Stanley Grove Primary Academy Upper Key Stage 2 Topic Planning and Milestones Audit
Area
To write
with purpose
Composition.
Literacy Writing (LW)
To use
imaginative
description
To organise
writing
appropriately
To use
paragraphs
To use
sentences
appropriately
Transcription
To present
neatly
To spell
correctly
Milestones
Topic & Activity No.
1.
2.
3.
4.
5.
6.
7.
8.
Identify the audience for writing.
Choose the appropriate form of writing using the main features identified in reading.
Note, develop and research ideas.
Plan, draft, write, edit and improve.
Use the techniques that authors use to create characters, settings and plots.
Create vivid images by using alliteration, similes, metaphors and personification.
Interweave descriptions of characters, settings and atmosphere with dialogue.
Guide the reader by using a range of organisational devices, including a range of
connectives.
9. Choose effective grammar and punctuation and propose changes to improve clarity.
10. Ensure correct use of tenses throughout a piece of writing.
11. Write paragraphs that give the reader a sense of clarity.
12. Write paragraphs that make sense if read alone.
13. Write cohesively at length.
14. Write sentences that include:
• relative clauses
• modal verbs
• relative pronouns
• brackets
• parenthesis
• a mixture of active and passive voice
• a clear subject and object
• hyphens, colons and semi colons
• bullet points.
15. Write fluently and legibly with a personal style.
16.
17.
18.
19.
Use prefixes, applying guidelines for adding them.
Spell some words with silent letters (knight, psalm solemn).
Distinguish between homophones and other words that are often confused.
Use knowledge of morphology and etymology in spelling and understand that some words
need to be learned specifically.
20. Use dictionaries to check spelling and meaning of words.
21. Use the first three or four letters of a word to look up the meaning or spelling of words in a
dictionary.
22. Use a thesaurus.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Transcription
Analysis and
presentation
Literacy Writing (LW)
To punctuate
accurately
To analyse
writing
To present
writing
23. Develop understanding of writing concepts by:
• Recognising vocabulary and structures that are appropriate for formal speech and writing,
including subjunctive forms.
• Using passive verbs to affect the presentation of information in a sentence.
• Using the perfect form of verbs to mark relationships of time and cause.
• Using expanded noun phrases to convey complicated information concisely.
• Using modal verbs or adverbs to indicate degrees of possibility.
• Using relative clauses beginning with who, which, where, when, whose, that or with an
implied (i.e. omitted) relative pronoun.
Indicate grammatical and other features by:
• Using commas to clarify meaning or avoid ambiguity in writing.
• Using hyphens to avoid ambiguity.
• Using brackets, dashes or commas to indicate parenthesis.
• Using semi-colons, colons or dashes to mark boundaries between independent clauses.
• Using a colon to introduce a list.
• Punctuating bullet points consistently.
24. Use and understand grammatical terminology when discussing writing and reading:
Year 5: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner,
cohesion, ambiguity.
25. Year 6: active and passive voice, subject and object, hyphen, synonym, colon, semi-colon,
bullet points.
26. Perform compositions, using appropriate intonation and volume.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Literacy Reading (LR)
To read
words
accurately
Milestones
1. Apply knowledge of root words, prefixes and suffixes. (Note: this should be through normal reading
rather than direct teaching.)
2.
3.
4.
5.
6.
7.
To
understand
texts
Topic & Activity No.
8.
9.
10.
11.
12.
13.
14.
15.
Recommend books to peers, giving reasons for choices.
Identify and discuss themes and conventions in and across a wide range of writing.
Make comparisons within and across books.
Learn a wide range of poetry by heart.
Prepare poems and plays to read aloud and to perform, showing understanding through intonation,
tone and volume so that the meaning is clear to an audience.
Check that the book makes sense, discussing understanding and exploring the meaning of words in
context.
Ask questions to improve understanding.
Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and
justifying inferences with evidence.
Predict what might happen from details stated and implied.
Summarise the main ideas drawn from more than one paragraph, identifying key details that
support the main ideas.
Identify how language, structure and presentation contribute to meaning.
Discuss and evaluate how authors use language, including figurative language, considering the
impact on the reader.
Retrieve and record information from non-fiction.
Participate in discussion about books, taking turns and listening and responding to what others say.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Literacy Communication (LC)
Area
To listen
carefully and
understand
To develop a
wide and
interesting
vocabulary
To speak
with clarity
To tell stories
with structure
To hold
conversations
and debates
Milestones
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Topic & Activity No.
Understand how to answer questions that require more than a yes/no or single sentence response.
Recognise and explain some idioms.
Understand irony (when it is obvious).
Use adventurous and sophisticated vocabulary.
Explain the meaning of words, offering alternatives.
Use a wide range of phrases that include determiners, modifiers and other techniques to add extra
interest and clarity.
Vary the length and structure of sentences.
Ask questions and make suggestions to take an active part in discussions.
Comment on the grammatical structure of a range of spoken and written accounts.
Narrate detailed and exciting stories.
Use the conventions and structure appropriate to the type of story being told.
Interweave action, character descriptions, settings and dialogue.
Negotiate and compromise by offering alternatives.
Debate, using relevant details to support points.
Offer alternative explanations when others don’t understand.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
To know and use numbers
Area
Milestones
Counting
Representing
Comparing
Place value
Solving
problems
To add and subtract
Complexity
Methods
Checking
Numeracy (N)
Using
number facts
To multiply and divide
Complexity
Methods
Checking
Using
multiplication
and division
facts
1.
2.
3.
4.
5.
6.
7.
Topic & Activity No.
Read numbers up to 10 000 000.
Use negative numbers in context and calculate intervals across zero.
Write numbers up to 10 000 000
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Order and compare numbers up to 10 000 000.
Round any whole number to a required degree of accuracy.
Determine the value of each digit in any number.
8. Solve number and practical problems.
9. Solve multi-step addition and subtraction problems in contexts, deciding which operations and
methods to use and why.
10. Add and subtract whole numbers with more than 4 digits, including using formal written
methods. (columnar addition and subtraction)
11. Add and subtract numbers mentally with increasingly large numbers.
12. Use rounding to check answers to calculations and determine, in the context of a problem,
levels of accuracy.
13. Add and subtract negative integers.
14. Solve problems involving addition, subtraction, multiplication and division and a combination of
these, including understanding the meaning of the equals sign.
15. Solve problems involving multiplication and division, including scaling by simple fractions and
problems involving simple rates.
16. Use knowledge of the order of operations to carry out calculations involving the four
operations.
17. Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written
method of long multiplication.
18. Divide numbers up to 4 digits by a two-digit whole number using the formal written method of
long division, and interpret remainders as whole number remainders, fractions, or by rounding,
as appropriate for the context.
19. Divide numbers up to 4 digits by a two-digit number using the formal written method of short
division where appropriate, interpreting remainders according to the context.
20. Perform mental calculations, including with mixed operations and large numbers.
21. Estimate and use inverse operations and rounding to check answers to a calculation.
22. Identify common factors, common multiples and prime numbers.
23. Establish whether a number up to 100 is prime and recall prime numbers up to 19.
24. Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
25. Recognise and use square numbers and cube numbers, and the notation for squared (2) and
cubed (3).
26. Solve problems involving multiplication and division including using knowledge of factors and
multiples, squares and cubes.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Fractions (including decimals, %, ratio & proportion)
Numeracy (N)
Recognising
fractions
Equivalence
Ratio and proportion
Solving
problems
27. Compare and order fractions whose denominators are all multiples of the same number.
28. Compare and order fractions, including fractions > 1.
29. Recognise mixed numbers and improper fractions and convert from one form to the other and
write mathematical statements > 1 as a mixed number.
30. Round decimals with two decimal places to the nearest whole number and to one decimal
place.
31. Read, write, order and compare numbers with up to three decimal places.
32. Identify the value of each digit in numbers given to three decimal places.
33. Solve problems involving number up to three decimal places.
34. Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts
per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.
35. Identify, name and write equivalent fractions of a given fraction, represented visually, including
tenths and hundredths.
36. Read and write decimal numbers as fractions.
37. Recognise and use thousandths and relate them to tenths, hundredths and decimal
equivalents.
38. Use common factors to simplify fractions; use common multiples to express fractions in the
same denomination.
39. Associate a fraction with division and calculate decimal fraction equivalents.
40. Recall and use equivalences between simple fractions, decimals and percentages, including in
different contexts.
41. Add and subtract fractions with the same denominator and denominators that are multiples of
the same number.
42. Add and subtract fractions with different denominators and mixed numbers, using the concept
of equivalent fractions.
43. Multiply proper fractions and mixed numbers by whole numbers, supported by materials and
diagrams.
44. Multiply simple pairs of proper fractions, writing the answer in its simplest form.
45. Solve problems which require knowing percentage and decimal equivalents of, 1/2, 1/4, 1/5,
2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.
46. Divide proper fractions by whole numbers.
47. Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
48. Solve problems involving the relative sizes of two quantities where missing values can be
found by using integer multiplication and division facts.
49. Solve problems involving the calculation of percentages and the use of percentages for
comparison.
50. Solve problems involving similar shapes where the scale factor is known or can be found.
51. Solve problems involving unequal sharing and grouping using knowledge of fractions and
multiples.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
To understand the
properties of shapes
52.
53.
54.
55.
56.
57.
58.
59.
60.
Numeracy (N)
61.
62.
To describe
position,
direction and
movement
63.
64.
65.
66.
67.
To use measures
68.
69.
70.
71.
72.
73.
74.
75.
76.
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations.
Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles.
Draw given angles, and measure them in degrees (°).
Identify:
• Angles at a point and one whole turn (total 360°).
• Angles at a point on a straight line and a turn (total 180°).
• Other multiples of 90°.
Use the properties of rectangles to deduce related facts and find missing lengths and angles.
Distinguish between regular and irregular polygons based on reasoning about equal sides and
angles.
Draw 2-D shapes using given dimensions and angles.
Recognise, describe and build simple 3-D shapes, including making nets.
Compare and classify geometric shapes based on their properties and sizes and find unknown
angles in any triangles, quadrilaterals, and regular polygons.
Illustrate and name parts of circles, including radius, diameter and circumference and know that the
diameter is twice the radius.
Recognise angles where they meet at a point, are on a straight line, or are vertically opposite and
find missing angles.
Identify, describe and represent the position of a shape following a reflection or translation, using the
appropriate language, and know that the shape has not changed.
Describe positions on the full coordinate grid. (all four quadrants)
Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.
Convert between different units of metric measure.
Understand and use approximate equivalences between metric units and common imperial units
such as inches, pounds and pints.
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
Calculate and compare the area of rectangles (including squares), and including using standard
units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.
Estimate volume and capacity.
Solve problems involving converting between units of time.
Use all four operations to solve problems involving measure (for example, length, mass, volume,
money) using decimal notation, including scaling.
Solve problems involving the calculation and conversion of units of measure, using decimal notation
up to three decimal places where appropriate.
Use, read, write and convert between standard units, converting measurements of length, mass,
volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal
notation to up to three decimal places.
Convert between miles and kilometres.
Recognise that shapes with the same areas can have different perimeters and vice versa.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Numeracy (N)
To use
measures
To use
statistics
To use
algebra
77. Recognise when it is possible to use formulae for area and volume of shapes.
78. Calculate the area of parallelograms and triangles.
79. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic
centimetres (cm3) and cubic metres (m3), and extending to other units.
80. Solve comparison, sum and difference problems using information presented in a line graph.
81. Complete, read and interpret information in tables, including timetables.
82. Interpret and construct pie charts and line graphs and use these to solve problems.
83. Calculate and interpret the mean as an average.
84. Use simple formulae.
85. Generate and describe linear number sequences.
86. Express missing number problems algebraically.
87. Find pairs of numbers that satisfy an equation with two unknowns.
88. Enumerate possibilities of combinations of two variables.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
To work
scientifically
Science (Sc)
To
understand
plants
Biology
To
understand
animals and
humans
To investigate
living things
To
understand
evolution and
inheritance
Milestones
Topic & Activity No.
1. Plan enquiries, including recognising and controlling variables where necessary.
2. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work.
3. Take measurements, using a range of scientific equipment, with increasing accuracy and
precision.
4. Record data and results of increasing complexity using scientific diagrams and labels,
classification keys, tables, bar and line graphs, and models.
5. Report findings from enquiries, including oral and written explanations of results, explanations
involving causal relationships, and conclusions.
6. Present findings in written form, displays and other presentations.
7. Use test results to make predictions to set up further comparative and fair tests.
8. Use simple models to describe scientific ideas, identifying scientific evidence that has been
used to support or refute ideas or arguments
9. Relate knowledge of plants to studies of evolution and inheritance.
10. Relate knowledge of plants to studies of all living things.
11. Describe the changes as humans develop to old age.
12. Identify and name the main parts of the human circulatory system, and describe the functions
of the heart, blood vessels and blood.
13. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
14. Describe the ways in which nutrients and water are transported within animals, including
humans.
15. Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
16. Describe the life process of reproduction in some plants and animals.
17. Describe how living things are classified into broad groups according to common, observable
characteristics and based on similarities and differences, including micro-organisms, plants
and animals.
18. Give reasons for classifying plants and animals based on specific characteristics.
19. Recognise that living things have changed over time and that fossils provide information about
living things that inhabited the Earth millions of years ago.
20. Recognise that living things produce offspring of the same kind, but normally offspring vary and
are not identical to their parents.
21. Identify how animals and plants are adapted to suit their environment in different ways and that
adaptation may lead to evolution.
Statements in italics are not statutory in the English National Curriculum.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Physics
To
understand
movement,
forces and
magnets
Forces
Science (Sc)
Magnets
Chemistry
To
investigate
materials
22. Compare and group together everyday materials based on evidence from comparative and fair
tests, including their hardness, solubility, conductivity (electrical and thermal), and response to
magnets.
23. Understand how some materials will dissolve in liquid to form a solution and describe how to
recover a substance from a solution.
24. Use knowledge of solids, liquids and gases to decide how mixtures might be separated,
including through filtering, sieving and evaporating.
25. Give reasons, based on evidence from comparative and fair tests, for the particular uses of
everyday materials, including metals, wood and plastic.
26. Demonstrate that dissolving, mixing and changes of state are reversible changes.
27. Explain that some changes result in the formation of new materials, and that this kind of change
is not usually reversible, including changes associated with burning, oxidisation and the action
of acid on bicarbonate of soda.
35.
36.
To
understand
light and
seeing
37.
38.
To
investigate
sound and
hearing
39.
40.
41.
28. Describe magnets as having two poles.
29. Predict whether two magnets will attract or repel each other, depending on which poles are
facing.
30. Explain that unsupported objects fall towards the Earth because of the force of gravity
acting between the Earth and the falling object.
31. Identify the effect of drag forces, such as air resistance, water resistance and friction that
act between moving surfaces.
32. Describe, in terms of drag forces, why moving objects that are not driven tend to slow
down.
33. Understand that force and motion can be transferred through mechanical devices such as
gears, pulleys, levers and springs.
34. Understand that some mechanisms including levers, pulleys and gears, allow a smaller
force to have a greater effect.
Understand that light appears to travel in straight lines.
Use the idea that light travels in straight lines to explain that objects are seen because they give
out or reflect light into the eyes.
Use the idea that light travels in straight lines to explain why shadows have the same shape as
the objects that cast them, and to predict the size of shadows when the position of the light
source changes.
Explain that we see things because light travels from light sources to our eyes or from light
sources to objects and then to our eyes.
Find patterns between the pitch of a sound and features of the object that produced it.
Find patterns between the volume of a sound and the strength of the vibrations that produced it.
Recognise that sounds get fainter as the distance from the sound source increases.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Physics
Science (Sc)
To
understand
electrical
circuits
42. Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of
cells used in the circuit.
43. Compare and give reasons for variations in how components function, including the brightness
of bulbs, the loudness of buzzers and the on/off position of switches.
44. Use recognised symbols when representing a simple circuit in a diagram
45. Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
To
understand
the Earth’s
movement in
space
46. Describe the movement of the Moon relative to the Earth.
47. Describe the Sun, Earth and Moon as approximately spherical bodies.
48. Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the
sun across the sky.
Opportunities:
Across all year groups scientific knowledge and skills should be
learned by working scientifically.
Statements in italics are not statutory in the English National Curriculum.
Biology
Chemistry
Physics
Plants
• Look at the function of parts of flowering plants, requirements
of growth, water transportation in plants, life cycles and seed
dispersal.
Evolution and inheritance
• Look at resemblance in offspring.
• Look at changes in animals over time.
• Look at adaptation to environments.
• Look at differences in offspring.
• Look at adaptation and evolution.
• Look at changes to the human skeleton over time.
Animals and humans
• Look at nutrition, transportation of water and nutrients in the
body, and the muscle and skeleton system of humans and
animals.
• Look at the digestive system in humans.
• Look at teeth.
• Look at the human circulatory system.
All living things
• Identify and name plants and animals
• Look at classification keys.
• Look at the life cycle of animals and plants.
• Look at classification of plants, animals and micro-organisms.
• Look at reproduction in plants and animals, and human growth
and changes.
• Look at the effect of diet, exercise and drugs.
Rocks and fossils
• Compare and group rocks and describe the formation of fossils.
States of matter
• Look at solids, liquids and gases, changes of state,
evaporation, condensation and the water cycle.
Materials
• Examine the properties of materials using various tests.
• Look at solubility and recovering dissolved substances.
• Separate mixtures.
• Examine changes to materials that create new materials that
are usually not reversible.
Light
• Look at sources, seeing, reflections and shadows.
• Explain how light appears to travel in straight lines and
how this affects seeing and shadows.
Sound
• Look at sources, vibration, volume and pitch.
Electricity
• Look at appliances, circuits, lamps, switches, insulators
and conductors.
• Look at circuits, the effect of the voltage in cells and the
resistance and conductivity of materials.
Forces and magnets
• Look at contact and distant forces, attraction and
repulsion, comparing and grouping materials.
• Look at poles, attraction and repulsion.
• Look at the effect of gravity and drag forces.
• Look at transference of forces in gears, pulleys, levers and
springs.
Earth and space
• Look at the movement of the Earth and the Moon
Explain day and night
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Milestones
To develop
ideas
Collage
To master techniques
Art and Design (ADT)
Painting
Sculpture
Drawing
Print
Textiles
Digital
media
To take
inspiration
from the
greats
(classic and
modern)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Topic & Activity No.
Develop and imaginatively extend ideas from starting points throughout the curriculum.
Collect information, sketches and resources and present ideas imaginatively in a sketch book.
Use the qualities of materials to enhance ideas.
Spot the potential in unexpected results as work progresses.
Comment on artworks with a fluent grasp of visual language.
Sketch (lightly) before painting to combine line and colour.
Create a colour palette based upon colours observed in the natural or built world.
Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
Combine colours, tones and tints to enhance the mood of a piece.
Use brush techniques and the qualities of paint to create texture.
Develop a personal style of painting, drawing upon ideas from other artists.
Mix textures (rough and smooth, plain and patterned).
Combine visual and tactile qualities.
Use ceramic mosaic materials and techniques.
Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
Use tools to carve and add shapes, texture and pattern.
Combine visual and tactile qualities.
Use frameworks (such as wire or moulds) to provide stability and form.
Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of
sunlight).
Use a choice of techniques to depict movement, perspective, shadows and reflection.
Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
Use lines to represent movement.
Build up layers of colours.
Create an accurate pattern, showing fine detail.
Use a range of visual elements to reflect the purpose of the work.
Show precision in techniques.
Choose from a range of stitching techniques.
Combine previously learned techniques to create pieces.
29. Enhance digital media by editing (including sound, video, animation, still images and installations).
30. Give details (including own sketches) about the style of some notable artists, artisans and designers.
31. Show how the work of those studied was influential in both society and to other artists.
32. Create original pieces that show a range of influences and styles.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Opportunities
• Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
• Develop and share ideas in a sketchbook and in finished products.
• Improve mastery of techniques.
• Learn about the great artists, architects and designers in history.
To master practical skills
Design and Technology (ADT)
Food
Materials
Textiles
Electricals and
electronics
Computing
Construction
Mechanics
To design, make,
evaluate and improve
To take inspiration
from design
throughout history
33. Understand the importance of correct storage and handling of ingredients (using knowledge
of micro-organisms).
34. Measure accurately and calculate ratios of ingredients to scale up or down from a recipe.
35. Demonstrate a range of baking and cooking techniques.
36. Create and refine recipes, including ingredients, methods, cooking times and temperatures.
37. Cut materials with precision and refine the finish with appropriate tools (such as sanding
wood after cutting or a more precise scissor cut after roughly cutting out a shape).
38. Show an understanding of the qualities of materials to choose appropriate tools to cut and
shape (such as the nature of fabric may require sharper scissors than would be used to cut
paper).
39. Create objects (such as a cushion) that employ a seam allowance.
40. Join textiles with a combination of stitching techniques (such as back stitch for seams and
running stitch to attach decoration).
41. Use the qualities of materials to create suitable visual and tactile effects in the decoration of
textiles (such as a soft decoration for comfort on a cushion).
42. Create circuits using electronics kits that employ a number of components (such as LEDs,
resistors, transistors and chips).
43. Write code to control and monitor models or products.
44. Develop a range of practical skills to create products (such as cutting, drilling and screwing,
nailing, gluing, filling and sanding).
45. Convert rotary motion to linear using cams.
46. Use innovative combinations of electronics (or computing) and mechanics in product
designs.
47. Design with the user in mind, motivated by the service a product will offer (rather than simply
for profit).
48. Make products through stages of prototypes, making continual refinements.
49. Ensure products have a high quality finish, using art skills where appropriate.
50. Use prototypes, cross-sectional diagrams and computer aided designs to represent designs.
51. Combine elements of design from a range of inspirational designers throughout history,
giving reasons for choices.
52. Create innovative designs that improve upon existing products.
53. Evaluate the design of products so as to suggest improvements to the user experience.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Opportunities
Evaluate
• investigate and analyse a range of existing products.
Through a variety of creative and practical activities, pupils should be taught the knowledge, • evaluate their ideas and products against their own design criteria and consider the views of others to improve their
understanding and skills needed to engage in an iterative process of designing and making. work.
They should work in a range of relevant contexts, such as the home, school, leisure,
• understand how key events and individuals in design and technology have helped shape the world
culture, enterprise, industry and the wider environment.
Technical knowledge
When designing and making, pupils should be taught to:
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Design
• understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.
• use research and develop design criteria to inform the design of innovative, functional,
• understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers
appealing products that are fit for purpose, aimed at particular individuals or groups.
and motors.
• generate, develop, model and communicate their ideas through discussion, annotated
• apply their understanding of computing to programme, monitor and control their products.
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- Cooking and nutrition
aided design..
• understand and apply the principles of a healthy and varied diet.
Make
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
• select from and use a wider range of tools and equipment to perform practical tasks, such • understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.
as cutting, shaping, joining and finishing, accurately.
• select from and use a wider range of materials and components, including construction
materials, textiles and ingredients, according to their functional properties and aesthetic
qualities.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Milestones
1.
2.
3.
4.
To investigate
places
5.
7.
Geography
Historical, and Geographical (HG)
6.
8.
To investigate
patterns
9.
10.
11.
12.
13.
14.
To
communicate
geographically
15.
History
16.
To investigate
and interpret
the past
17.
18.
19.
20.
21.
22.
23.
Topic & Activity No.
Collect and analyse statistics and other information in order to draw clear conclusions about
locations.
Identify and describe how the physical features affect the human activity within a location.
Use a range of geographical resources to give detailed descriptions and opinions of the
characteristic features of a location.
Use different types of fieldwork sampling (random and systematic) to observe, measure and record
the human and physical features in the local area. Record the results in a range of ways.
Analyse and give views on the effectiveness of different geographical representations of a location
(such as aerial images compared with maps and topological maps - as in London’s Tube map).
Name and locate some of the countries and cities of the world and their identifying human and
physical characteristics, including hills, mountains, rivers, key topographical features and land-use
patterns; and understand how some of these aspects have changed over time.
Name and locate the countries of North and South America and identify their main physical and
human characteristics.
Identify and describe the geographical significance of latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic
Circle, and time zones (including day and night).
Understand some of the reasons for geographical similarities and differences between countries.
Describe how locations around the world are changing and explain some of the reasons for change.
Describe geographical diversity across the world.
Describe how countries and geographical regions are interconnected and interdependent.
Describe and understand key aspects of: physical geography, including: climate zones, biomes and
vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.
Describe and understand key aspects of: human geography, including: settlements, land use,
economic activity including trade links, and the distribution of natural resources including energy,
food, minerals, and water supplies.
Use the eight points of a compass, four-figure grid references, symbols and a key (that uses
standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the
world.
Create maps of locations identifying patterns (such as: land use, climate zones, population
densities, height of land).
Use sources of evidence to deduce information about the past.
Select suitable sources of evidence, giving reasons for choices.
Use sources of information to form testable hypotheses about the past.
Seek out and analyse a wide range of evidence in order to justify claims about the past.
Show an awareness of the concept of propaganda and how historians must understand the social
context of evidence studied.
Understand that no single source of evidence gives the full answer to questions about the past.
Refine lines of enquiry as appropriate.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
History
(HG)
To build an
overview of
world history
24.
25.
26.
27.
28.
29.
To understand
chronology
30.
31.
32.
33.
To
communicate
historically
34.
Opportunities
35.
Identify continuity and change in the history of the locality of the school.
Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times.
Compare some of the times studied with those of the other areas of interest around the world.
Describe the social, ethnic, cultural or religious diversity of past society.
Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences
of men, women and children.
Describe the main changes in a period of history (using terms such as: social, religious, political,
technological and cultural).
Identify periods of rapid change in history and contrast them with times of relatively little change.
Understand the concepts of continuity and change over time, representing them, along with
evidence, on a time line.
Use dates and terms accurately in describing events.
Use appropriate historical vocabulary to communicate, including: dates, time period, era,
chronology, continuity, change, century, decade, legacy.
Use literacy, numeracy and computing skills to a exceptional standard in order to communicate
information about the past.
Use original ways to present information and ideas.
Geography
Locate the world’s countries, with a focus on Europe and countries of particular interest to pupils.
• Locate the world’s countries, with focus on North and South America and countries of particular
interest to pupils.
• Identify key geographical features of the countries of the United Kingdom, and show an
understanding of how some of these aspects have changed over time.
• Locate the geographic zones of the world.
• Understand the significance of the geographic zones of the world.
• Understand geographical similarities and differences through the study of human and physical
geography of a region or area of the United Kingdom (different from that taught at Key Stage 1).
• Understand geographical similarities and differences through the study of human and physical
geography of a region or area in a European country.
• Understand geographical similarities and differences through the study of the human and physical
geography of a region or area within North or South America.
• Describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes and the water cycle
• human geography, including: settlements, land use, economic activity including trade
links and the distribution of natural resources including energy, food, minerals and
water supplies.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied.
• Use the eight points of a compass, four-figure grid references, symbols and keys (including the use
of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.
• Use a wide range of geographical sources in order to investigate places and patterns.
• Use fieldwork to observe, measure and record the human and physical features in the local area
using a range of methods, including sketch maps, plans and graphs and digital technologies.
History
• Changes in Britain from the Stone Age to the Iron Age.
• The Roman Empire and its Impact on Britain.
• Britain’s settlement by Anglo Saxons and Scots.
• The Viking and Anglo Saxon struggle for the Kingdom of England.
• A local history study.
• A study of a theme in British history.
• Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The
Indus Valley; Ancient
Egypt; The Shang Dynasty.
• Ancient Greece.
• A non- European society that contrasts with British history
chosen from:
• Early Islamic Civilization
• Mayan Civilization
• Benin.
History of interest to pupils*
* Items marked * are not statutory.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Music (M)
To perform
To compose
To transcribe
Milestones
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
To describe
music
21.
Topic & Activity No.
Sing or play from memory with confidence.
Perform solos or as part of an ensemble.
Sing or play expressively and in tune.
Hold a part within a round.
Sing a harmony part confidently and accurately.
Sustain a drone or a melodic ostinato to accompany singing.
Perform with controlled breathing (voice) and skillful playing (instrument).
Create songs with verses and a chorus.
Create rhythmic patterns with an awareness of timbre and duration.
Combine a variety of musical devices, including melody, rhythm and chords.
Thoughtfully select elements for a piece in order to gain a defined effect.
Use drones and melodic ostinati (based on the pentatonic scale).
Convey the relationship between the lyrics and the melody.
Use digital technologies to compose, edit and refine pieces of music.
Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to
play.
Read and create notes on the musical stave.
Understand the purpose of the treble and bass clefs and use them in transcribing compositions.
Understand and use the # (sharp) and ♭ (flat) symbols.
Use and understand simple time signatures.
Choose from a wide range of musical vocabulary to accurately describe and appraise music
including: pitch, dynamics, tempo, timbre, texture, lyrics and melody, sense of occasion, expressive,
solo, rounds, harmonies, accompaniments, drones, cyclic patterns, combination of musical
elements, cultural context.
Describe how lyrics often reflect the cultural context of music and have social meaning.
Opportunities
• Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and
expression.
• Improvise and compose music using the inter-related dimensions of music separately and in combination.
• Listen with attention to detail and recall sounds with increasing aural memory.
• Use and understand the basics of the stave and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians
and composers.
• Develop an understanding of the history of music.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Swimming
Gymnastics
Dance
Games
Milestones
Athletics
To develop practical skills in order to participate, compete and lead a healthy lifestyle
Physical Education (PE)
Area
Topic & Activity No.
1. Choose and combine techniques in game situations (running, throwing, catching, passing, jumping
and kicking, etc.).
2. Work alone, or with team mates in order to gain points or possession.
3. Strike a bowled or volleyed ball with accuracy.
4. Use forehand and backhand when playing racket games.
5. Field, defend and attack tactically by anticipating the direction of play.
6. Choose the most appropriate tactics for a game.
7. Uphold the spirit of fair play and respect in all competitive situations.
8. Lead others when called upon and act as a good role model within a team.
9. Compose creative and imaginative dance sequences.
10. Perform expressively and hold a precise and strong body posture.
11. Perform and create complex sequences.
12. Express an idea in original and imaginative ways.
13. Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece.
14. Perform complex moves that combine strength and stamina gained through gymnastics activities
(such as cartwheels or handstands).
15. Create complex and well-executed sequences that include a full range of movements including:
travelling, balances, swinging, springing, flight, vaults, inversions, rotations, bending, stretching and
twisting, gestures, linking skills.
16. Hold shapes that are strong, fluent and expressive.
17. Include in a sequence set pieces, choosing the most appropriate linking elements.
18. Vary speed, direction, level and body rotation during floor performances.
19. Practise and refine the gymnastic techniques used in performances (listed above).
20. Demonstrate good kinesthetic awareness (placement and alignment of body parts is usually good in
well-rehearsed actions).
21. Use equipment to vault and to swing (remaining upright).
22. Swim over 100 metres unaided.
23. Use breast stroke, front crawl and back stroke, ensuring that breathing is correct so as not to
interrupt the pattern of swimming.
24. Swim fluently with controlled strokes.
25. Turn efficiently at the end of a length.
26. Combine sprinting with low hurdles over 60 metres.
27. Choose the best place for running over a variety of distances.
28. Throw accurately and refine performance by analysing technique and body shape.
29. Show control in take off and landings when jumping.
30. Compete with others and keep track of personal best performances, setting targets for improvement.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Outdoor and
adventurous activities
(PE)
31.
32.
33.
34.
Select appropriate equipment for outdoor and adventurous activity.
Identify possible risks and ways to manage them, asking for and listening carefully to expert advice.
Embrace both leadership and team roles and gain the commitment and respect of a team.
Empathise with others and offer support without being asked. Seek support from the team and the
experts if in any doubt.
35. Remain positive even in the most challenging circumstances, rallying others if need be.
36. Use a range of devices in order to orientate themselves.
37. Quickly assess changing conditions and adapt plans to ensure safety comes first.
Opportunities
• Play competitive games, modified where appropriate, such as football, netball,
rounders, cricket, hockey, basketball, badminton and tennis and apply basic
principles suitable for attacking and defending.
• Take part in gymnastics activities.
• Take part in athletics activities.
Area
Milestones
Motion
Looks
To code (using Scratch)
Sound
Computing (C)
• Perform dances.
• Take part in outdoor and adventurous activity challenges both individually and within a team.
• Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2..
Draw
Events
Control
Sensing
Topic & Activity No.
1. Set IF conditions for movements. Specify types of rotation giving the number of degrees.
2. Change the position of objects between screen layers (send to back, bring to front).
3. Upload sounds from a file and edit them. Add effects such as fade in and out and control their
implementation.
4. Combine the use of pens with movement to create interesting effects.
5. Set events to control other events by ‘broadcasting’ information as a trigger.
6. Use IF THEN ELSE conditions to control events or objects.
7. Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to
control events or actions.
Variables
and lists
8. Use lists to create a set of variables.
Operators
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Use lists to create a set of variables.
Use the Boolean operators: () < (), () = (), () > (), ()and(), ()or(), Not(), to define conditions.
Use the Reporter operators: () + (), () - (), () * (), () / (), to perform calculations.
Pick Random () to ()
Join () ()
Letter () of ()
Length of ()
() Mod () This reports the remainder after a division calculation
Round ()
() of ().
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Computing (C)
To connect
To communicate
To collect
19. Collaborate with others online on sites approved and moderated by teachers.
20. Give examples of the risks of online communities and demonstrate knowledge of how to minimise
risk and report problems.
21. Understand and demonstrate knowledge that it is illegal to download copyrighted material,
including music or games, without express written permission, from the copyright holder.
22. Understand the effect of online comments and show responsibility and sensitivity when online.
23. Understand how simple networks are set up and used.
24. Choose the most suitable applications and devices for the purposes of communication.
25. Use many of the advanced features in order to create high quality, professional or efficient
communications.
26. Select appropriate applications to devise, construct and manipulate data and present it in an
effective and professional manner.
Opportunities
Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
• Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
• Use logical reasoning to explain how a simple algorithm works, detect and correct errors in algorithms and programs.
• Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
• Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely
and safely.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Religious Education (RE)
To understand
beliefs and
teachings
To understand
practices and
lifestyles
To understand
how beliefs
are conveyed
To reflect
To understand
values
Milestones
Topic & Activity No.
1.
2.
3.
4.
Explain how some teachings and beliefs are shared between religions.
Explain how religious beliefs shape the lives of individuals and communities.
Explain the practices and lifestyles involved in belonging to a faith community.
Compare and contrast the lifestyles of different faith groups and give reasons why some within the
same faith may adopt different lifestyles.
5. Show an understanding of the role of a spiritual leader.
6. Explain some of the different ways that individuals show their beliefs.
7. Recognise and express feelings about their own identities. Relate these to religious beliefs or
teachings.
8. Explain their own ideas about the answers to ultimate questions.
9. Explain why their own answers to ultimate questions may differ from those of others.
10. Explain why different religious communities or individuals may have a different view of what is right
and wrong.
11. Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way
despite rules).
12. Express their own values and remain respectful of those with different values.
Opportunities
Study the beliefs, festivals and celebrations of
Christianity.
• Study at least two other religions in depth. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhism.
• Study three of the major six religions not studied in depth in order to gain a brief outline.
• Study other religions of interest to pupils.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
Modern Foreign Languages (MFL)
To read fluently
To write
imaginatively
To speak
confidently
To understand the
culture of the
countries in which
the language is
spoken
Milestones
Topic & Activity No.
1. Read and understand the main points and some of the detail in short written texts.
2. Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar
words.
3. Read and understand the main points and opinions in written texts from various contexts,
including present, past or future events.
4. Show confidence in reading aloud, and in using reference materials.
5. Write short texts on familiar topics.
6. Use knowledge of grammar (or pitch in Mandarin) to enhance or change the meaning of
phrases.
7. Use dictionaries or glossaries to check words.
8. Refer to recent experiences or future plans, as well as to everyday activities.
9. Include imaginative and adventurous word choices.
10. Convey meaning (although there may be some mistakes, the meaning can be understood
with little or no difficulty).
11. Use dictionaries or glossaries to check words.
12. Understand the main points and opinions in spoken passages.
13. Give a short prepared talk that includes opinions.
14. Take part in conversations to seek and give information.
15. Refer to recent experiences or future plans, everyday activities and interests.
16. Vary language and produce extended responses.
17. Be understood with little or no difficulty.
18. Give detailed accounts of the customs, history and culture of the countries and communities
where the language is spoken.
19. Describe, with interesting detail, some similarities and differences between countries and
communities where the language is spoken and this country.
Opportunities
In the chosen modern language:
• Speak
• Read
• Write
• Look at the culture of the countries where the language is spoken.
• If an ancient language is chosen, read, translate and explore the culture of the time.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Area
SMSC and Personal Development (SMSCPD)
Developing
confidence and
responsibility and
making the most of
their abilities.
Preparing to
play an active role
as citizens.
Developing a
healthy, safer
lifestyle.
Topic & Activity No.
1. to talk and write about their opinions, and explain their views, on issues that affect themselves
and society
2. to recognise their worth as individuals by identifying positive things about themselves and their
achievements, seeing their mistakes, making amends and setting personal goals
3. to face new challenges positively by collecting information, looking for help, making
responsible choices, and taking action
4. to recognise, as they approach puberty, how people's emotions change at that time and how
to deal with their feelings towards themselves, their family and others in a positive way
5. about the range of jobs carried out by people they know, and to understand how they can
develop skills to make their own contribution in the future
6. to look after their money and realise that future wants and needs may be met through saving.
7. to research, discuss and debate topical issues, problems and events
8. why and how rules and laws are made and enforced, why different rules are needed in
different situations and how to take part in making and changing rules
9. to realise the consequences of anti-social and aggressive behaviours, such as bullying and
racism, on individuals and communities
10. that there are different kinds of responsibilities, rights and duties at home, at school and in the
community, and that these can sometimes conflict with each other
11. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other
people's experiences
12. to resolve differences by looking at alternatives, making decisions and explaining choices
13. what democracy is, and about the basic institutions that support it locally and nationally
14. to recognise the role of voluntary, community and pressure groups
15. to appreciate the range of national, regional, religious and ethnic identities in the United
Kingdom
16. that resources can be allocated in different ways and that these economic choices affect
individuals, communities and the sustainability of the environment
17. to explore how the media present information.
18. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what
affects mental health, and how to make informed choices
19. that bacteria and viruses can affect health and that following simple, safe routines can reduce
their spread
20. about how the body changes as they approach puberty
21. which commonly available substances and drugs are legal and illegal, their effects and risks
22. to recognise the different risks in different situations and then decide how to behave
responsibly, including sensible road use, and judging what kind of physical contact is
acceptable or unacceptable
23. that pressure to behave in an unacceptable or risky way can come from a variety of sources,
including people they know, and how to ask for help and use basic techniques for resisting
pressure to do wrong
24. school rules about health and safety, basic emergency aid procedures and where to get help.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
(SMSCPD)
Developing good
relationships and
respecting the
differences
between people.
25. that their actions affect themselves and others, to care about other people's feelings and to try
to see things from their points of view
26. to think about the lives of people living in other places and times, and people with different
values and customs
27. to be aware of different types of relationship, including marriage and those between friends
and families, and to develop the skills to be effective in relationships
28. to realise the nature and consequences of racism, teasing, bullying and aggressive
behaviours, and how to respond to them and ask for help
29. to recognise and challenge stereotypes
30. that differences and similarities between people arise from a number of factors, including
cultural, ethnic, racial and religious diversity, gender and disability
31. where individuals, families and groups can get help and support.
Promoting British Values:
Democracy: Making decisions together.
Individual Liberty: Freedom for all.
Rule of Law: Understanding rules matter.
Mutual Respect and Tolerance: Treat others as you want to be treated.
Personal Development:
The eight areas of success:
 Try new things
 Work hard
 Concentrate
 Push themselves
 To imagine
 Improve
 Understand other
 Not give up

Opportunities
• Discuss and learn techniques to improve in the eight areas of success.
• Study role models who have achieved success.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance
Areas of success
Bronze
Silver
Gold
To try new things
• Try new things with the help of others.
• Talk about some things of personal interest.
• Join in with familiar activities.
• Concentrate on things of interest.
• Try new things when encouraged.
• Enjoy new experiences.
• Join clubs or groups.
• Talk about new experiences with others.
• Enjoy new things and take opportunities wherever possible.
• Find things to do that give energy.
• Become fully involved in clubs or groups.
• Meet up with others who share interests in a safe environment.
To work hard
• Work hard with the help of others.
• Enjoy the results of effort in areas of
interest.
• Take encouragement from others in areas
of interest.
• Enjoy working hard in a range of activities.
• Reflect on how effort leads to success.
• Begin to encourage others to work hard.
• Have fun working hard.
• Understand the benefits of effort and commitment.
• Continue to practise even when accomplished.
• Encourage others by pointing out how their efforts gain results.
To concentrate
• Give attention to areas of interest.
• Begin to ‘tune out’ distractions.
• Begin to show signs of concentration.
• Begin to seek help when needed.
• Focus on activities.
• ‘Tune out’ some distractions.
• Search for methods to help with concentration.
• Develop areas of deep interest.
• Give full concentration.
• ‘Tune out’ most distractions.
• Understand techniques and methods that aid concentration.
• Develop expertise and deep interest in some things.
To push themselves
• Express doubts and fears.
• Explain feelings in uncomfortable
situations.
• Begin to push past fears (with
encouragement).
• Listen to people who try to help.
• Begin to try to do something more than
once.
• Begin to understand why some activities
feel uncomfortable.
• Show a willingness to overcome fears.
• Push past fears and reflect upon the emotions
felt afterwards.
• Begin to take encouragement and advice from others.
• Keep trying after a first attempt.
• Find ways to push past doubts, fears, or a drop in motivation even
in challenging circumstances.
• Push oneself in areas that are not so enjoyable.
• Listen to others who encourage and help, thanking them for their
advice.
• Reflect upon how pushing past doubts, fears or a drop in
motivation leads to a different outlook.
To imagine
• With help, develop ideas.
• Respond to the ideas of others’.
• Respond to questions about ideas.
• Act on some ideas.
• Begin to enjoy having new ideas.
• Show some enthusiasm for the ideas of others.
• Ask some questions in order to develop ideas.
• Show enjoyment in trying out some ideas.
• Generate lots of ideas.
• Show a willingness to be wrong.
• Know which ideas are useful and have value.
• Act on ideas.
• Ask lots of questions.
To improve
• Share with others likes about own efforts.
• Choose one thing to improve (with help).
• Make a small improvement (with help).
• Share with others a number of positive features of own
efforts.
• Identify a few areas for improvement.
• Attempt to make improvements.
• Clearly identify own strengths.
• Identify areas for improvement.
• Seek the opinion of others to help identify improvements.
• Show effort and commitment in refining and adjusting work.
To understand others
• Show an awareness of someone who is
talking.
• Show an understanding that ones own
behaviour affects other people.
• Listen to other people’s point of view.
• Listen to others, showing attention.
• Think of the effect of behaviour on others before acting.
• Describe the points of view of others.
• Listen first to others before trying to be understood.
• Change behaviours to suit different situations.
• Describe and understand others’ points of view.
To not give up
• Try again with the help of others.
• Try to carry on even if a failure causes
upset.
• Keep going in activities of interest.
• Try to think of oneself as lucky.
• Find alternative ways if the first attempt does not work.
• Bounce back after a disappointment or failure.
• Show the ability to stick at an activity (or a club
or interest).
• See oneself as lucky.
• Show a determination to keep going, despite failures or set backs.
• Reflect upon the reasons for failures and find ways to bounce
back.
• Stick at an activity even in the most challenging of circumstances.
• See possibilities and opportunities even after a disappointment.
• Consider oneself to be lucky and understand the need to look for
luck.
Highlight objectives: red - objective not taught/achieved; yellow - not fully achieved; green - achieved by majority
Promoting British Values:
Democracy
Rule of Law
Individual Liberty
Mutual Respect and Tolerance