncle Toms Cabin
Lincoln elected president
o Southern states secede
B. THE AMERICAN CIVIL WAR
Yankees, representing the Union, blue
o Ulysses S. Grant
Rebels, representing the Confederacy, grey
o Jefferson Davis chosen as first president
o Robert E. Lee, General Stonewall Jackson
Soldiers and the misery of war
The Emancipation Proclamation (Gettysburg Address)
Richmond (Confederate capital) falls to Union forces
o Surrender at Appomattox
Assassination of President Lincoln by John Wilkes Booth
C. RECONSTRUCTION (1865 - 1877)
The South in ruins
Freedmens Bureau
o 40 acres and a mule
13th, 14th, and 15th Amendments to the Constitution
BRITISH HISTORY
I. THE INDUSTRIAL REVOLUTION AND THE ECONOMY
Teachers: Emphasise how the Industrial Revolution was one of the most significant social and demographic
changes in history. Discuss how the mechanisation and electrification of industry and transport created, for
the first time, wealth for the many who were not landowners, and changed the social structures of Britain.
The demographic and social changes it necessitated caused a reassessment of ideas about the role of the
state and political representation.
A. THE INDUSTRIAL REVOLUTION
Early technological developments
o James Watts steam engine, 1778
Transport developments
o George Stephensons Rocket; Stockton-Darlington Railway
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o Canals; aqueducts
Mechanisation of Industry
o Invention of the power loom (1784), cotton mills in Lancashire; steam power
o Gas lighting on streets
Coal mining
o Particularly, the northeast of England, south of Scotland , Wales and the Midlands,
Social changes
o Poor conditions, working hours and pay in factories, collieries and mills
o Young children in factories, collieries and mills
o Unionisation of workforce
Rapid urbanisation
o Mechanisation of agriculture, surplus population moved to cities
o Liverpool as transport hub, shipbuilding in Glasgow, and manufacturing in Manchester and
Birmingham
o Political representation not adapted
o Housing conditions very poor
o Cholera epidemics were common
.
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Paternalist Industrialists
o Robert Owen; New Lanark; Utopian Socialism
o Cadburys Bourneville; Levers Port Sunlight
B. POLITICAL REFORM
Battle of Peterloo (Peterloo Massacre)
The 1832 Great Reform Act
o Limited middle class enfranchisement
o Precedent; first break in unreformed system
C. SOCIAL REFORM
Social reforms after the 1832 Great Reform Act
o 1833 Factory Act; minimum age to work; limited hours for children; 1847 Factory Act (the
Ten Hours Act)
o 1834 Poor Law reform; workhouses and less eligibility
Health problems
o Cholera epidemics
o Public Health Act 1848; general and local boards of health
o Improving sanitary conditions; London sewerage system
D. POPULAR REFORM
Chartism
o The Charter; six points; democratic ambitions
o 1848 meeting, Kennington Common
Post 1850s: liberal and humanitarian motivations gain prominence
o National Elementary Education Act, 1870; state education provision until age 12
Representation of the People Acts, 1867; 1884
o Growing enfranchisement
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V. IRISH FAMINE
Teachers: Use the Famine to discuss Irelands close but ambiguous and troubled relationship with Britain.
Irelands Great Famine and subsequent mass emigration not only shaped Ireland, her national identity and
diaspora, but also impacted heavily on the development of British politics in the period. Emphasise
nationalism, religious identities, emigration and the role of the state as some of the major themes of this unit.
A. THE IRISH FAMINE AND INDEPENDENCE MOVEMENTS
Background: Irish political and social situation
o Protestant Ascendancy
o Wolfe Tone and the United Irish rebellion of 1798
Act of Union in 1800
o Ireland joins Britain as part of the United Kingdom
Outbreak of Famine
o Potato blight
o Actions of the landlords
o Death toll
Government responses
o Sir Robert Peel and American maize; corn laws
o Lord John Russell and Charles Trevelyan; soup kitchens
o Charitable responses
Emigration
o United States and Great Britain
o Development of Irish Diaspora
Legacy
o Importance of memory of Famine in Ireland and diaspora
o Creation of an Irish identity
o Migration and depopulation
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Renaissance: comes from the Italian word Rinascita (meaning re-birth), applied to describe a
regeneration of the arts along classical lines, which took place after the Middleor so-called Dark
Ages
Figurative: refers to the style of works of art which attempt to depict convincing reality or life-like
forms
Abstract: the opposite of figurative, referring to artworks wherein the depicted reflects an idea or
suggestion of something, rather than the thing itself
Genre: a term to describe distinct types of subject matter, applicable in literature as well as art, such
as landscape or portrait
Perspective: in art refers to the mathematical techniques, and linear arrangements used to
rationalise space in two-dimensional art works
Raphael (Raffaello Sanzio da Urbino), The School of Athens, 1510-1511 (Vatican Museums and
Galleries), Vatican City
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The development of linear perspective during the Italian Renaissance (the vantage point or
point-of-view of the viewer; convergence of lines toward a vanishing point; the horizon line)
Considerwhere possiblewho the buildings were designed and built by, who used them and what
for, and how they were decorated (often with works by important Renaissance artists):
o Il Duomo (Florence Cathedral), particularly Brunelleschis Dome which completed it in 1436
(consider the role of Cosimo de Medici as a patron, supporting Brunelleschi to win the
commission over Ghiberti)
o Palazzo Pitti, Florence, begun 1458, (from 1549 chief residence of the Medici and the ruling
families of the Grand Duchy of Tuscany)
o The Basilica of St Peters, Vatican City, Rome, 1506 (includes Michelangelos Piet, and
later additions by Bernini)
o Villa Farnesina, 1506-10 (Trastevere, Rome) (Retreat of Papal banker Agostino Chigi, who
commissioned decorations from Raphael, del Piombo and Guilio Romano)
Augustus Welby Pugin a Catholic town in 1440 and a town in 1840, Contrasts: Or A Parallel
between the Noble Edifices of the Middle Ages and Corresponding Buildings of the Present Day,
1836 (Cambridge University Press, 2013)
Gothic Revival: a return to the gothic style of architecture from the Middle Ages
The Houses of Parliament: designed in a gothic style
William Morris: wallpaper, tiles, furniture, fabrics and books
Sir Edward Coley Burne-Jones, The last sleep of Arthur in Avalon, 1881-98 (Museo de Arte de
Ponce), Puerto Rico
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Music: Year 6
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical
concepts and terms, and should introduce important composers and works. When appropriate, topics in
music may be linked to topics in other disciplines.
The following guidelines focus on content, not performance skills, though many concepts are best learned
through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS
Through participation, become familiar with basic elements of music (rhythm, melody, harmony,
form, timbre, etc.).
o Recognise a steady beat, accents, and the downbeat; play a steady beat, a simple rhythm
pattern, and syncopation patterns.
o Discriminate between fast and slow; gradually slowing down and getting faster; accelerando
and ritardando.
o Discriminate between differences in pitch: high and low.
o Discriminate between loud and soft; gradually increasing and decreasing volume; crescendo
and diminuendo
o Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct
notes).
o Sing unaccompanied, accompanied, and in unison.
o Recognise harmony; sing rounds and canons; two- and three-part singing.
o Recognise verse and refrain.
o Recognise theme and variations.
B. NOTATION
Review the following notation
Crotchet
Minim
Semi-breve
Stave
Treble clef and names of lines and spaces in the treble clef
Crotchet rest
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Minim rest
Semibreve rest
Bar line
Quaver
Soft: p
Very soft: pp
Loud:
Very loud:
Moderately soft: mp
Moderately loud: mf
Tied notes
Dotted notes
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Sharps
Flats
Da Capo al fine (D.C. al fine): meaning repeat from beginning to the fine (end) mark
o
o
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B. MUSICAL CONNECTIONS
Teachers: Introduce children to the following::
Polyphonic Music
Canons and Rounds
IV. SONGS
A. WORKS OF MUSIC
The Blaydon Races [Cross-curricular connection with Year 6 British History]
Food Glorious Food
Greensleeves
Lean On Me
The Mountains of Mourne
Sumer is Icumen In
Swing Low
Widdecombe Fair
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Mathematics: Year 6
I. NUMBERS AND THE NUMBER SYSTEM
A. WHOLE NUMBERS
Read and write whole numbers in figures and words.
Know what each digit represents in whole numbers and partition, compare, order and around these
numbers.
Recognise and extend number sequences formed by counting on or back from any number in whole
number or decimal steps of constant size, extending beyond zero when counting backwards, e.g. a
sequence of square or triangular numbers.
Identify Roman numerals from 1 to 1000 (I M), and recognise years written in Roman numerals.
Find the difference between a positive and a negative integer, or two negative integers, in context
such as the number line or temperature.
B. FRACTIONS
Order a set of fractions by converting them to fractions with a common denominator.
Convert improper fractions to mixed numbers and vice versa.
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1
Express a larger whole number as a fraction of a smaller one, e.g. /3 = 2 /3.
Reduce a fraction to its simplest form by cancelling common factors.
Determine the lowest common denominator (LCD) of fractions with unlike denominators.
3
5
Add or subtract mixed numbers, e.g. 2 /4 + 4 /6.
1
2
3
2
Add or subtract fractions with like or unlike denominators, e.g. /5 + /5, /4 /3.
Identify the reciprocal of a given fraction and know that the product of a given number and its
reciprocal equals 1.
1
2
3
Multiply simple unit fractions by fractions, e.g. /4 x /3, and multiply a pair of proper fractions, e.g. /4 x
2
/3, expressing the answer in its simplest form.
2
Divide proper fractions by whole numbers, e.g. /3 4, expressing the answer in its simplest form.
5
7
Use a fraction as an operator to find fractions of numbers or quantities, e.g. /8 of 48, /10 of 50.
Associate a fraction with division to calculate a decimal fraction equivalent.
C. DECIMALS
Explain what each digit represents in decimals with up to three decimal places, and partition such
numbers.
Compare decimals with up to three decimal places using the signs <, >, and =.
Order a set of decimals with up to three decimal places and position them on a number line.
Round decimals to the nearest whole number, tenth and hundredth.
45
Relate fractions to their decimal representations, e.g. 0.45 = /100.
D. PERCENTAGES
Recall, derive and use equivalences between fractions, decimals and percentages.
Find percentages of whole numbers or quantities, e.g. 45% of 160, 15% of 70.
E. RATIO AND PROPORTION
Use the vocabulary of ratio and proportion to describe the relationship between two quantities.
Scale numbers or quantities up or down.
Create simple scale drawings.
Recognise equivalent ratios and reduce a given ratio to its simplest form.
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III. MEASUREMENT
A. LENGTH, MASS, CAPACITY, VOLUME AND TEMPERATURE
Estimate, measure and record lengths, masses, capacities and temperatures using standard units
(km, m, cm, mm, kg, g, l, ml, C) to a suitable degree of accuracy.
Convert between different units of measure using decimals to three places, e.g. 2.475 kg = 2475 g,
or vice versa.
Read and interpret scales on a range of measuring instruments.
Understand and use equivalencies between metric and common imperial units still in everyday use.
3
3
Use the formula, and the standard units cm and m , to calculate the volume of cubes and cuboids.
B. TIME
Read a timetable using 24-hour clock notation and calculate time intervals.
C. MONEY
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Use all four operations, fractions and percentages to solve problems involving money.
IV. GEOMETRY
A. 2-D SHAPES AND 3-D SOLIDS
Identify, visualise, describe and classify triangles, quadrilaterals, regular polygons and 3-D solids.
Make and draw shapes with increasing accuracy and apply knowledge of their properties.
Illustrate and name the parts of a circle including radius, diameter, circumference, arc and chord.
B. POSITION, DIRECTION AND MOVEMENT
Use coordinates in all four quadrants to read and plot specified points.
Draw the position of a shape after one or two translations on a coordinate plane.
Estimate angles, and use a protractor to draw and measure angles with increasing accuracy.
Calculate angles in a straight line, in a triangle, in a quadrilateral and around a point.
C. SYMMETRY
Draw the reflection of a shape:
o in a mirror line touching the shape at a point, where all sides of the shape are not necessarily
parallel or perpendicular to the mirror line;
o in two mirror lines at right angles, where the sides of the shape are parallel or perpendicular to the
mirror line.
Identify all the symmetries of 2-D shapes, cubes, cuboids and other common 3-D solids, including
prisms.
V. DATA
A. DATA
Collect, process, represent, interpret and discuss data in a frequency table, bar chart (with grouped
discrete data), line graph or pie chart.
Find and interpret the mode, range, median and mean of a set of data.
B. PROBABILITY
Use the language of probability to describe the chance or likelihood of particular events.
Express the probability of a given event as a fraction or percentage, or on a probability scale from 0
to 1.
VII. PRE-ALGEBRA
Construct and use simple expressions and formulae expressed in words then symbols.
Generate and describe linear number sequences.
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Recognise variables and solve basic equations using variables, e.g. What is 7 - c if c is 3.5?
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Science: Year 6
I. CHEMISTRY: MATTER AND CHANGE
A. ATOMS, MOLECULES, AND COMPOUNDS
Basics of atomic structure: nucleus, protons (positive charge), neutrons (neutral), electrons (negative
charge)
Atoms are constantly in motion, electrons move around the nucleus in paths called shells (or energy
levels).
Atoms may join together to form molecules or compounds.
Common compounds and their formulas:
o Water H2O
o Salt NaCl
o Carbon Dioxide CO2
B. ELEMENTS
Elements have atoms of only one kind, having the same number of protons. There are a little more
than 100 different elements.
The periodic table: organises elements with common properties
o Atomic symbol and atomic number
Some well-known elements and their symbols
o Hydrogen
H
o Helium
He
o Carbon
C
o Nitrogen
N
o Oxygen
O
o Sodium
Na
o Aluminium
Al
o Silicon
Si
o Chlorine
Cl
o Iron
Fe
o Copper
Cu
o Silver
Ag
o Gold
Au
Two important categories of elements: metals and non-metals
o Metals comprise about 2/3 of the known elements
o Properties of metals: most are shiny, ductile, malleable, conductive
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Process of seed and fruit production: pollen, wind, insect and bird pollination, fertilisation,
growth of ovary, mature fruit
Seed germination and plant growth: seed coat, embryo and endosperm, germination
(sprouting of new plant), monocots (for example: corn) and dicots (for example: beans)
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