NATIONAL
CURRICULUM 2014
Planning Document
Statutory Requirements
Year 2
ENGLISH
Spelling/
phonics
Formation of nouns using suffixes such as –ness, –er and by
compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less
(A fuller list of suffixes can be found on page 46 in the year 2
spelling section in English Appendix 1)
Use of the suffixes –er, –est in adjectives and the use of –ly in
Standard English to turn adjectives into adverbs
Spell by:
 segmenting spoken words into phonemes and representing these
by graphemes, spelling many correctly
 learning new ways of spelling phonemes for which one or more
spellings are already known, and learn some words with each
spelling, including a few common homophones
 learning to spell common exception words
 learning to spell more words with contracted forms
 learning the possessive apostrophe (singular) [for example, the
girl’s book]
 distinguishing between homophones and near-homophones
 add suffixes to spell longer words, including –ment, –ness, –ful, –
less, –ly
 write from memory simple sentences dictated by the teacher
that include words using the GPCs, common exception words and
punctuation taught so far.
(see attached statutory guidance-along with example words)
Handwriting
Sentence
construction/
Text
Form lower-case letters of the correct size relative to one another;
start using some of the diagonal and horizontal strokes needed to
join letters and understand which letters, when adjacent to one
another, are best left unjoined; write capital letters and digits of
the correct size, orientation and relationship to one another and to
lower case letters; use spacing between words that reflects the size
of the letters.
(see attached handwriting policy details)
Subordination (using when, if, that, because) and co-ordination
(using or, and, but) Expanded noun phrases for description and
specification [for example, the blue butterfly, plain flour, the man in
the moon] How the grammatical patterns in a sentence indicate its
function as a statement, question, exclamation or command. Correct
choice and consistent use of present tense and past tense
throughout writing. Use of the progressive form of verbs in the
present and past tense to mark actions in progress [for example,
she is drumming, he was shouting]
Punctuation
Use of capital letters, full stops, question marks and exclamation
marks to demarcate sentences. Commas to separate items in a list.
Apostrophes to mark where letters are missing in spelling and to
mark singular possession in nouns [for example, the girl’s name]
Grammar
Learning how to use both familiar and new punctuation correctly, full
stops, capital letters, exclamation marks, question marks, commas
for lists and apostrophes for contracted forms and the possessive
(singular); sentences with different forms: statement, question,
exclamation, command; expanded noun phrases to describe and
specify [for example, the blue butterfly]; the present and past
tenses correctly and consistently including the progressive form;
subordination (using when, if, that, or because) and co-ordination
(using or, and, or but); the grammar for year 2; use and understand
the grammatical terminology in English Appendix 2 in discussing their
writing.
(See attached paperwork for suggestions)
Terminology children must learn by the end of year 2
noun, noun phrase, statement, question, exclamation, command, compound, suffix,
adjective, adverb, verb, tense (past, present), apostrophe, comma
Composition
 develop positive attitudes towards and stamina for writing by:
 writing narratives about personal experiences and those of others
(real and fictional)
 writing about real events
 writing poetry
 writing for different purposes
 consider what they are going to write before beginning by:
 planning or saying out loud what they are going to write about
 writing down ideas and/or key words, including new vocabulary
 encapsulating what they want to say, sentence by sentence
 make simple additions, revisions and corrections to their own
writing by:
 evaluating their writing with the teacher and other pupils
 re-reading to check that their writing makes sense and that verbs
to indicate time are used correctly and consistently, including
verbs in the continuous form proof-reading to check for errors in
spelling, grammar and punctuation [for example, ends of sentences
punctuated correctly]
 write familiar words and attempt unfamiliar ones
 assemble and develop ideas on paper and on screen
 plan and review their writing, discussing the quality of what is
written
 write extended texts, with support [for example, using the teacher as
Breadth of
study
writer].
 read aloud what they have written with appropriate intonation to
make the meaning clear.
The range of purposes for writing should include:
a. to communicate to others
b. to create imaginary worlds
c. to explore experience
d. to organise and explain information.
The range of forms of writing should include narratives, poems,
notes, lists, captions, records, messages, instructions.
Spelling
Statutory requirements Rules and guidance
The /dʒ/sound spelt as
ge and dge at the end of
words, and sometimes
spelt as g elsewhere in
words before e, i and y
The letter j is never used for
the /dʒ/ sound at the end
of English words.
At the end of a word, the
/dʒ/
sound is spelt –dge straight
after the /æ/, /ɛ/, /ɪ/, /ɒ/,
/ʌ/ and /ʊ/ sounds
(sometimes called ‘short’
vowels).
After all other sounds,
whether vowels or
consonants, the /dʒ/
sound is spelt as –ge at the
end of a word.
In other positions in words,
the /dʒ/sound is often (but
not always) spelt as g before
e, i, and y. The /dʒ/ sound is
always spelt as j before a, o
and u.
The /s/ sound spelt c
before e, i and y
Example words
badge, edge, bridge, dodge,
fudge
age, huge, change, charge,
bulge, village
gem, giant, magic, giraffe,
energy jacket, jar, jog, join,
adjust
race, ice, cell, city, fancy
The /n/ sound spelt kn
and (less often) gn at
the beginning of words
The ‘k’ and ‘g’ at the
beginning of these words
was sounded hundreds of
years ago.
knock, know, knee, gnat,
gnaw
The /r/ sound spelt wr
at the beginning of
words
This spelling probably also
reflects an old
pronunciation.
write, written, wrote,
wrong, wrap
The /l/ or /əl/ sound
spelt –le at the end of
words
The –le spelling is the
most common spelling for
this sound at the end of
words.
table, apple, bottle, little,
middle
The /l/ or /əl/ sound
spelt –el at the end of
words
The –el spelling is much
less common than –le.
The –el spelling is used
camel, tunnel, squirrel,
travel, towel, tinsel
The /l/ or /əl/ sound
spelt –al at the end of
words
after m, n, r, s, v, w and
more often than not after
s.
Not many nouns end in –al,
but many adjectives do.
metal, pedal, capital,
hospital, animal
Words ending –il
There are not many of
these words.
pencil, fossil, nostril
The sound spelt –y at
the end of words /aɪ/
This is by far the most
common spelling for this
sound at the end of words.
cry, fly, dry, try, reply, July
Adding –es to nouns and
verbs ending in –y
The y is changed to i
before –es is added.
flies, tries, replies, copies,
babies, carries
Adding –ed, –ing, –er and
–est to a root word
ending in –y with a
consonant before it
The y is changed to i
before –ed, –er and –est
are added, but not before
–ing as this would result in
ii. The only ordinary words
with ii are skiing and
taxiing.
copied, copier, happier,
happiest, cried, replied
…but copying, crying,
replying
Adding the endings –ing,
–ed, –er, –est and –y to
words ending in –e with
a consonant before it
The –e at the end of the
root word is dropped
before –ing, –ed, –er, –est,
–y or any other suffix
beginning with a vowel
letter is added. Exception:
being.
hiking, hiked, hiker, nicer,
nicest, shiny
Adding –ing, –ed, –er, –
est and –y to words of
one syllable ending in a
single consonant letter
after a single vowel
letter
The last consonant letter
of the root word is
doubled.
(i.e. to keep the vowel
‘short’).
Exception: The letter ‘x’ is
never doubled: mixing,
mixed, boxer, sixes.
The /ɔ:/ sound (‘or’) is
usually spelt as a before l
patting, patted, humming,
hummed, dropping, dropped,
sadder, saddest, fatter,
fattest, runner, runny
The /ɔ:/sound spelt a
before l and ll
all, ball, call, walk, talk,
always
and ll.
other, mother, brother,
nothing, Monday
The /ʌ/ sound spelt o
The /i:/ sound spelt –ey
The plural of these words
is formed by the addition
of –s (donkeys, monkeys,
etc.).
key, donkey, monkey,
chimney, valley
The /ɒ:/ sound spelt a
after w and qu
a is the most common
spelling for the /ɒ/ (‘hot’)
sound after w and qu.
want, watch, wander,
quantity, squash
The /ɜ:/ sound spelt or
after w
There are not many of these
words.
word, work, worm, world,
worth
The /ɔ:/ sound spelt ar
after w
The /ʒ/ sound spelt s
The suffixes –ment, –
ness, –ful ,
–less and –ly
There are not many of these
words.
war, warm, towards
Contractions
The possessive
apostrophe (singular
nouns)
television, treasure, usual
If a suffix starts with a
consonant letter, it is
added straight on to most
root words without any
change to the last letter
of those words.
Exceptions:
(1) argument
(2) root words ending in –y
with a consonant before it
but only if the root word
has more than one syllable.
In contractions, the
apostrophe shows where a
letter or letters would be
if the words were written
in full (e.g. can’t – cannot).
It’s means it is (e.g. It’s
raining) or sometimes it
has (e.g. It’s been raining),
but it’s is never used for
the possessive.
enjoyment, sadness, careful,
playful, hopeless, plainness
(plain + ness), badly
merriment, happiness,
plentiful, penniless, happily
can’t, didn’t, hasn’t, couldn’t,
it’s, I’ll
Megan’s, Ravi’s, the girl’s,
the child’s, the man’s
Words ending in –tion
station, fiction, motion,
national, section
Homophones and nearhomophones
It is important to know
the difference in meaning
between homophones.
there/their/they’re,
here/hear, quite/quiet,
see/sea, bare/bear,
one/won, sun/son,
to/too/two, be/bee,
blue/blew, night/knight
Common exception
words
Some words are
exceptions in some
accents but not in others –
e.g. past, last, fast, path
and bath are not
exceptions in accents
where the a in these
words is pronounced
as in cat.
Great, break and steak are
the only common words
where the
sound is spelt ea. /æ/,
/eɪ/
door, floor, poor, because,
find, kind, mind, behind,
child, children*, wild, climb,
most, only, both, old, cold,
gold, hold, told, every,
everybody, even, great,
break, steak, pretty,
beautiful, after, fast, last,
past, father, class, grass,
pass, plant, path, bath, hour,
move, prove, improve, sure,
sugar, eye, could, should,
would, who, whole, any,
many, clothes, busy, people,
water, again, half, money,
Mr, Mrs, parents, Christmas
– and/or others according
to programme used.
Note: ‘children’ is not an
exception to what has been
taught so far but is included
because of its relationship
with ‘child’.
Grammar
Year
2
Topic
Examples
Terminology
Demarcate sentences using capital
letters at the start and full stops,
exclamation or question marks at
the end.
The doorbell rang. Who could it be? Mummy
answered the door and got a surprise. There
was a tiger!
Sentence
Capital letter
Full stop
Question mark
Exclamation mark
Use commas in making lists
The endangered animals we are looking at are:
tigers, pandas, whales and cheetahs.
Comma
Use adjectives to describe nouns
The wild tiger, the black bear and the
swimming whale.
Noun
Adjective
Use conjunctions to join ideas in
longer sentences
Co-ordination: using ‘and’, ‘or’ and
‘but’ (Compound)
Subordination: using ‘when’,
‘where’, ‘if’, ‘that’ and ‘because’
(Complex)
Children need to start using compound and
complex sentences in their writing: When the
tiger came to tea, he ate up all the food and
drank up all the water.
If another tiger comes to tea, we have some
tins of tiger-food.
None
Use and distinguish past and
present text
In a story it is often past tense: The tiger went
to the cupboard and took out all the tins. He
drank up all the water in the tap.
In a description of something which is true
now, it is present tense. My favourite colour is
red. I like playing princesses and magic games
best.
Verb
Tense
Past
Present
Use adjectival phrases to describe
nouns
The tiger who came to tea was lovely and
gentle.
Use apostrophes for contracted
forms – relate this to differences
between spoken & written English
Encourage children to write speech in a
realistic way, e.g. I don’t want to come home!
Apostrophe
Handwriting Overview
Key Stage
Foundation Stage
Overview
The children are taught correct letter formation. The
emphasis at this stage is with movement rather than neatness.
To aid movement, close attention is given to pencil grip, correct
posture, the positioning of the paper and the organisation of
the writing space. Teachers are vigilant to ensure that bad
habits do not become ingrained and that specific needs of lefthanded pupils, and those with special educational needs, are
met.
Key Stage One
Building on the foundation stage, pupils at Key Stage 1 develop
a legible style. This is achieved by developing a comfortable and
efficient pencil grip and by practising handwriting in
conjunction with spelling and independent writing. Correct
letter orientation, formation and proportion are taught in line
with the school’s agreed handwriting style. In year one a
cursive style is developed, and in year two joins are begun to be
taught. 12mm lines are used to encourage good letter
formation, progressing to 9mm lines as appropriate.
Years 3 and 4
In year three the pupils consolidate handwriting joins, ensuring
consistency in size, proportion and spacing of letters.
Handwriting speed, fluency and legibility are built up through
practice. In term one joins are checked, and by term two the
vast majority of pupils join their writing.
By year four joined handwriting is used at all times unless
other specific forms are required e.g. printing on a map, a fast
script for notes.
In Key Stage 2, 6mm lines are used as the norm (12mm/ 9mm
will still be used for those pupils who are deemed to benefit
from continuing with the wider lines as an aid to good
handwriting).
During years three or four children are awarded their ‘pen
licence ’when ready.
Years 5 and 6
Years five and six are used to consolidate learning for those
pupils who have not yet achieved a fluent and legible joined
script. Those who have will develop an individual style based on
the principles of good handwriting taught in previous years.
Extension activities may include the study of calligraphy. Pupils
are encouraged to increase speed whilst maintaining legibility.
MATHEMATICS
Overview of Progression in Year 2
Number and place value
In Year 2, children develop their understanding of place value from Year 1, learning the place value of each
digit in a two-digit number; for example, 23 means two tens and three ones. They begin to understand the use
of 0 as a place holder. They will build on this when they consider place value in three-digit numbers in Year 3.
Children learn to count in 3s, which will help develop the concept of a third. They order numbers from 0 to 100
and use the <, > and = signs. They become more independent in partitioning numbers in different ways, and
this helps to support their work in addition and subtraction.
Addition and subtraction
Children use mental methods to solve problems using addition and subtraction, as well as using objects and
pictorial representations. They begin to record addition and subtraction in columns, reinforcing their
knowledge of place value. They independently use addition and subtraction facts to 20, and this helps them
derive number facts up to 100, such as seeing the parallels between 2 + 6 = 8 and 20 + 60 = 80. They add and
subtract different combinations of numbers, including two two-digit numbers. They understand the inverse
relationship between addition and subtraction (that one operation undoes the other), and use this to check
their calculations.
Multiplication and division
In Year 2, children learn the 2, 5 and 10 multiplication tables, and use these facts in calculations. They
recognise that multiplication and division have an inverse relationship, and begin to use the × and ÷ symbols.
They learn that multiplication is commutative (2 × 10 is the same as 10 × 2) whereas division is not (10 ÷ 2 is
not the same as 2 ÷ 10).
Fractions
Children extend their understanding of fractions to 1/3 and 3/4 and learn that 1/2 is equivalent to
2/4. They read and write the symbols 1/2, 1/4 for example. As well as experimenting practically with fractions
and connecting unit fractions to the concepts of sharing and grouping, they begin to write simple fractions,
such as 1/4 of 8 = 2. They will develop this in Year 3 when they learn about tenths and begin to find out more
about non-unit fractions.
Measurement
Children learn to independently choose the appropriate standard units for a particular measurement and use a
range of different measuring instruments. They recognise and use the £ and p symbols for money (but do not
use mixed notation, such as £5.72), and undertake addition and subtraction using money. They learn to tell the
time to 5 minutes, including quarter past and quarter to the hour.
Geometry: properties of shapes
By handling common 2D and 3D shapes (including quadrilaterals and cuboids, prisms, cones and polygons)
children identify their properties, using the terms sides, edges, vertices and faces. They compare and sort
shapes using their properties.
Geometry: position and direction
Children experiment with making patterns using shapes and begin to use the concept of right angles to
describe quarter, half and three-quarter turns. They will develop this concept further in Year 3.
Statistics
Children are introduced to pictograms, tally charts, block diagrams and tables, using these to collate and
compare information, and to ask and answer simple questions (for example, finding the number of items in a
category, perhaps using one-to-many correspondence, or comparing different categories by quantity.
Year 2: LONG TERM PLAN
Number and place value
Addition and subtraction
● Using materials and a range of representations,
children should practise counting, reading, writing
and comparing numbers to at least 100 and solving a variety
of related problems to develop fluency. They should count
in multiples of three to support their later understanding of
a third.
● As they become more confident with numbers up to
100, children should be introduced to larger numbers to
develop further their recognition of patterns within the
number system and represent them in different ways,
including spatial representations.
● Children should partition numbers in different
ways to support subtraction. They become fluent
and apply their knowledge of numbers to reason
with, discuss and solve problems that emphasise the
value of each digit in two-digit numbers. They begin
to understand zero as a place holder.
● Children should extend their understanding of
the language of addition and subtraction to include
sum and difference.
● Children should practise addition and subtraction to
20 to become increasingly fluent in deriving facts such as
using 3 + 7 = 10, 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 +
70 = 100, 100 – 70 = 30 and 70 = 100
– 30. They should check their calculations, including
by adding to check subtraction and adding numbers in
a different order to check addition (5 + 2 + 1 = 1 + 5
+ 2 = 1 + 2 + 5). This establishes commutativity and
associativity of addition.
● Recording addition and subtraction in columns
supports place value and prepares for formal
written methods with larger numbers.
Multiplication and division
Fractions
● Children should use a variety of language to
describe multiplication and division.
● Children should be introduced to the multiplication
tables. They practise to become fluent in the 2, 5 and
10 multiplication tables and connect them to each
other. They connect the 10 multiplication table to
place value, and the 5 multiplication table to the
divisions on the clock face. They begin to use other
multiplication tables and recall multiplication facts,
including using related division facts to perform
written and mental calculations.
● Children should work with a range of materials and
contexts in which multiplication and division relate
to grouping and sharing discrete and continuous
quantities, relating these to fractions and measures
(e.g. 40 ÷ 2 = 20, 20 is a half of 40). They use
commutativity and inverse relations to develop
multiplicative reasoning (e.g. 4 × 5 = 20 and 20 ÷ 5
= 4).
● Children should use additional fractions as
‘fractions of’ discrete and continuous quantities by
solving problems using shapes, objects and
quantities. They connect unit fractions to equal
sharing and grouping, to numbers when they can be
calculated,
and to measures, finding fractions of lengths,
quantity, a set of objects or shapes. They meet 3/4 as
the first example of a non-unit fraction.
● Children should count in fractions up to 10, starting
from any number and using the 1/2 and 2/4
equivalence on the number line (11/4, 12/4 , (or
11/2), 13/4, 2). This reinforces the concept of
fractions as numbers and
that they can add up to more than one.
Measurement
Geometry: position and direction
● Children should use standard units of
measurement with increasing accuracy, using their
knowledge of
● Children should work with patterns of shapes,
including those in different orientations.
● Children should use the concept and language of
the number system. They should use the appropriate
language and record using standard abbreviations.
● They should become fluent in telling the time on analogue
clocks and recording it.
● Children should also become fluent in counting and
recognising coins. They should read and say amounts
of money confidently and use the symbols £ and p
accurately, recording pounds and pence separately.
angles to describe turn by applying rotations,
including in practical contexts (e.g. children
themselves moving in turns, giving instructions to
other children to do so, and programming robots
using instructions given in right angles).
Statistics
Geometry: properties of shapes
● Children should record, interpret, collate, organise
and compare information (e.g. using many-to-one
correspondence with simple ratios 2, 5, 10).
● Children should handle and name a wider variety of
common 2D and 3D shapes and identify the properties of
each shape. Children identify, compare and sort shapes on
the basis of their properties and use vocabulary precisely,
such as sides, edges, vertices
and faces.
● Children should read and write names for shapes that are
appropriate for their word reading and spelling.
● Children should draw lines and shapes using a
straight edge.
Key Maths Concepts in Year 2
Commutative and non-commutative operations
Commutative operations are those where changing the order of the numbers in the calculation
doesn’t affect the answer (for example, 2 + 4 = 6, and 4 + 2 = 6). In Year 2, children meet the idea
that some mathematical operations are commutative, whereas others are not. It’s helpful to give
children lots of examples so that they can begin to understand and make this connection for
themselves, using objects and pictorial representations as well as written calculations.
Addition and multiplication are commutative:
● 6 + 5 = 11, and 5 + 6 = 11
● 4 × 3 = 12, and 3 × 4 = 12
Children can be encouraged to check that this is true for a wide range of multiplication and addition
facts. Using concrete objects such as blocks is a good way to demonstrate that the outcome of
addition is always the same , whether you start with for example with 6 blocks and add 5 blocks or
vice versa. Similarly, for multiplication, make an array of 4 rows of 3 blocks and then walk around it
to see that it is also 3 rows of 4 blocks.
Subtraction and division are non-commutative:
● 5 – 3 does not come to the same as 3 – 5
● 6 ÷ 2 does not come to the same as 2 ÷ 6
As children haven’t met negative numbers yet, it isn’t necessary to go into detail about the results
which give answers in negative numbers – you could say oh, we haven’t got enough to take away
five’ or we’ll have to cut the sweets up is we want to divide two sweets between six people.
Inverse relationships
If two mathematical operations have an inverse relationship, this means that one operation ‘undoes’
the other (for example, 3 × 6 = 18 can be undone by performing the operation 18 ÷ 6 = 3). This is a
concept which children first meet in Year 2, when the idea is introduced that there is an inverse
relationship between addition and subtraction, and between multiplication and division.
Children should become familiar with the idea that, for example, you can check the answer to a
statement like 2 × 10 = 20 by calculating 20 ÷ 2 = 10, or 20 ÷ 10 = 2. In the same way, you could
check 2 + 10 = 12 by calculating 12 – 2 = 10 or 12 – 10 = 2. Plenty of practice is helpful in ensuring
that children become fluent in using inverse relationships to check their calculations, and it helps to
use concrete objects to demonstrate what is happening visually.
Linking division with fractions
In Year 1, children encountered the idea that division is related to the concept of grouping and
sharing quantities (for example, 12 can be divided into 4 groups of 3, or 3 people can share 12 things
by getting 4 things each). The idea of sharing can also be used to make a link between division and
fractions – so 16 divided (or shared) by 2 is 8, and 8 is half of 16. Again, it will help to use concrete
objects to demonstrate this, so children can see that dividing a number of objects by 2 is the same as
splitting the group of objects into two halves.
Science Year 2
Working
Scientifically
Living
Things/Habitats
Plants
Animals including
Humans
Use of Everyday
Materials
During years 1 and
2, pupils should be
taught to use the
following practical
scientific methods,
processes and skills
through the
teaching of the
programme of
study content:
Pupils should be
taught to:
Pupils should be
taught to:
Pupils should be
taught to:
Pupils should be
taught to:
compare the
differences
between things
that are living,
dead, and things
that have never
been alive
describe how seeds
and bulbs grow into
mature plants
animals, including
humans, have
offspring which
grow into adults
questions and
recognising that
they can be
answered in
different ways
classifying
living things live in
habitats to which
they are suited and
describe how
different habitats
provide for the
basic needs of
different kinds of
animals and plants,
and how they
depend on each
other
compare the
suitability of a
variety of everyday
materials, including
wood, metal,
plastic, glass, brick,
rock, paper and
cardboard for
particular uses
observations and
ideas to suggest
answers to
questions
a variety of plants
and animals in their
habitats, including
micro-habitats
recording data to
help in answering
questions.
animals obtain their
food from plants
and other animals,
using the idea of a
simple food chain,
and identify and
name different
sources of food.
using simple
equipment
simple tests




describe how plants
need water, light
and a suitable
temperature to
grow and stay
healthy.
and describe the
basic needs of
animals, including
humans, for
survival (water,
food and air)
importance for
humans of exercise,
eating the right
amounts of
different types of
food, and hygiene.
shapes of solid
objects made from
some materials can
be changed by
squashing, bending,
twisting and
stretching.
International Primary Curriculum (IPC) will be used as a primary, creative vehicle for delivery of the
science at Radcliffe Primary School over two-year rolling programmes: KS1, LKS2, UKS2. All IPC units
have cross curricular overlap. The coverage grid in the route planner is used to map whether
subjects are covered and where the gaps for future planning are.
IPC Milestone 1 Science Based Units
Flowers and Insects
Live and let Live
What’s it Made of?
I’m Alive
Science – Super Humans
Buildings – Structures
Green Fingers
Who Am I?
Non-Core Subjects – Year 2
Art & Design
Pupils should be
taught:
materials
creatively to design
and make products
painting and
sculpture to
develop and share
their ideas,
experiences and
imagination
wide range of art
and design
techniques in using
colour, pattern,
texture, line,
shape, form and
space
of a range of
artists, craft
makers and
designers,
describing the
differences and
similarities
between different
practices and
disciplines, and
making links to
their own work.
Computing
Design & Technology
Pupils should be taught
to:
Through a variety of creative and
practical activities, pupils should be
taught the knowledge, understanding
and skills needed to engage in an
iterative process of designing and
making. They should work in a range of
relevant contexts [for example, the
home and school, gardens and
playgrounds, the local community,
industry and the wider environment].
When designing and making, pupils
should be taught to:
Design
algorithms are; how
they are implemented
as programs on digital
devices; and that
programs execute by
following precise and
unambiguous
instructions
simple programs
to predict the behaviour
of simple programs
purposefully to create,
organise, store,
manipulate and retrieve
digital content
uses of information
technology beyond
school use technology
safely and respectfully,
keeping personal
information private;
identify where to go
for help and support
when they have
concerns about content
or contact on the
internet or other online
technologies.
appealing products for themselves and
other users based on design criteria
communicate their ideas through
talking, drawing, templates, mock-ups
and, where appropriate, information
and communication technology
Make
and equipment to perform practical
tasks [for example, cutting, shaping,
joining and finishing]
materials and components, including
construction materials, textiles and
ingredients, according to their
characteristics
Evaluate
uate a range of
existing products
against design criteria
Technical knowledge
can be made stronger, stiffer and more
stable
explore and use mechanisms [for
example, levers, sliders, wheels and
axles], in their products.
Cooking & Nutrition
Pupils should be taught to:
Key stage 1
and varied diet to prepare dishes
Geography
Pupils should be taught to:
Locational knowledge
and five oceans
the four countries and capital cities of the
United Kingdom and its surrounding seas
Place knowledge
phical similarities and
differences through studying the human and
physical geography of a small area of the United
Kingdom, and of a small area in a contrasting
non-European country
Human and physical geography
terns
in the United Kingdom and the location of hot
and cold areas of the world in relation to the
Equator and the North and South Poles
coast, forest, hill, mountain, sea, ocean, river,
soil, valley, vegetation, season and weather
village, factory, farm, house, office, port,
harbour and shop
Geographical skills and fieldwork
es to identify the
United Kingdom and its countries, as well as the
countries, continents and oceans studied at this key
stage
West) and locational and directional language [for
example, near and far; left and right], to describe the
location of features and routes on a map
recognise landmarks and basic human and physical
features; devise a simple map; and use and construct
basic symbols in a key
use simple fieldwork and observational skills to
study the geography of their school and its grounds and
the key human and physical features of its surrounding
environment.
History
Music
PE
Pupils should be taught about:
Pupils should be taught to:
Pupils should be taught to:
appropriate, these should be used to reveal
aspects of change in national life
expressively and creatively
by singing songs and
speaking chants and rhymes
-tuned
instruments musically
entration
and understanding to a
range of high-quality live
and recorded music
running, jumping, throwing and catching,
as well as developing balance, agility and
co-ordination, and begin to apply these in a
range of activities
significant nationally or globally [for example,
the Great Fire of London, the first aeroplane
flight or events commemorated through
festivals or anniversaries] the lives of
significant individuals in the past who have
contributed to national and international
achievements. Some should be used to
compare aspects of life in different periods
[for example, Elizabeth I and Queen Victoria,
Christopher Columbus and Neil Armstrong,
William Caxton and Tim Berners-Lee, Pieter
Bruegel the Elder and LS Lowry, Rosa Parks
and Emily Davison, Mary Seacole and/or
Florence Nightingale and Edith Cavell]
historical events, people and
places in their own locality.
select and combine sounds
using the inter-related
dimensions of music.
simple tactics for attacking and defending
ment
patterns.
A major NC14 change is that in History. Therefore, 1 history unit (IPC) will be allocated per year (i.e. twice
across the rolling programme)
IPC Milestone 1 History Based Units
People of the Past
Hooray! Let’s Go on Holiday
Time Traveller
The Stories People Tell