Upper Key Stage 2 Topic Planning and Key Skills Audit
Level 4
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Level 5
Read fluently, listen and respond critically to texts.
Key Skills
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Level 5
Level 4
13.
Talk clearly and confidently
Essential Literacy (EL)
Area
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Understanding: Pick out the relevant points. Back up points with quotes from the text.
Interpreting: Give reasons for opinions based on the text. Make correct inferences backed up by text.
Structure: Identify how the structure of the text flows from one event or piece of information to the next.
Language: Comment on the writer’s use of language.
Opinion: Summarise the main points of a text. Use text to comment on how the writer shares his / her
opinion, or conveys a mood.
Culture: Summarise the characters, plot and setting. Link the context of the text to the meaning.
Understanding: Identify the most relevant points at different places in the text. Back up points with
quotations from the text.
Interpreting: Explain inferences by referring to direct quotes in the text. Back up deductions with text.
Structure: Explain how the writer has organised the text, and what the text does. Explain why a form of
writing has been chosen and why it is effective.
Language: Explain how and why the type of sentence varies throughout a text. Explain why the writer
chooses a style of writing.
Opinion: Identify the writer’s opinion by referring to the text. Explain the effect of the writer’s opinion or
viewpoint on the reader.
Culture: Compare and contrast types of texts. Explain how the context in which the text was written
affects meaning.
Talking to others: Give relevant details. Structure talk to show attention to the listener. Vary vocabulary
and grammar to suit the context.
Talking with others: Display a clear understanding of the content by joining in, agreeing or disagreeing.
Taking on various roles within a group.
Talking in drama: Decide on speech, language and choices of movement in roles and scenarios.
Talking about talk: Vary language choices and talk. Explain how others do this effectively.
Talking to others: Elaborate on main points and ideas to give extra meaning. Shape talk in a
deliberately engaging way. Adapt vocabulary, gestures and movement in ways well matched to the
audience.
Talking with others: Recognise significant details. Recognise implicit meanings. Sustain roles within a
group.
Talking in drama: Show insight into situations through well-chosen speech, gesture and movement.
Talking about talk: Explain the features of language use that make it effective.
Topic & Activity No.
Level 4
Level 5
Write, present and broadcast.
21. Sentences: Vary the length, structure and subject of sentences. Use sub-ordinating connectives such
as when, if & because. Ensure that verbs and tenses match.
22. Accuracy: Punctuate sentences correctly, including question marks. Use speech marks accurately and try other
speech punctuation. Use commas in lists accurately and try out their use within sentences.
23. Organisation: Group together related events or points. Open a piece of writing in a fitting way. Link
related events in a logical sequence.
24. Paragraphs: Use paragraphs or sections to group related information. Link together ideas within a
paragraph. Try to link paragraphs.
25. Imagination: Choose relevant information or ideas. Add detail to descriptions (using adverbial and
noun phrases). Develop viewpoints.
26. Purpose: Use the main features of a type of writing. Adopt a style appropriate to the type of writing.
27. Vocabulary: Choose carefully the type of words and phrases used to add interest and detail.
28. Spelling: Spell most words correctly, including ly adverbs. Try to use the correct spelling of words with
more than one spelling (homophones).
29. Sentences: Give clarity and emphasis to writing by varying the length, structure and subject of
sentences. Use a wide range of connectives to clarify the relationship between ideas.
30. Accuracy: Use punctuation, including speech punctuation accurately. Use commas to mark clauses
accurately.
31. Organisation: Structure information or ideas into clear paragraphs. Link paragraphs clearly. Refer back
to earlier parts of text to add emphasis.
32. Paragraphs: Use paragraphs to make logical links. Make sure paragraphs link to others but also make
sense on their own.
33. Imagination: Include imaginative detail. Merge the main features of different types of writing to add
extra interest.
34. Purpose: Use the correct style of writing for the purpose. Make sure the style of writing maintains the
reader’s attention.
35. Vocabulary: Use a wide variety of vocabulary.
36. Spelling: Spell most words accurately.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Level 5
Level 4
Level 5
L4
L5
AT1: Listening and speaking
AT2: Reading and writing
AT3: Intercultural
understanding
Essential Literacy Modern Foreign Languages (ELMFL)
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To understand the main points and some of the detail from spoken passages.
To ask for some items to be repeated. .
To take part in simple conversations, helped by visual or other cues, and express my opinions.
To use my knowledge of grammar to adapt and substitute single words and phrases.
To pronounce words correctly
To understand the main points and opinions in spoken passages made up of material from the present
and past or future events.
To occasionally need some repetition.
To give a short prepared talk that includes my opinions.
To take part in short conversations. Where I seek and give information, opinions and reasons.
To refer to recent experiences or future plans, as well as everyday activities and interests.
To vary my language and sometimes produce more extended responses.
To make myself understood with little or no difficulty
To understand the main points and some of the detail in short written texts.
To use context or a translation dictionary to work out the meaning of unfamiliar words.
To write short texts on familiar topics.
To use my knowledge of grammar to adapt and substitute individual words and set phrases.
To use dictionaries or glossaries to check words.
To understand the main points and opinions in written texts from various contexts, including present,
past or future events. .
To am confident in reading aloud, and in using reference materials.
To write short texts on a range of familiar topics, using simple sentences.
To refer to recent experiences or future plans, as well as to everyday activities in my writing.
Although there may be some mistakes, the meaning can be understood with little or no difficulty.
To use dictionaries or glossaries to check words they have learnt and to look up unknown words
To show that I understand texts from, or about countries or communities where the language is
spoken.
To identify some similarities and differences between these countries or communities and my own.
26. To show that I understand information about countries or communities where the language is spoken.
27. To describe some similarities and differences between countries or communities where the language
is spoken and my own
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 5
L4
L5
L4
Algebra
Measure
Level 4
Level 5
Numbers
Level 4
Key Skills
Calculating
Numeracy (N)
Area
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Topic & Activity No.
Describe number patterns.
Recognise and use multiples, factors and square numbers.
Use place value to multiply or divide whole numbers by 10 or 100.
Use fractions and percentages to represent proportions of a whole.
Order decimals to three decimal places.
Use ratio.
Know all multiplication facts to 10 x 10
Use place value to multiply and divide whole numbers and decimals by 10, 100 and 1000.
Round decimals to the nearest decimal place.
Order negative numbers.
Use equivalence between fractions.
Order decimals and fractions.
Understand ratio
Mentally calculate using all operations.
Use multiplication facts to quickly derive division facts.
Be fluent in written calculation skills for all operations.
Multiply a decimal by a single digit.
Solve problems with and without a calculator.
Check the reasonableness of answers.
Calculate using brackets.
Use a calculator to calculate fractions, percentages ratio and proportion.
Use written methods to solve problems involving multiplying and dividing three-digit numbers by twodigit numbers.
Solve multi-step problems involving all operations.
Apply the inverse operation to check answers
Use formulae.
Use and interpret coordinates in the first quadrant
Use formulae involving one or two operations.
Use and interpret coordinates in all four quadrants.
Choose and use appropriate measures.
Read measures from a variety of measuring instruments.
Calculate perimeter.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 5
Level 5
L4
Level 5
Level 4
Level 5
Level 4
Measure
Handling Data
Shape and Space
Using & applying
Numeracy (N)
32. Measure and draw angles to the nearest degree.
33. Read and interpret scales on a range of measuring instruments, explaining what each division
represents.
34. Convert metric units.
35. Estimate measures in a range of contexts.
36. Understand and use the formula for the area of a rectangle and distinguish area from perimeter.
37. Collect and record data.
38. Group data into equal class intervals.
39. Continue to use Venn and Carroll diagrams.
40. Construct and interpret frequency diagrams and line graphs.
41. Understand and use the mode and range to describe sets of data.
42. Ask questions; plan how to answer them and collect the data required.
43. Understand and use the probability scale from 0 to 1.
44. Carry out investigations to understand probability.
45. Use the mean of discrete data.
46. Use the range, mean, mode to compare two sets of data.
47. Understand that different outcomes may arise from an experiment.
48. Interpret graphs and diagrams, including pie charts, and draw conclusions.
49. Create and interpret line graphs, where the intermediate values have meaning.
50. Use the properties of 2D and 3D shapes to make models and diagrams.
51. Reflect shapes in a mirror line.
52. Translate shapes horizontally or vertically.
53. Rotate a shape about its centre or a vertex.
54. Use the properties of 2D and 3D shapes to describe them.
55. Identify all the symmetries of 2D shapes.
56. Use language associated with angle.
57. Know and use the sum of angles in a triangle.
58. Transform shapes, using appropriate language to describe the transformation.
59. Develop strategies for solving problems.
60. Present results in a clear and organised way.
61. Search for a solution by trying out different approaches.
62. Identify and obtain necessary information.
63. Check results, considering if they are reasonable.
64. Solve word problems and investigations from a range of contexts.
65. Describe situations by describing them mathematically.
66. Draw conclusions and explain reasoning.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Area
Key Skills
Level 4
3.
Level 5
4.
5.
6.
7.
8.
9.
Level 4
Generate ideas
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11.
12.
Level 5
Investigate, observe
and record
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15.
L4
16.
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18.
L5
Design, make
and improve
2.
19.
20.
Level 4
21.
Explain
Scientific and Technological Understanding (STU)
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24.
Topic & Activity No.
AT1 To decide on an appropriate approach, including using a fair test to answer a question.
AT1 To select suitable equipment and information from that provided.
AT1 To select and use methods that are adequate for the task.
DT To generate ideas by collecting and using information.
AT1 To decide appropriate approaches to a range of tasks, including selecting sources of information
and apparatus.
DT To use my understanding of others’ designs as I develop my work.
DT To work from my own detailed plans, modifying them where appropriate.
AT1 Following instructions, I take action to control obvious risks to myself.
AT1 To make a series of observations and measurements and vary one factor while keeping others
the same.
AT1 To record observations, comparisons and measurements using tables and bar charts and begin
to plot points to form simple graphs.
DT To take users’ views about aesthetic and technical issues into account as I respond to briefs.
DT To use some ideas from others’ designs to inform my own work.
AT1 To select and use methods to obtain data systematically.
AT1 To recognise hazard symbols and make, and act on, simple suggestions to control obvious risks
to themselves and others.
DT To show understanding of aesthetic and economic factors.
DT To produce step-by-step plans and then select and work with a range of tools and equipment.
DT To apply my knowledge and understanding of materials, ingredients and components, and work
with them with some accuracy, paying attention to quality of finish and to function
DT To respond to briefs showing understanding of how culture and society are reflected in products.
DT To work with a range of tools, materials, ingredients, equipment, components and processes with
some precision
AT1 To communicate my conclusions using appropriate scientific language.
AT1 To interpret data containing positive and negative numbers.
AT1 To begin to relate my conclusions to patterns in data, including graphs, and to scientific
knowledge and understanding.
AT2 To describe some processes and phenomena related to organisms, their behaviour and the
environment using appropriate terminology, for example using food chains to describe feeding
relationships between plants and animals in a habitat].
AT2 To recognise that evidence can support or refute scientific ideas [such as in the identification and
grouping of living things].
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority

25. AT2 To recognise some applications and implications of science [such as the use of predators to
control pest populations].
26. AT3 To describe some processes and phenomena related to materials, their properties and the Earth,
using appropriate terminology [for example separation methods].
27. AT3 To recognise that evidence can support or refute scientific ideas [such as the classification of
alkalis].
29. AT4 To describe some processes and phenomena related to energy, forces and space, using
30.
31.
L5
32.
33.
34.
35.
36.
37.
38.
Level 5
39.
Explain
Scientific and Technological Understanding (STU)
reactions as reversible and irreversible].
28. AT3 To recognise some applications and implications of science [such as the safe use of acids and
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appropriate terminology [for example the observed position of the Sun in the sky over the course of a
day].
AT4 To recognise that evidence can support or refute scientific ideas [such as sounds being heard
through a variety of materials].
AT4 To recognise some applications and implications of science [such as the use of electrical
components to make electrical devices
DT To communicate alternative ideas using words, labelled sketches and models, showing that I am
aware of constraints.
AT1 To use line graphs to present data, interpret numerical data and draw conclusions from them.
AT1 To analyse findings to draw scientific conclusions that are consistent with the evidence.
AT1 To communicate these using scientific and mathematical conventions and terminology.
AT2 To describe processes and phenomena related to organisms, their behaviour and the
environment [drawing on abstract ideas and using appropriate terminology, for example the main
functions of plant and animal organs].
AT2 To explain processes and phenomena, in more than one step or using a model [such as the life
cycles of humans and flowering plants].
AT2 To apply and use knowledge and understanding in familiar contexts [such as different organisms
being found in different habitats because of differences in environmental factors].
AT2 To recognise that both evidence and creative thinking contribute to the development of scientific
ideas [such as the classification of living things].
AT2 To describe applications and implications of science [such as solving some of the health
problems that arise when organ damage occurs].
AT3 To describe processes and phenomena related to materials, their properties and the Earth
[drawing on abstract ideas and using appropriate terminology, for example the weathering of rocks].
AT3 To explain processes and phenomena, in more than one step or using a model [such as the
deposition of sediments and their formation into rocks].
AT3 To apply and use knowledge and understanding in familiar contexts [such as identifying changes
of state].
AT3 To recognise that both evidence and creative thinking contribute to the development of scientific
ideas [such as basing separation methods for mixtures on physical and chemical properties].
AT3 To describe applications and implications of science [such as the uses of metals based on their
specific properties or the benefits and drawbacks of the use of fossil fuels].
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
46. AT4 To describe processes and phenomena related to energy, forces and space [drawing on abstract
ideas and using appropriate terminology, for example ‘balanced forces’].
47. AT4 To explain processes and phenomena, in more than one step or using a model. [such as the
length of a day or a year].
48. AT4 To apply and use knowledge and understanding in familiar contexts
49. AT4 To recognise that both evidence and creative thinking contribute to the development of scientific
ideas [such as objects being seen when light from them enters the eye].
50. AT4 To describe applications and implications of science [such as the ways sound can be produced
and controlled, for example in musical instruments].
51. DT To clarify my ideas through discussion, drawing and modeling.
Level 4
53. DT To identify what is working well and what could be improved to overcome technical problems.
54. DT To reflect on my designs as they develop, drawing on previous experience.
55. AT1 To evaluate my working methods to make practical suggestions for improvements.
Level 5
Evaluate
52. AT1 To suggest improvements in my work, giving reasons.
56. DT To check my work as it develops, solve technical problems and show some creativity as I modify
my approach.
57. DT To test and evaluate my products, showing that I understand the situations in which the products
will be used.
Level 4
Key Skills
Level 5
Explore
Understanding The Arts (UTA)
Area
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Topic & Activity No.
To investigate and develop a range of practical skills.
To notice and explore the relationship between sounds.
To notice and explore how music reflects different intentions.
To explore how movement can be used to create mood.
To explore how an idea can be brought to life using movement.
To explore action, and language to create a mood for the audience.
To explore characters from different times and cultures
To experiment with a wide range of media and methods.
To notice and explore musical devices.
To notice and explore how music reflects time, place and culture.
To explore a range of techniques and practice combining them for artistic effect.
To experiment with dramatic techniques like freeze, levels, positioning, pause and pace to portray
character.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Level 5
Level 4
Level 5
Level 4
Level 5
Create
Improvise
Present
Understanding The Arts (UTA)
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33.
To use the qualities of materials and processes to suit my aims when I design and make.
To compose by developing ideas within musical structures.
To am creative and imaginative in composing my own dances.
To work with others to create drama.
To use techniques that help the audience to share the mood of the drama
To take some creative risks with my work.
To use a variety of notations when I compose.
To compose music for different occasions using appropriate musical devices.
To choose my own dance steps or movements and develop them.
To initiate ideas and work with a group to create a performance.
To think about how I might adapt and refine my ideas, skills and methods.
To improvise melodic and rhythmic phrases as part of a group performance.
To choreograph and then practice, rehearse and refine my movements, both in groups and individually.
To make complex sequences that include changes in direction, level and speed.
To research a role when I play it.
To know what my character would do and say in all kinds of situations.
To adapt and refine my ideas, methods and intentions.
To improvise melodic and rhythmic material within given structures
To refine my dances with style and artistic intention.
To refine my dances with style and artistic intention.
To work with others to create, refine and develop a performance.
34. To develop my ideas I use lots of methods to explore and experiment.
35. While performing by ear and from notations, I maintain my own part with awareness of how the different
parts fit together and the need to achieve an overall effect.
36. To perform expressively.
37. My movements are controlled and express emotion or feeling.
38. To use dramatic techniques to convey meaning.
39. To use voice and movement to convey character.
40. To use an accent or dialect words because they are appropriate to the character.
41. When designing and making, I control the qualities of materials and methods appropriately
42. To perform significant parts from memory and from notations, with awareness of my own contribution.
43. My dance matches the mood of the accompanying music.
44. To play characters that are believable and consistent
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Level 5
Evaluate
Understanding The Arts (UTA)
45. To compare and comment on differing ideas, methods and approaches used by artists, crafts people
and designers
46. To think about artwork by relating it to the contexts in which the work was made.
47. To discuss my own work and that of others.
48. To compare and evaluate different kinds of music using an appropriate musical vocabulary.
49. To suggest improvements to their own and others’ work, commenting on how intentions have been
achieved
50. To discuss the flow and movement I see in dances.
51. To debate with others the meaning of dances and movement.
52. To evaluate how action and voice work together to create drama.
53. To consider and discuss the ideas, methods and approaches that are used by artists, crafts people and
designers
54. To relate the work of others to both context and purpose
55. To evaluate my own work and that of others, reflecting on my own view of its purpose and meaning.
56. To analyse and compare musical features
57. To notice how venue, occasion and purpose affect the way music is created, performed and heard.
58. To refine and improve my work.
59. To evaluate my own and others’ work, using dance vocabulary
60. To explain the possible intentions of the work of others.
61. To question the effectiveness of chosen techniques
62. To compare the way I play my role with the way an actor plays his / her part.
63. To understand why an actor has made particular choices about the way she / he perform a part.
64. To evaluate the impact of techniques that have been chosen.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Key Skills
Level 4
Level 5
Level 4
Level 5
Investigate
Analyse evidence
Communicate
Historical, Geographical and Social Understanding (HGSU)
Area
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Topic & Activity No.
When finding answers to historical questions, I use information as evidence to test hypotheses.
I recognise and describe geographical patterns.
I use my knowledge to suggest suitable geographical questions.
I use a range of geographical skills to help me investigate places and environments.
I use primary and secondary sources of evidence in my investigations.
I investigate issues affecting communities using a range of sources.
I identify some of the diverse groups and communities in the UK and the wider world.
I explore how these relate to my own identity and community.
I investigate historical problems and issues.
I ask my own questions.
I use my knowledge and understanding to suggest relevant geographical questions.
I use different methods of enquiry and sources of information to investigate issues.
I identify change and continuity within and across different periods.
I identify where periods I have studied fit within a chronological framework.
I understand that people can both improve and damage the environment.
I understand that physical and human processes can change the features of places.
I explain how these changes affect the lives and activities of people living there.
I understand the importance of wider geographical location in understanding places.
I discuss what is fair and unfair and describe how justice is applied in some situations.
I explore situations where rights compete.
I evaluate sources to establish evidence for particular enquiries.
I recognise and describe the nature and extent of diversity.
I recognise and describe change and continuity.
I select information and sources of evidence.
I identify bias in evidence.
I understand some ways that human activities cause environments to change.
I suggest sensible conclusions to my investigations.
I consider what is fair and unfair to groups in different situations.
I describe situations where rights or interests conflict and need to be balanced.
I produce structured work, making appropriate use of dates and terms.
I describe some of the main events, people and periods I have studied.
They describe characteristic features of past societies and periods.
I recognise and describe geographical patterns.
I show knowledge and understanding of the geography of the UK and the wider world.
I recognise and describe the physical and human features of places.
I communicate my findings using appropriate vocabulary.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 5
Level 4
Level 5
Communicate
Consider and respond
Historical, Geographical and Social Understanding (HGSU)
37. I explain some of the ways in which people can take part in democracy in the UK and how they can
change things.
38. I describe events, people and some features of past societies and periods.
39. I select and deploy information and make appropriate use of historical terminology to support and
structure my work.
40. I select and use appropriate skills and ways of presenting information to help me investigate places and
environments.
41. I describe physical and human characteristics of places by referring to regions, countries and continents.
42. I present my findings both graphically and in writing using appropriate vocabulary.
43. I show understanding of geographical diversity by describing how physical and human processes can
lead to similarities and differences in environments and in the lives of people who live there.
44.I describe and begin to explain geographical patterns.
44. I give examples of how the UK is a diverse society.
45. I give examples of how the UK is interconnected with the wider world.
46. I communicate my arguments clearly, giving relevant reasons for my opinion.
47. I describe key features of the political and justice systems in the UK.
48. I identify some causes and consequences of the main events and changes.
49. I identify and describe different ways in which the past has been interpreted.
50. I offer reasons for my own views about environmental change.
51. I recognise that other people may hold different views.
52. I identify different viewpoints involved.
53. I make informed contributions to discussions and debates giving some reasons for my views.
54. I work with others to plan and carry out a course of action to address issues that we feel are significant
in our community.
55. I suggest some reasons for different interpretations of the past.
56. I recognise why some events, people and changes might be judged as more historically significant than
others.
57. I suggest reasons for continuity and change in history.
58. I show an awareness of the idea of sustainable development.
59. I recognise the range of views people hold about environmental interaction and change.
60. I identify a range of viewpoints, weighing up different ideas, and draw some conclusions.
61. I work with others from the wider community to plan and carry out actions aimed at making a difference
to the lives of others.
62. I explain the impact of actions taken.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Key Skills
1.
2.
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7.
Level 5
8.
Level 4&5
Level 4
Reflect and Evaluate
Plan and Implement
Physical Development, Health and Well Being (PDHW)
Area
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34.
Topic & Activity No.
I compare and comment on the skills, techniques and ideas used in my work and in others.
I use this to improve my performance.
I explain and apply basic safety principles in preparing for exercise.
I describe the effects exercise has on my body.
I describe how valuable physical exercise is to my health.
I am beginning to take responsibility for physical activity and nutrition for a physically and mentally healthy lifestyle.
I am beginning to understand that hygiene, physical activity and nutrition needs might change as a result of growth
and adolescence.
I am beginning to make responsible, informed decisions relating to medicines, alcohol, tobacco and other
substances and drugs.
I analyse and comment on skills and techniques and how they are applied in my own and in others’ work.
I modify and refine my skills and techniques to improve my performance.
I explain how different parts of my body react during different types of exercise.
I warm up and cool down in ways that suit the activity.
I describe why regular, safe exercise is good for my fitness and health.
I take responsibility for physical activity and nutrition for a physically and mentally healthy lifestyle.
I understand that hygiene; physical activity and nutrition needs might change as a result of growth and
adolescence.
I link skills, techniques and ideas and apply them accurately and appropriately.
I choose the most appropriate tactics in a game.
I am creative and imaginative in composing my own dances.
I perform expressively.
I use forehand and backhand when playing racquet games.
I field well.
I use a variety of techniques to pass.
I can strike a bowled ball.
I work with my team or alone to gain possession of the ball.
I combine running and jumping well.
I can adapt my actions to changing situations (e.g. weather).
With others, I plan careful responses to challenges or problems.
I describe personal survival skills.
I use maps and diagram.ms to orientate myself
I am beginning to plan, prepare and cook simple healthy meals.
I have some strategies for understanding, managing, controlling strong feelings & emotions and dealing with negative pressures.
I am learning to manage changing emotions and relationships and understand how new relationships may develop.
I show some initiative and take responsibility for activities.
I help to organise events.
35. I help to host performances.
35. I help to design solutions to problems both in indoor and outdoor activities.
36. I make and sell products.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 5
Level 5
Level 4
Plan and Implement
Move with control
Physical Development, Health and Well Being (PDHW)
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
I select and combine my skills, techniques and ideas.
I apply my skills, techniques and ideas accurately, appropriately and consistently.
I use tactics and follow rules.
I plan my approach to attacking and defending.
I use a range of shots and strokes to strike a ball.
I can strike a ball on the volley.
I refine my dances with style and artistic intention.
I choose my own dance steps or movements and develop them.
I link and adapt actions together into a well-timed sequence.
I adapt my skills to different situations.
I know and follow event rules.
I am careful but confident in unfamiliar environments.
I use my senses to assess risks and adapt my plans accordingly.
I prepare well by considering safety first.
I plan with others, seeking advice.
I plan, prepare and cook simple healthy meals.
I have strategies for understanding, managing and controlling strong feelings and emotions and dealing
with negative pressures.
I am controlled and skilful in my actions and movements.
My movements are controlled and express emotion or feeling
I make complex sequences that include changes in direction, level and speed.
I combine actions, shapes and balances in my gymnastic performance.
My movements are clear, accurate and consistent.
I prepare and perform to an audience.
I can swim between 50 and 100 metres.
I use breast, front crawl and back stroke styles confidently.
My swimming uses arms and legs in a confident and co-ordinated manner.
I choose the best pace for running
I am controlled in take off and landing when jumping.
I am accurate when throwing for distance.
I show precision, control and fluency.
My dance matches the mood of the accompanying music.
I practise and perform with control.
My movements include very controlled balances, shapes, levels and actions.
I can swim over 100 metres.
I swim fluently.
I use all three strokes with control and sustain this for over 2 minutes.
I breathe so that the pattern of my swimming is not interrupted.
I show accurate control, speed, strength and stamina in my athletics.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Level 4
Level 5
77. I am beginning to understand how people manage money.
78. I am beginning to understand how people earn money, save and plan for the future.
79. I am beginning to understand the terms cost, selling price and profit.
80. I understand the physical changes that take place in the human body as we grow and how these
relate to human reproduction.
81. I understand the connections between my learning, the world of work and my future economic
wellbeing.
82. I understand how people manage money.
L4
85. I take part in creative problem solving situations.
86. I discuss how people look after their finances
L4&5
83. I understand how people earn money, save and plan for the future.
84. I understand the terms cost, selling price and profit.
87. I communicate about: Lifestyle choices, Healthy meals, Controlling emotions, Substance misuse,
Relationships, Growth and reproduction.
L5
Find and check information
Communicate
Physical Development, Health and Well Being (PDHW)
75. I am beginning to understand the physical changes that take place in the human body as we grow
and how these relate to human reproduction.
76. I am beginning to understand the connections between my learning, the world of work and my future
economic wellbeing.
88. I take a lead part in creative problem solving situations.
89. I understand how people look after their finances.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority