Regretless curriculum Our - Pocklington Community Junior School

Transcription

Our
Regretless
curriculum
Pocklington Community Junior School
2015
This is OUR curriculum.
It’s for us. It’s by us. It’s what we are. It’s what we need.
It is not the national curriculum.
It’s more than that.
Our curriculum is what we believe as a community is important for the children of Pocklington, captured in
its simplest form.
Our curriculum lives and breathes in how we learn, not just what we learn.
Our curriculum recognises that we’re working with people; not children, not pupils – but people who need
to be ready for what’s coming next.
Our curriculum isn’t focussed on box ticking or hoop jumping – it’s about questioning, creating and doing
and means we focus on the impact of the activities on our learners, not the activities themselves.
Our curriculum allows room for us to explore and nurture the particular genius present in everyone.
Our curriculum means children leave us happy, fulfilled and without regret; ready for the next stage of
their lives.
Our curriculum is a Regretless Curriculum.
Welcome
Welcome to our curriculum. This documents embodies all of our hopes for the pupils we work with, and is the
product of a lot of a hard work from a lot of people.
All stakeholders have been able to have their say in what should be in our curriculum, particularly relating to the
values which we now live and breathe in school. The biggest contributions have come from the pupils themselves,
including the name of our curriculum; The Regretless Curriculum.
This name really symbolises exactly what our pupils hope for; they want to leave this school without any regrets,
either personally or academically. They don’t want to leave and look back and think, “I wish I’d had a go at that”, or
“I wish I had been a better friend”; no, they want to leave with their heads held high, proud of who they are and
what their legacy at this school has been. And this curriculum sets out how we as a school will do our best day in, day
out, to help them to leave our school without any regrets.
This document is our handbook for what happens in school. It is a functional, working document – and a work in
progress. We don’t believe that this is the final draft, but it’s the best we can do right now, and as we continue to
learn and explore the boundaries of what is possible, we will continue to update it.
Every member of staff in our school has left their imprint on this document, and it is something we are proud of.
If you are a prospective parent and wondering whether this is right school for you, please do come and visit the
school and see the information contained in these pages come alive in our school. If you believe in what we’re trying
to do, then we’re the right school for you and your child.
If you are a professional looking for inspiration for your own school, please do use our curriculum as a resource.
You’re also more than welcome to get in touch with the school to arrange to come and see how we work and to talk
to the relevant members of staff about how we have designed and implemented this in practice. If you wish to share
or distribute any of the material in this document, please do so, on the provision that our school is acknowledged as
the author of this work and a link is provided to the ‘Curriculum’ page on our school website.
Our values
We have spent a lot of time reflecting on what the values of the school should be. All parents, pupils, staff and
governors were invited to be a part of this process, as was the wider community through articles in the local press.
The response from each of these groups was collected and collated individually – with a remarkable alignment
between what each group thought should be included. Our values are therefore a collective decision about what we
feel is important we develop in all of our pupils throughout the time they are with us.
So what?
Our values inform what we do as a school. These are not just ‘words’, these are our way of life: they inform who we
appoint as members of staff, they inform what trips we go on and what we learn about, they inform how we talk to
each other and to the pupils and they are something we actively try to encourage on a daily basis.
Our weekly celebration assembly includes a number of certificates which are given to pupils which relate to the
values. We hope that this supports the pupils and inspires them to continually work towards developing these
values.
Enquiry-Led learning
Enquiry is at the heart of our curriculum and represents the vehicle by which we develop our values and deliver the
curriculum. The statutory curriculum is a narrow band of learning, and the pleasure of being a teacher and working
with children is in taking this statutory learning and making it personal.
Enquiry allows us to do that – the process begins and ends with the child in mind, and with the child engaged in the
process of deciding upon what they want to learn about and then following through to sharing their new learning at
the end of the cycle.
The enquiry cycle is outlined below and represents a typical journey through learning for a class.
Immersion
Pupils are exposed to ideas and stimulus designed to provoke and
inspire. These will be on a theme, but may be multi-modal and
experiential.
Question
Pupils ask questions of the stimuli, providing the teacher with a
framework for investigation. The teacher marries the learning with the
curriculum to ensure content coverage and depth. The teacher will
decide ow work will be communicated at the end of the cycle.
Find out
Following a trajectory of objectives, the children explore the
context. The context may change as children ask new questions,
with the teacher ensuring skills are developed and objectives are
met. Children answer their own questions and those of others.
Collate
and create
Children take their new knowledge, skills or abilities and use these
to create new works in any medium which is relevant. The
children will understand how these are going to be shared with
others, and so prepare this for a specific audience.
Communicate
Children share their learning with their audience, acting as
teachers in sharing their learning, knowledge and skills.
Evaluate
Children evaluate what they learned, how they learned it, how
they presented it and how effective their presentations were.
Reflect
Children reflect on themselves – considering their personal
development needs and how this impacted the enquiry and what
they could do in future. They may revisit some learning or
presentation to refine it.
Throughout the process, teachers will be careful to note any particular areas of interest, or further questions, which
arise as a result of the children’s learning. These may lead to a redirection of the enquiry or a split into two streams
of learning. These questions could also form the basis of the immersion for the next enquiry.
Planning for enquiry
Planning is for teachers. It therefore should be under the control of teachers to determine how much planning is
needed to effectively discharge their duties. However, some elements are key to ensure that there is a consistency in
approach across the school.
Step 1
Children explore stimuli and ask questions. There will be too many questions to answer in one cycle of enquiry, so
teachers need to collapse these questions into ‘chunky’ questions which are manageable. These chunky questions
will likely have clear links to the objectives identified on the curriculum and teachers will have ideas of the kinds of
activities their classes can undertake.
Step 2
Teachers take the Pocklington curriculum subject by subject, selecting appropriate objectives to cover which fit with
the enquiry. The number of objectives being specifically covered should be representative of the length of time
being spent on this enquiry.
Teachers then need to map out a trajectory for the subject as to how the children will, by the end of the enquiry,
meet the objectives identified, i.e. Use shading to show light and shadow. This objective may need a sequence of
lessons which systematically, but rapidly, move children from their current ability to meeting the objective, initially
completing a skills lesson whereby pupils explore the different ways to create shadows using pencils of different
hardness, then a discrete art lesson on still life drawings of different shapes adding shadow, before moving into the
context of enquiry to produce artwork in a particular style. A three-phase model of teaching will be used for literacy.
Step 3
The teaching, considering what the children will be learning, must decide on how the pupils will eventually share
their learning. This could be a community event, an assembly, an open classroom for parents or other pupils or
anything else. This adds a purpose to the learning, a deadline for learning and the realisation that their work will be
scrutinised and observed by other people who will judge them.
Step 4
Knowing the end point for the learning, the teacher will return to the objective trajectories for each subject and
begin to cluster the learning so it builds day on day. There is enormous flexibility in timetabling, recognising that the
learning may not be best with ‘an hour a week’. If geographical knowledge will underpin further work in art, history
and maths, then one would expect geography to feature heavily towards the start of the enquiry, and later to be
replaced by other subject areas.
Step 5
The planning detailed above represents both medium and weekly planning. Daily lesson planning simply requires the
teacher to take the mapped out objectives, plan the teaching and activity requirements for that day, and ensure that
the work is differentiated appropriate to ensure all pupils can make good progress. This will include specific provision
for SEN and PP pupils where relevant. This daily planning is by and for the teacher and should be in enough depth
that they can ensure good and outstanding learning. If these outcomes are not seen, specific planning will be
undertaken with support of SLT to ensure learning is accelerated.
Monitoring enquiry
As all teachers are free to cover objectives in different sequences, as suiting their classes, rigorous monitoring is vital
to ensure coverage and compatibility. Record keeping is therefore a vital part of a teacher’s responsibilities, with
both subject leaders and senior leaders regularly monitoring outcomes in books and the records of learning teachers
will have.
Monitoring responsibility 1
Teachers will use the curriculum monitoring documents to keep a permanent record of coverage of objectives. This
will provide a broad overview, primarily for use by the teachers, to ensure that over the course of the year they have
covered the entire curriculum for that year. Monitoring by subject leaders will ensure that teachers complete this
and cover all of the objectives.
The tracker provides the ‘fine grain’ record of each child’s progress in the different subject areas. Each objective can
be recorded as being in one of three states; the child has not been exposed to this objective, the child has not met
this objective, or the child has met the objective. It is highly likely that children will move between all three
objectives on the way to meeting it. As objectives are so finely measured, the second area of monitoring looks
specifically at each objective, with leaders monitoring exactly what evidence is available for any objective which is
marked as ‘met’. This monitoring will be how we apply Quality Assurance (QA) to our judgements, as we can select
multiple children, across multiple classrooms and teachers and look at their evidence for specific objectives. This
means we can QA the performance of pupils before objectives are being judged as ‘met’ and will ensure a
consistently good or outstanding quality of teaching across the school.
Our assessment strategy does involve any ‘best fit’ judgements from teachers. This means that we do not need to
moderate overall judgements; summary levels are simply provided by the tracker as a summation of the objectives
which have been met. Monitoring takes place of the summary levels by senior leaders looking at pupils’ progression
through the summary levels. The levels return both a year group and term judgement, meaning that pupils should
progress relatively consistently and smoothly through the levels. Monitoring at this level will analyse trends in
progress across groups, classes, year groups and the whole school, raising further questions which will require more
finely-graded data analysis. Monitoring enquiry in this way will ensure that there are high enough expectations from
staff when delivering enquiry. The rates of progress can also be shared with pupils to ensure they understand the
impact of their efforts.
Year 3 – Reading and SPaG
Comprehension
develop positive attitudes to reading and
understanding of what they read by:
 listening to and discussing a wide range of age
appropriate fiction, poetry, plays, non-fiction and
reference books or textbooks
 reading books that are structured in different ways
and reading for a range of purposes
 using simple and picture dictionaries to check the
meaning of words that they have read
 increasing their familiarity with a wide range of
books, including fairy stories, myths, and retelling
some of these orally.
 preparing poems and play scripts to read aloud and
to perform, to include some intonation, tone,
volume and action
 discussing words and phrases that capture the
reader’s interest and imagination
 recognising some different forms of poetry [for
example, free verse, narrative poetry]
understand what they read, in books they can read
independently, by:
 checking that the text makes sense to them,
teaching strategies e.g. using picture clues, read
twice, read context if some words are unclear etc.
discussing their understanding and explaining the
meaning of words in context
 asking simple questions to improve their
understanding of a text
 drawing simple inferences such as inferring
characters’ feelings from their actions
 finding evidence from the text to support simple
inferences
 make simple predictions about what might happen
from details stated in the text
 identifying the main ideas drawn from a section of
the text and summarise it
 identifying how words chosen by the author
contribute to meaning –degrees of intensity,
alliteration, similes
 retrieve simple points and record information from
non-fiction
 participate in discussion about books that are read
to and with them, taking turns and listening to what
others say.
Word Reading
 apply their growing knowledge of root words, prefixes
and suffixes (etymology and morphology) as listed in
the year 3 appendix both to read aloud and to
understand the meaning of new words they meet.
 read some exception words they come across in
personal reading and guided reading texts, noting the
unusual correspondences between spelling and sound,
and point out where these are in the word.
Vocabulary, grammar and punctuation
Develop their understanding of the concepts set out
in the year 3 appendix by:
 write sentences with more than one clause by using
conjunctions, e.g. when, if, because.
 Using conjunctions, adverbs and prepositions to
express time and cause:
 Using the perfect form of verbs to mark relationships of
time and cause.
 Choose nouns and pronouns to avoid repetition in a
paragraph.
 Use of the determiners a or an according to whether
the next word begins with a consonant or a vowel (e.g.
a rock, an open box)
Use fronted adverbials to begin sentences
 learning the grammar for year 3 in English Appendix 2
(See NC document for further guidance)
Indicate grammatical and other features by:
 Consolidating correct use of simple punctuation
including full stops, capital letters, exclamation marks,
question marks, commas for lists and apostrophes for
contracted forms
 Introduction to inverted commas to punctuate direct
speech.
Year 3 - Writing
Composition
plan their writing by:
 look at examples of similar texts that they plan to write and use the features identified when planning.
 discussing ideas and using supported writing frames to record these.
draft and write by:
 Orally rehearse sentences they plan to write.
 Using an increasingly varied vocabulary.
 Increasing the range of sentence structures they use to communicate ideas. (Year 3 appendix)
 organising paragraphs around a theme
 in narratives, creating settings, characters and plot
 in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
evaluate and edit by:
 assessing the effectiveness of their own and others’ writing.
 proposing simple changes to grammar and vocabulary to improve consistency, including the accurate use of
pronouns in sentences
 proof-read for spelling (I spy and spelling rule words) and simple punctuation errors
 read aloud their own writing to a group or the whole class so that the meaning is clear.

Transcription
use further prefixes and suffixes and understand how to add them (see appendix 1).
spell further homophones (see appendix 1).
spell learned personal I-spy words correctly in writing across the curriculum.
use the first one or two letters of a word to check its spelling in a dictionary.
write from memory simple sentences, dictated by the teacher, that include correct spelling of words that
include rules taught so far and individual spelling words (I-spy).
use a simple thesaurus that includes words and pictures.
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Handwriting
Use correct formation of all capital and lower letters correctly.
Understand that capital letters that do not join to lower case letters.
Teach fully cursive joins for all letters.
Write on the line with finger spaces between all words.
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Comprehension
develop positive attitudes to reading and
understanding of what they read by:
 listening to and discussing a wider range of fiction,
poetry, plays, non-fiction and reference books or
textbooks
 reading books that are structured in different ways
and reading for a range of purposes that encourage
individual preferences and interests
 using dictionaries to check the meaning of words
that they have read
 increasing their familiarity with a wide range of
books, including fairy stories, myths and retelling
some of these orally identifying themes and
conventions in a wide range of books
 preparing poems and play scripts to read aloud and
to perform, showing some understanding through
intonation, tone, volume and action
 discussing words and phrases that capture the
reader’s interest and imagination
 recognising and comparing some different forms of
poetry [for example, free verse, narrative poetry]
that follow a similar theme
understand what they read, in books they can read
independently, by:
 checking that the text makes sense to them,
teaching strategies e.g. using picture clues, read
twice, read context if some words are unclear etc.
discussing their understanding and explaining the
 asking a range of questions to improve their
understanding of texts that they read
 drawing inferences such as inferring characters’
feelings, thoughts and motives from their actions,
and justifying inferences with evidence and
examples from the text
 predicting what might happen from details stated
and implied
 identifying main idea drawn from more than one
paragraph and summarising them
 identifying how language, structure, and
presentation contribute to meaning –metaphors,
imagery
 retrieve and record information from non-fiction
 participate in discussion about both books that are
read to them and those they can read for
themselves, taking turns and listening to what
others say.
Word Reading
 apply their growing knowledge of root words,
prefixes and suffixes (etymology and morphology) as
listed in year 4 appendix both to read aloud and to
understand the meaning of new words they meet
 read further exception words in arrange of texts,
noting the unusual correspondences between
spelling and sound, and where these occur in the
word.
Develop their understanding of the concepts set out
in the year 4 appendix by:
 extending the range of sentences with more than
one clause by using a wider range of conjunctions,
including when, if, because, although
 using the present perfect form of verbs in contrast to
the past tense
 choosing nouns or pronouns appropriately for clarity
and cohesion and to avoid repetition
 using conjunctions, adverbs and prepositions to
express time and cause
 using a range of fronted adverbials to begin
sentences.
 learning the grammar for year 4 in English Appendix
2
 using commas after fronted adverbials
 indicating possession by using the possessive
apostrophe with plural nouns
 using and punctuating direct speech accurately
 use and understand the grammatical
terminology in the year 3 and 4 appendix
accurately and appropriately when discussing
their writing and reading.
Year 4 - Writing
Composition
 discussing writing similar to that which they are planning to write in order to understand and learn from its
structure, vocabulary and grammar.
 discussing and recording ideas
draft and write by:
 composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich
vocabulary
 increasing the range of sentence structures they use in their writing for greater effect. (Year 4 appendix)
 in narratives, creating settings, characters and more complex story plots.
 in non-narrative material, using a range of organisational devices [for example, headings and sub-headings,
bullet points, captions etc)
 critically assessing the effectiveness of their own and others’ writing

suggesting improvements in terms of grammar, punctuation use, vocabulary choice and spelling.
 proof-read for spelling and punctuation errors
 read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the
tone and volume so that the meaning is clear.
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Transcription
use further prefixes and suffixes and understand how to add them (English Appendix 1)
spell further homophones (see appendix 1).
spell words that are often misspelt (English Appendix 1)
place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
use the first two or three letters of a word to check its spelling in a dictionary
write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so
far.
use a thesaurus that includes words and pictures.
Handwriting
use cursive diagonal and horizontal strokes that are needed to join letters and understand which letters, when
adjacent to one another, are best left unjoined (z)
increase the legibility, consistency and quality of their handwriting.
Comprehension
develop positive attitudes to reading and understanding of what
they read by:
 continuing to read and discuss an increasingly wide range of
fiction, poetry, plays, non-fiction and reference books or
textbooks
 reading books that are structured in different ways and reading
for a range of purposes covering all curriculum areas and foster
enjoyment and engagement
 using dictionaries efficiently to check the meaning of words that
they have read
 increasing their familiarity with a wide range of books, including
legends and traditional stories, modern fiction, fiction from our
literary heritage, and books from other culture and traditions
 recommending books that they have read to their peers, giving
reasons for their choices
 identifying and discussing themes and conventions in and across a
wide range of writing
 making some comparisons within and across books
 preparing poems and plays to read aloud and to perform, showing
clear understanding through intonation, tone and volume so that
the meaning is clear to an audience
 learning and reciting a familiar poem by heart.
understand what they read by:
 checking that the book makes sense to them, discussing their
understanding of increasingly challenging texts and exploring the
 asking questions that enquire about a text to improve their
understanding
 drawing accurate inferences such as inferring characters’ feelings,
thoughts and motives from their actions
 justifying inferences with evidence and examples from the text
including quotations that further support ideas
 predicting accurately what might happen from details stated and
implied giving evidence for these
 summarising the main ideas drawn from more than one
paragraph, identifying key details that support the main ideas
 identifying how language, structure and presentation contribute
to meaning – metaphors, imagery, personification, dramatic
effects – cliff hangers, punctuation, sentence structures, word
order.
 discuss how authors use language, including figurative language,
considering the impact on the reader
 distinguish between statements of fact and opinion
 retrieve, record and present information from non-fiction
 participate in discussions about books that are read to them and
those they can read for themselves, building on their own and
others’ ideas
 explain and discuss their understanding of what they have read,
including through formal presentations and debates, maintaining
a focus on the topic and using notes where necessary
Word Reading
 apply their growing knowledge of root
words, prefixes and suffixes (etymology
and morphology) as listed in year 5
appendix both to read aloud and to
understand the meaning of new words
they meet.
Develop their understanding of the concepts
set out in the year 5 appendix by:
 recognising vocabulary and structures
that are appropriate for formal speech
and writing.
 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
 learning the grammar for year 5 in
English Appendix 2
 using commas to clarify meaning or avoid
ambiguity in writing
 using hyphens to avoid ambiguity
 using a colon to introduce a list
 use and understand the grammatical
terminology in the year 5 English
Appendix 2 accurately and appropriately
in discussing their writing and reading.
Year 5 - Writing
Composition
 identifying the audience for and purpose of the writing,
 using other forms of similar writing as models for their own
 noting and developing initial ideas, drawing on reading and research where necessary
 in writing narratives, using characters and settings from familiar experiences to include in their own writing.
draft and write by:
 selecting appropriate grammar and vocabulary, to enhance meaning.
 in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character
and advance the action
 précising (summarise) longer passages
 Develops links throughout longer pieces of writing to build cohesion within and across paragraphs
 Guiding the reader by using organisational and presentational devices to structure texts.
 assessing the effectiveness of their own and others’ writing against the success criteria
 proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
 ensuring the consistent and correct use of tense throughout a piece of writing
 ensuring correct subject and verb agreement when using singular and plural, distinguishing between the
language of speech and writing and choosing the appropriate register
 proof-read for spelling and punctuation errors
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Transcription
use further prefixes and suffixes and understand the guidance for adding them (see appendix 1).
continue to distinguish between homophones and other words which are often confused (see appendix 1).
use knowledge of morphology and etymology in spelling and understand that the spelling of some words
needs to be learnt specifically, as listed in Appendix 1
use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
use the words printed in bold at the top of each page to navigate through a dictionary to locate a word.
use a ‘word only’ thesaurus.
Handwriting
write legibly, fluently and with increasing speed.
Write in fully cursive script.
Comprehension
develop positive attitudes to reading and understanding of what they
read by:
 continuing to read and discuss an increasingly wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks pertinent to
the wider world and expectations leading to KS3
 reading books that are structured in different ways and challenge
traditions of reading for a range of purposes and engender
independence
 increasing their familiarity with a wide range of books, including legends
and traditional stories, modern fiction, fiction from our literary heritage,
and traditions
 critically review books that they have read, giving reasons for their
choices and opinions
 identifying and discussing themes and conventions in-depth and across
a wide range of writing
 making clear and appropriate comparisons within and across books
 preparing poems and plays to read aloud and to give a polished
performance, showing understanding through intonation, tone and
volume so that the meaning is clear to an audience
 learning a wider range of poetry by heart
understand what they read by:
 checking that the book makes sense to them, discussing their
understanding of a range of challenging texts and exploring the
meaning of words in context.
 asking open and in-depth questions to improve their understanding and
challenge ideas opinions of their peers and the author
 drawing inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justifying inferences with evidence
 inferring and deducing accurate conclusions about characters and
themes from the text, justifying inferences with evidence and examples
from the text including quotations that further support ideas
 predicting concisely, justifying their reasoning citing details stated and
implied in the text
 summarising the main ideas drawn from longer and more complex text
identifying key details that support the main ideas
 identifying how language, structure and presentation contribute to
meaning – metaphors, imagery, personification, dramatic effects – cliff
hangers, punctuation, sentence structures, paragraph structures and
clarity, word order etc.
 discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader
 distinguish between statements of fact and opinion and how this
impacts on the reader
 retrieve relevant and accurate points then record and present
information from non-fiction
 participate in discussions about books that are read to them and those
they can read for themselves, building on their own and others’ ideas
and challenging views courteously
 explain and discuss in depth their understanding of what they have
read, including through formal presentations and debates, maintaining a
focus on the topic and using notes where necessary
 provide reasoned justifications for their views.
Word Reading
 apply their growing knowledge of
root words, prefixes and suffixes
(etymology and morphology) as
listed in year 6 appendix both to
read aloud and to understand the
meaning of new words they meet
Develop their understanding of the
concepts set out in the year 6
appendix 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 relative clauses beginning
with who, which, where, when,
whose, thator with an implied (i.e.
omitted) relative pronoun
 learning the grammar for year 5 in
English Appendix 2
Indicate grammatical and other
features by:
 using brackets, dashes or commas
to indicate parenthesis
 using semi-colons, colons or dashes
to mark boundaries between
independent clauses
 punctuating bullet points
consistently
 use and understand the
grammatical terminology in the
year 6 English Appendix 2
accurately and appropriately in
discussing their writing and reading.
Year 6 - Writing
Composition
Plan their writing by:
 identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar
writing as models for their own
 noting and developing initial ideas, drawing on reading and in depth research where necessary
 in writing narratives, considering how authors have developed characters and settings in what pupils have
read, listened to or seen performed
Draft and write by:
 selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance
meaning
 in narratives, describing settings, characters and atmosphere in detail, integrating dialogue to convey
character profile and personality and advance action for effect.
 précising longer passages, developing own techniques to do this.
 using a wide range of devices to build cohesion within and across paragraphs
 using further organisational and presentational devices to structure text and to guide the reader [for example,
headings, bullet points, underlining]
Evaluate and edit by:
 Using a success criteria to assess the effectiveness of their own and others’ writing in relation to the purpose
and audience.
 proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
 accurately proof-reading own and other’s work for spelling and punctuation errors.

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
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Transcription
use further prefixes and suffixes and understand the guidance for adding them (see appendix 1).
spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
continue to distinguish between homophones and other words which are often confused (see appendix 1).
use knowledge of morphology and etymology in spelling and understand that the spelling of some words
needs to be learnt specifically, as listed in Appendix 1
use dictionaries quickly and efficiently to check the spelling and meaning of words
use a thesaurus quickly and efficiently.
Handwriting
 write legibly, fluently and with increasing speed by:
 choose the writing implement that is best suited for a task.
Year 3 Key Objectives
Number and Place Value
Addition and Subtraction
Pupils should be taught to:
 count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100
more or less than a given number
 recognise the place value of each digit in a three-digit
number (hundreds, tens, ones)
 compare and order numbers up to 1000
 identify, represent and estimate numbers using different
representations
 read and write numbers up to 1000 in numerals and in
words
 solve number problems and practical problems involving
these ideas
 add and subtract numbers mentally, including:
o a three-digit number and ones
o a three-digit number and tens
o a three-digit number and hundreds
 add and subtract numbers with up to three digits, using formal
written methods of columnar addition and subtraction
 estimate the answer to a calculation and use inverse operations
to check answers
 solve problems, including missing number problems, using
number facts, place value, and more complex addition and
subtraction
Multiplication and division
Fractions
 recall and use multiplication and division facts for the 3, 4
and 8 multiplication tables
 write and calculate mathematical statements for
multiplication and division using the multiplication tables
that they know, including for two-digit numbers times onedigit numbers, using mental and progressing to formal
written methods
 solve problems, including missing number problems,
involving multiplication and division, including positive
integer scaling problems and correspondence problems in
which n objects are connected to m objects
 count up and down in tenths; recognise that tenths arise from
dividing an object into 10 equal parts and in dividing one-digit
numbers or quantities by 10
 recognise, find and write fractions of a discrete set of objects: unit
fractions and non-unit fractions with small denominators
 recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators
 recognise and show, using diagrams, equivalent fractions with
small denominators
 add and subtract fractions with the same denominator within one
whole
 compare and order unit fractions, and fractions with the same
denominators
 solve problems that involve all of the above
Measurement
Geometry
Statistics
 measure, compare, add and subtract: lengths (m/cm/mm);
mass (kg/g); volume/capacity (l/ml)
 measure the perimeter of simple 2-D shapes
 add and subtract amounts of money to give change, using
both £ and p in practical contexts
 tell and write the time from an analogue clock, including
using Roman numerals from I to XII, and 12- hour and 24hour clocks
 estimate and read time with increasing accuracy to the
nearest minute; record and compare time in terms of
seconds, minutes and hours; use vocabulary such as
o’clock, a.m./p.m., morning, afternoon, noon and midnight
 know the number of seconds in a minute and the number
of days in each month, year and leap year
 compare durations of events [for example to calculate the
time taken by particular events or tasks]
 draw 2-D shapes and make 3-D
shapes using modelling materials;
recognise 3-D shapes in different
orientations and describe them
 recognise angles as a property of
shape or a description of a turn
 identify right angles, recognise
that two right angles make a half
turn, three make three quarters of
a turn and four a complete turn;
identify whether angles are greater
than or less than a right angle
 identify horizontal and vertical
lines and pairs of perpendicular
 interpret and present
data using bar charts,
pictograms and tables
 solve one-step and twostep questions [for
example, ‘How many
more?’ and ‘How many
fewer?’] using
information presented in
scaled bar charts and
pictograms and tables
 count in multiples of 6, 7, 9, 25 and 1000
 find 1000 more or less than a given number
 count backwards through zero to include negative
numbers
 recognise the place value of each digit in a four-digit
number (thousands, hundreds, tens, and ones)
 order and compare numbers beyond 1000
 identify, represent and estimate numbers using different
representations
 round any number to the nearest 10, 100 or 1000
 solve number and practical problems that involve all of
the above and with increasingly large positive numbers
 read Roman numerals to 100 (I to C) and know that over
time, the numeral system changed to include the
concept of zero and place value
 add and subtract numbers with up to 4 digits using the formal written
methods of columnar addition and subtraction where appropriate
 estimate and use inverse operations to check answers to a calculation
 solve addition and subtraction two-step problems in contexts, deciding
which operations and methods to use and why
Fractions
 recall multiplication and division facts for multiplication
tables up to 12 × 12
 use place value, known and derived facts to multiply and
divide mentally, including: multiplying by 0 and 1;
dividing by 1; multiplying together three numbers
 recognise and use factor pairs and commutativity in
mental calculations
 multiply two-digit and three-digit numbers by a one-digit
number using formal written layout
 solve problems involving multiplying and adding,
including using the distributive law to multiply two digit
numbers by one digit, integer scaling problems and
harder correspondence problems such as n objects are
connected to m objects
 recognise and show, using diagrams, families of common equivalent
fractions
 count up and down in hundredths; recognise that hundredths arise
when dividing an object by one hundred and dividing tenths by ten.
 solve problems involving increasingly harder fractions to calculate
quantities, and fractions to divide quantities, including non-unit
fractions where the answer is a whole number
 add and subtract fractions with the same denominator
 recognise and write decimal equivalents of any number of tenths or
hundredths
 recognise and write decimal equivalents
 find the effect of dividing a one- or two-digit number by 10 and 100,
identifying the value of the digits in the answer as ones, tenths and
hundredths
 round decimals with one decimal place to the nearest whole number
 compare numbers with the same number of decimal places up to two
decimal places
 solve simple measure and money problems involving fractions and
decimals to two decimal places
Measurement
 Convert between different units of measure [for
example, kilometre to metre; hour to minute]
 measure and calculate the perimeter of a
rectilinear figure (including squares) in
centimetres and metres
 find the area of rectilinear shapes by counting
squares
 estimate, compare and calculate different
measures, including money in pounds and
pence
 read, write and convert time between analogue
and digital 12-and 24-hour clocks
 solve problems involving converting from hours
to minutes; minutes to seconds; years to
months; weeks to days
Geometry
 compare and classify geometric shapes,
including quadrilaterals and triangles, based
on their properties and sizes
 identify acute and obtuse angles and
compare and order angles up to two right
angles by size
 identify lines of symmetry in 2-D shapes
presented in different orientations
 complete a simple symmetric figure with
respect to a specific line of symmetry.
 describe positions on a 2-D grid as
coordinates in the first quadrant
 describe movements between positions as
translations of a given unit to the left/right
and up/down
 plot specified points and draw sides to
complete a given polygon
 Statistics
 interpret and present discrete
and continuous data using
appropriate graphical
methods, including bar charts
and time graphs.
 solve comparison, sum and
difference problems using
information presented in bar
charts, pictograms, tables and
other graphs
 read, write, order and compare numbers to at least 1 000
000 and determine the value of each digit
 count forwards or backwards in steps of powers of 10 for
any given number up to 1 000 000
 interpret negative numbers in context, count forwards
and backwards with positive and negative whole
numbers, including through zero
 round any number up to 1 000 000 to the nearest 10, 100,
1000, 10 000 and 100 000
 solve number problems and practical problems that
involve all of the above
 read Roman numerals to 1000 (M)
 add and subtract whole numbers with more than 4 digits, including using formal
written methods (columnar addition and subtraction)
 add and subtract numbers mentally with increasingly large numbers
 use rounding to check answers to calculations and determine, in the context of a
problem, levels of accuracy
 solve addition and subtraction multistep problems in contexts, deciding which
operations and methods to use and why
Fractions Decimals and Percentages
 identify multiples and factors, including finding all factor
pairs of a number, and common factors of two numbers
know and use the vocabulary of prime numbers, prime
factors and composite (non-prime) numbers
 establish whether a number up to 100 is prime and recall
prime numbers up to 19
 multiply numbers up to 4 digits by a one- or two-digit
number using a formal written method, including long
multiplication for two-digit numbers
 multiply and divide numbers mentally drawing upon
known facts
 divide numbers up to 4 digits by a one-digit number using
the formal written method of short division and interpret
remainders appropriately for the context
 multiply and divide whole numbers and those involving
decimals by 10, 100 and 1000
 recognise and use square numbers and cube numbers,
and the notation for squared (2) and cubed (3)
 solve problems involving multiplication and division
including using their knowledge of factors and multiples,
squares and cubes
 solve problems involving addition, subtraction,
multiplication and division and a combination of these,
including understanding the meaning of the equals sign
 compare and order fractions whose denominators are all multiples of the same
number
 identify, name and write equivalent fractions of a given fraction, represented
visually, including tenths and hundredths
 recognise mixed numbers and improper fractions and convert from one form to
the other and write mathematical statements > 1 as a mixed number [for
example, 2/ 5 + 4/5
 add and subtract fractions with the same denominator and denominators that
are multiples of the same number
 multiply proper fractions and mixed numbers by whole numbers, supported by
materials and diagrams
 read and write decimal numbers as fractions [for example, 0.71 = 100 71 ]
 recognise and use thousandths and relate them to tenths, hundredths and
decimal equivalents
 round decimals with two decimal places to the nearest whole number and to
one decimal place
 read, write, order and compare numbers with up to three decimal places
 solve problems involving number up to three decimal places
 recognise the percent 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
 solve problems which require knowing percentage and decimal equivalents of
and those fractions with a denominator of a multiple of 10 or 25
Measurement
Geometry
Statistics
 convert between different units of metric measure (for
example, kilometre and metre; centimetre and metre;
centimetre and millimetre; gram and kilogram; litre and
millilitre)
 understand and use approximate equivalences between
metric units and common imperial units such as inches,
pounds and pints
 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 [for example, using 1 cm3 blocks to build
cuboids (including cubes)] and capacity [for example,
using water]
 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
 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
o
(total 360 )
 angles at a point on a straight line and 2 in a
o
o
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.
 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
 solve comparison, sum and
difference problems using
information presented in a
line graph
 complete, read and
interpret information in
tables, including timetables
Addition, Subtraction, Multiplication & Division
 read, write, order and compare
numbers up to 10 000 000 and
determine the value of each digit
 round any whole number to a
required degree ofaccuracy
 use negative numbers in context,
and calculate intervals across zero
 solve number and practical problems
that involve all of the above
 multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written
method of long multiplication
 divide numbers up to 4 digits by a two-digit whole number using the formal written method of long
division and interpret remainders as whole number remainders, fractions, or by rounding, as
appropriate for the context
 divide numbers up to 4 digits by a two-digit number using the formal written method of short
division where appropriate, interpreting remainders according to the context
 perform mental calculations, including with mixed operations and large numbers
 identify common factors, common multiples and prime numbers
 use their knowledge of the order of operations to carry out calculations involving the four
operations
 solve addition and subtraction multi-step problems in contexts, deciding which operations and
methods to use and why
 solve problems involving addition, subtraction, multiplication and division
 use estimation to check answers to calculations and determine, in the context of a problem, an
appropriate degree of accuracy
Ratio and Proportion
Fractions Decimals and Percentages
 solve problems involving the relative
sizes of two quantities where missing
values can be found by using integer
multiplication and division facts
 solve problems involving the
calculation of percentages [for
example, of measures and such as
15% of 360] and the use of
percentages for comparison
 solve problems involving similar
shapes where the scale factor is
known or can be found
 solve problems involving unequal
sharing and grouping using
knowledge of fractions and multiples
 use common factors to simplify fractions; use common multiples to express fractions in the same
denomination
 compare and order fractions, including fractions > 1
 add and subtract fractions with different denominators and mixed numbers, using the concept of
equivalent fractions
 multiply simple pairs of proper fractions, writing the answer in its simplest form
 divide proper fractions by whole numbers
 associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for
a simple fraction
 identify the value of each digit in numbers given to three decimal places and multiply and divide
numbers by 10, 100 and 1000 giving answers up to three decimal places
 multiply one-digit numbers with up to two decimal places by whole numbers
 use written division methods in cases where the answer has up to two decimal places
 solve problems which require answers to be rounded to specified degrees of accuracy
 recall and use equivalences between simple fractions, decimals and percentages, including in
different contexts
Measurement
Geometry
Statistics
 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
 recognise when it is possible to use formulae for
area and volume of shapes
 calculate the area of parallelograms and triangles
 calculate, estimate and compare volume of cubes
and cuboids using standard units, including cubic
centimetres (cm3) and cubic metres (m3), and
extending to other units [for example, mm3 and km)
 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
 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
 interpret and construct pie
charts and line graphs and use
these to solve problems
 calculate and interpret the
mean as an average.
Algebra
 use simple formulae
 generate and describe linear number sequences
 express missing number problems algebraically
 find pairs of numbers that satisfy an equation with two unknowns
 enumerate possibilities of combinations of two variables.
Pocklington Curriculum
Art and Design
To develop
ideas
To master
techniques
Year 3
Year 4
Collect information, sketches and resources.
Understand that ideas need to be
developed.
Explore different ideas.
Begin to understand and develop visual
language
Use pencils of different hardness to show
line, tone and texture.
Use shading to show light and shadow.
Use a number of brush techniques using
thick and thin brushes to produce shapes,
textures, patterns and lines.
Mix colours using watercolour paint.
Create and combine shapes to create
recognisable forms (e.g. shapes made from
nets or solid materials).
Use coiling, overlapping, tessellation, mosaic
and montage.
Replicate some of the techniques used by
notable artists, artisans and designers.
Create original pieces that are influenced by
studies of others.
Collect information, sketches and resources.
Adapt and refine ideas as they progress.
Explore ideas in a variety of ways.
Comment on artworks using visual language
Shadow, light, dark, contrast, graduated,
mid-tone, shading, texture, structure
Skills to be
developed
Drawing, painting , sculpture with a wide
range of materials
Drawing, painting, printing/pattern, mosaics,
repeated design.
Breadth of
coverage
(Ideas)
Drawing Studies/pencil skills-toning, shading.
Drawing freehand 3D spheres and cuboids,
fruits progressing to shading (pencil then
colour)
Designing own jewellery
Constructing jewellery
Great artists – Andy Goldsworthy/Anthony
Gormley (sculpture)
Great artists –David Hockney (Digital media)
Drawing in pencil/tone; Adding colour
Printing on pottery.
Pencil skills, depth , charcoal
Paint
Clay - mosaics
Objectives
Vocabulary
Use pencils of different hardness to show
line, tone and texture.
Use hatching and cross hatching to show
tone and texture.
Use watercolour paint to produce washes for
backgrounds then add detail.
Experiment with creating mood with colour.
Make printing blocks (e.g. from coiled
string glued to a block).
Use a wide range of tools to create
different textures, lines, tones, colours and
shapes.
Give details (including own sketches) about
the style of some notable artists, artisans and
designers.
Create original pieces that show a range of
influences and styles
Shadow, light, dark, contrast, graduated,
mid-tone, shading, texture, structure,
To take
inspiration
from the
greats
Art and Design
Year 5
Year 6
Collect information, sketches and resources
and present ideas imaginatively in a sketch
book.
Develop the use of the qualities of materials
to enhance ideas.
Comment on artworks including using some
visual language.
Collect information, sketches and resources
and present ideas imaginatively in a sketch
book.
Use the qualities of materials to enhance
ideas.
Comment on artworks with a fluent grasp of
visual language.
To master
techniques
Perspective and vanishing points.
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.
Show precision in techniques.
Choose from a range of stitching techniques.
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.
Describe and compare the style of some
notable artists, artisans and designers.
Suggest how the work of those studied was
influential in both society and to other
artists.
influences and styles.
Developing perspective and vanishing points.
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. Create an accurate pattern, showing fine detail.
Enhance digital media by editing photographs.
Objectives
To
develop
ideas
To take
inspiration
from the
greats
Vocabulary
Shadow, light, dark, contrast, perspective,
vanishing point, shading
Give details (including own sketches) about
the style of some notable artists, artisans
and designers.
Show how the work of those studied was
influential in both society and to other
artists.
influences and styles.
Shadow, light, dark, contrast, perspective,
vanishing point, shading, portrait, proportion
Skills to be
developed
Drawing, painting , sculpture with a wide
range of materials
Drawing, painting, perspective, digital media,
Portraiture
Breadth of
coverage
(Ideas)
Great artists- Georgia O’Keefe (flowers/
pastels)
Pencil & charcoal, paint, clay or
papier-mâché (Nicky Clancy/Phillip Cox)
Mask Design
Art Mirrors
Great artists - Julian Opie (Portraiture/digital
media)
Pencil & charcoal, paint,
Texture in the Natural Environment
Computing
Year 3
Year 4
Understand how a local network works.
Understand how the internet works as a wider
network and as wider storage.
Programs
Create, adapt, refine and debug paper and
electronic programs.
Use simplified programing language to solve
problems from oral/written notes on sequence.
Write/adapt programs with multiple operators
and variables.
Design functions involving ‘if’ and extend to all
possibilities.
Logic and
problem
solving
Able to plan a sequence of events/actions
including Boolean operators.
Use logical sequencing to debug programs.
Able to plan a sequence of events including
multiple operations and variables, and nested
functions.
Able to display the sequence as a flow chart.
Use logic to debug multi-part programs.
Digital literacy
Able to select functions to achieve desired effects
using desktop software.
Uses search effectively, modifying search terms in
response to
Able to select most appropriate program/use
range of programs to achieve desired effect.
Can use basic excel functions (graphing, sum,
Question authenticity of information on the
internet.
Understand blogs/ forums/ comment feeds; how
to use properly, and what to do if someone makes
you feel bad.
Talk about strategies which could be used in case
of cyber bullying.
Understand information on the internet is
permanent.
Able to articulate which/why personal information
is sensitive.
Articulates ways to control personal information
within websites.
Familiar with a range of strategies for
minimising risk on multiple platforms including
Xbox live, facebook, twitter etc.
Vocabulary
Boolean, bias, ‘troll’
Packets, wildcard, operator
Breadth of
coverage
(Ideas)
Desktop programs to be used;
Word processing
Desktop publishing
Presentation software
Spreadsheet software
Mobile technologies;
Drag-and-drop programing apps
Physical programing;
Recording written sequences of instructions.
Orally giving sequences of instructions.
Using pre-written instructions and ordering and sequencing.
Programing languages;
A language which is a more comprehensive ‘drag-and-drop’ – e.g. Scratch
Objectives
Computer
systems
E-Safety and
digital
responsibility
mathematical operations)
Use wildcards/operators in search terms, * and
–.
Design and Technology
Objectives
Year 5
Year 6
Programs
Solve problems with no fixed solution through programing.
Remove redundancies from code.
Create, debug and trim code, attaching notes to
support code for future reference.
Solve complex problems for a real purpose using
programing.
Logic and
problem
solving
Able to plan a sequence of effects using multiple
operations and variables, nested functions and
loops.
Use logic to debug multi-function programs.
Sequence events and effects to solve a problem.
Systematically approach complex problems,
using abstract reasoning to suggest solutions.
Digital literacy
Select and use programs for effect, considering the needs of the audience.
Able to refine searches to find most relevant information.
E-Safety and
digital
responsibility
Understand ownership of information, specifically
‘copyright’ and ‘plagiarism’.
Articulates what to do in event of variety of
e-safety situations; what can be dealt with
independently, and what needs adult intervention.
Seeks and cites sources, maintaining copyright.
Understands mechanisms for making company/
provider aware of inappropriate content.
Vocabulary
Redundancy, Copyright, plagiarism, ownership
Breadth of
coverage
(Ideas)
Desktop programs to be used;
Word processing
Desktop publishing
Presentation software
Spreadsheet software
Mobile technologies;
Drag-and-drop programing apps
Physical programing;
Recording written sequences of instructions.
Orally giving sequences of instructions.
Using pre-written instructions and ordering and sequencing.
Programing languages;
A specific programing language requiring format and syntax – Small basic
To master
practical
skills
Objectives
To design,
make,
evaluate
and improve
To take
inspiration
from design
throughout
history
Vocabulary
Skills to be
developed
Breadth of
coverage
(Ideas)
Year 3
Prepare ingredients hygienically using
appropriate utensils.
Follow a recipe.
Assemble or cook ingredients (controlling the
temperature of the oven or hob, if cooking).
Control and monitor models using software
designed for this purpose.
Design with purpose by identifying
opportunities to design.
Plan the stages for making products (including
carefully selecting materials and thinking
about the order for making).
Develop work and techniques as
work progresses, evaluating the
product design at appropriate stages.
Explore the work and inspiration of some of
the great designers in all of the areas of study
to generate ideas for designs.
Develop existing designs, giving some
reasons for choices and changes.
Disassemble products to understand how
they work.
Hygienically, recipe, disassemble, design brief
evaluate
Food preparation, weighing and measuring
designing
Controlling and using software
Food-preparation of food linked to topic
Computing using 2 simple2go
Year 4
Create series and parallel circuits
Understand the need for a seam allowance.
Join textiles with appropriate stitching.
Select the most appropriate techniques
to decorate textiles.
Cut materials accurately and safely by
selecting appropriate tools.
Design with purpose by researching and
identifying opportunities to design.
Make products by working efficiently
(such as by carefully selecting materials).
Refine work and techniques as
work progresses, continually evaluating the
product design.
Identify some of the great designers in
all of the areas of study to generate ideas
for designs.
Improve upon existing designs, giving
detailed reasons for choices.
Disassemble products to understand and to
be able to explain how they work.
Circuits, series, parallel, stitching, tactile,
seams, decoration, design brief, evaluate
Sewing, designing cutting construction,
Electronics
Electronics
Mechanisms
Textiles-making an embroidered/appliqué
panel
To master
practical
skills
To design,
make, evaluate and
improve
Objectives
To take inspiration
from design
throughout
history
Vocabulary
Skills to be
developed
Breadth of
coverage
(Ideas)
Year 5
Understand the importance of correct
storage and handling of ingredients (using
knowledge of micro-organisms).
Demonstrate a range of baking and cooking
techniques.
Use the qualities of materials to create
suitable visual and tactile effects in the
decoration of textiles.
Design with the user in mind.
Develop products by making continual
refinements.
Understand that the quality of a product
depends on how well it is made and apply
this to their work.
Ensure products have a high quality finish.
Represent designs in different ways,
choosing the most suitable media to illustrate ideas.
Combine elements of design from a range
of inspirational designers throughout
history, giving reasons for choices.
Create designs based on improving existing
products.
Reflect on the progress of their work as
they design and make, identifying ways
they could improve their products.
Hygiene, recipe, proportion, disassemble,
Stitching, tactile, seams, decoration
Design brief, evaluate.
Food preparation, weighing and measuring
Sewing
Food
Textiles
Year 6
Convert rotary motion to linear using cams
(moving models)
Develop a range of practical skills to create
products (such as cutting, drilling and screwing,
nailing, gluing, filling and sanding).
Demonstrate baking and cooking techniques.
Consider all of the needs of the user when
designing.
Make products through stages of prototypes,
making continual refinements.
Understand that the quality of a product
depends on how well it is made and apply this
to their work.
Ensure products have a high quality finish;
products need to be safe, functional and fit for
purpose.
Consideration to be given to decoration and
aesthetics.
Use prototypes, cross-sectional diagrams and
computer aided designs to represent designs.
Combine elements of design from a range of
inspirational designers throughout history,
giving reasons for choices.
Create innovative designs that improve upon
existing products.
Evaluate the design of products and suggest
improvements for the user experience.
Cams, mechanisms, gears, design brief, evaluate
designing cutting, drilling and screwing, nailing,
gluing, filling and sanding, food preparation
Mechanical construction
Construction
Food
Geography
Year 3
Investigating
places
Objectives
Investigating
patterns
Communicating
geographically
Vocabulary
Skills to be
developed
Breadth of coverage
Year 4
Name, locate and identify characteristics of the
four countries and capital cities of the United
Kingdom and its surrounding seas.
Use maps, atlases, globes, digital/computer
mapping to locate countries and describe
features.
Ask and answer geographical questions about
the physical and human characteristics of a
location (Pocklington).
Identify key features of a location (Pocklington).
Use aerial images and plan perspectives to
recognise landmarks and physical features.
Use fieldwork to observe 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.
Name and locate the world’s continents and
oceans.
Identify land use around the school.
Describe how the locality of the school has
changed over time.
Describe geographical similarities and
differences between countries (United
Kingdom).
Name and locate counties, and cities of the
United Kingdom, geographical regions and their
human and physical characteristics.
Use maps, atlases, globes, digital/computer
mapping to locate countries and describe
features.
Ask and answer geographical questions about
the physical and human characteristics of a
location (region in the United Kingdom).
Explain own views about locations, giving
reasons.
Use a range of resources to identify the key
physical and human features of a location.
Name and locate the countries of Europe and
identify their main physical and human
characteristics.
Use the eight points of a compass, four figure
grid references, symbols and key to
communicate knowledge of the United kingdom.
Describe key aspects of physical geography,
including rivers, mountains and human
geography, including settlements and land use.
Use the eight points of a compass, four figure
grid references, symbols and key to
communicate knowledge of the wider world.
Describe key aspects of physical geography,
including rivers, mountains, volcanoes,
earthquakes and the water cycle and human
geography, including settlements and land use.
Countries and capital cities of the United
Kingdom. Hills, rivers, mountains,
Continents and oceans of the world
Eight points of the compass
Key words linked to locality; market town,
Wolds, farming, beck etc.
Use maps, atlases, globes, digital mapping and
aerial photography
Ask and answer geographical questions
Use eight points of a compass
Read four figure grid references
Counties and cities of the United Kingdom
Equator, Northern Hemisphere, Southern
Hemisphere, The Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle and date
time zones
Countries, capital cities and surrounding seas of
the United Kingdom
Locality of school, Pocklington and surrounding
area
Wider world: Continents and oceans of the world
Region of the United Kingdom
Wider world: Europe, Equator, Northern
Hemisphere, Southern Hemisphere, The Tropics
of Cancer and Capricorn, Arctic and Antarctic
Circle and date time zones
Rivers and water cycle
Describe some of the characteristics of the
following geographical areas; Equator, Northern
Hemisphere, Sothern Hemisphere, The Tropics of
Cancer and Capricorn, Arctic and Antarctic Circle.
Use maps, atlases, globes and digital mapping
Ask and answer geographical questions
Use eight points of a compass
Read four figure grid references
Geography
Investigating
places
Objectives
Investigating
patterns
Communicating
geographically
Vocabulary
Year 5
Year 6
Identify and describe the geographical
significance of latitude, longitude, Equator,
Northern Hemisphere, the Tropics of Cancer
and Capricorn, Arctic and Antarctic Circle and
Time zones (including day and night)
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
Use different types of fieldwork sampling
(random and systematic) to observe, measure
and record the human and physical features in
the local area.
Record results of fieldwork in a range of ways.
Understand some of the reasons for
geographical similarities and differences between countries
Name and locate the countries of North and
South America and identify their main human and
physical characteristics
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
Analyse and give views on the effectiveness of
different geographical representations of a
location (such as aerial images with maps and
topological maps)
Describe and understand key aspects of
physical geography, including rivers,
mountains,
volcanoes, earthquakes and the water cycle.
Describe human geography, settlements and
land use.
Use the eight points of a compass, four and six
figure grid references, symbols and a key (that
uses standard Ordnance Survey symbols) to
communicate knowledge of the United
Kingdom and wider world.
Human and physical geography
Vocabulary linked with the European region
studied
Vocabulary linked with the study of
mountains, for example, piste, glacier
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 independent.
Describe and understand key aspects of physical
geography, including volcanoes and earthquakes
climate zones, biomes and vegetation belts.
Describe human geography, economic activity
including trade links and the distribution of
natural resources including energy, food, minerals
and water supplies.
Create maps of locations, identifying patterns
(such as; land use, climate zones, population
densities, height of land).
Use the eight points of a compass, four and six
figure grid references, symbols and a key (that
uses standard Ordnance Survey symbols) to
communicate knowledge of the United Kingdom
and wider world.
Human and physical geography
Vocabulary linked with a region in North or South
America
Vocabulary linked with the study of earthquakes
and volcanoes
Geography
Year 5
Year 6
Skills to be
developed
Use different types of fieldwork
Use a range of geographical resources to give
descriptions and opinions about a location
Use maps, atlases, globes and digital mapping.
Use four and six figure grid references and
standard Ordnance Survey symbols
Analyse statistics and draw clear conclusions about a
location
Explain how physical characteristics of a location
affect human activity
Analyse different geographical representation
Use a range of geographical resources to give
descriptions and opinions about a location
Use maps, atlases, globes and digital mapping.
Use four and six figure grid references and
Breadth of
coverage
Countries of Europe
Mountains
A region in Europe
Local fieldwork
A region in America
Volcanoes and earthquakes
History
Objectives
Year 3
Year 4
(HI1)To
investigate
and interpret
the past
Use varied sources of evidence (Primary and
secondary - pictures, written and verbal accounts
and artefacts) to ask questions and find answers
to questions about the past.
Understand the difference between primary and
secondary sources.
Suggest suitable sources of evidence for
historical enquiries.
Use more than one source of evidence for
historical enquiry in order to gain a more
accurate understanding of history - begin to
cross-reference sources.
Describe different accounts of a historical
event, explaining some of the reasons why the
accounts may differ.
To build an
overview of
world history
Describe changes that have happened in
Pocklington and York throughout history.
Describe the social, ethnic, cultural or
religious diversity of a past society.
Describe the ideas, beliefs, attitudes and
experiences of men, women and children.
Compare some of the times studied with those
of other areas of interest around the world.
To understand
chronology
Place events, artefacts and historical figures on
a time line using dates.
Understand the concept of change over
time, representing this, along with evidence, on
a time line.
Use dates to describe events.
Use varied sources of evidence (Primary and
secondary - pictures, written and verbal accounts
and artefacts) to ask questions and find answers
to questions about the past.
Understand the difference between primary and
secondary sources, and understand why primary
sources are often more reliable.
Suggest suitable sources of evidence for
historical enquiries, and suggest why a primary or
secondary source would be more appropriate for
enquiry.
Use more than one source of evidence for
historical enquiry in order to gain a more
accurate understanding of history.
Cross-reference sources and explain how
examining another source has changed their
understanding of a historical event.
Describe different accounts of a historical
event, explaining some of the reasons why the
accounts may differ.
Use the term ‘bias’.
Describe changes that have happened in
Pocklington and York Explain why some of these
changes occurred.
religious diversity of past society. Explain how
these elements affect the society’s history.
Place events, artefacts and historical figures on
a time line using dates. Make links with other
items on the time line – e.g. between an artefact
and an event.
Understand the concept of change over
time, representing this, along with evidence, on a
time line.
Use dates to describe events. Explain why events
To
communicate
historically
Use literacy, numeracy and computing skills to
a good standard in order to communicate
information and understanding about the past
clearly.
Vocabulary
a good standard in order to communicate
clearly.
Dates, time period, era, change, chronology, propaganda
History
Year 3
Year 4
Skills to be
developed
Using terminology, ordering and sequencing,
analysing, describing, explaining, comparing,
using sources, interpreting.
using sources, interpreting.
Breadth of
coverage
Changes in Britain from the Stone Age to the Iron
Age
Ancient Egypt
Roman Empire and its Impact on Britain
Ancient Greece
History
Objectives
Year 5
Year 6
(HI1)To
investigate
and interpret
the past
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, such as
‘because of x source of evidence, I think y’.
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.
To build an
overview of
world history
Identify continuity and change in the history
of Pocklington and York.
religious diversity of past society. Explain how
these elements are reflected the society’s
history.
Explain how these may have differed between
groups.
To
understand
chronology
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 sources of evidence to deduce information
about the past.
Select suitable sources of evidence, giving reasons
for choices.
Explain whether a source is primary, secondary or
tertiary and why it has been chosen.
Use sources of information to form testable
hypotheses about the past, such as ‘because of x
source of evidence, I think y’.
Test hypotheses against other sources of evidence.
Seek out and analyse a wide range of evidence
in order to justify claims about the past.
Explain why a wide range of evidence is needed to
justify claims.
Show an awareness of the concept of propaganda
and how historians must understand the social
context of evidence studied.
Explain why a source may be less reliable if it is
propaganda.
Understand that no single source of evidence gives
the full answer to questions about the past.
Identify continuity and change in the history
of Pocklington and York, giving reasons for some of
the reasons for these changes.
religious diversity of past society. Explain how these
elements may have been reasons for change in the
society’s history.
experiences of men, women and children. Explain
how and why these may have differed between
groups.
Describe the main changes in a period of
history (using terms such as: social, religious,
political, technological and cultural). Explain the
causes and consequences of these changes.
Identify periods of rapid change in history
and contrast them with times of relatively
little change. Begin to explain the reasons for this.
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. Begin to do this with purpose, explaining
why the date of an event is significant.
History
Year 5
Objectives
To
communicate
historically
Vocabulary
Skills to be
developed
Year 6
Use literacy, numeracy and computing skills to a
a high standard in order to communicate
high standard in order to communicate information
and understanding about the past clearly.
clearly.
Use original ways to present information and ideas.
Use original ways to present information
Begin to be able to present information in ways
and ideas.
which reflects the content.
Dates, time period, era, chronology, continuity, change, century, decade, legacy, propaganda
using sources, interpreting, selecting,
organising.
Breadth of coverage Britain’s settlement by Anglo-Saxons and Scots
A local history study: a study of an aspect of
history or a site dating from a period beyond
1066 which is significant to the locality (battle
of Stamford bridge/Pocklington witch)
analysing, describing, explaining, comparing, using
sources, interpreting, selecting, organising.
The Viking and Anglo-Saxon struggle for the
Kingdom of England to the time of Edward the
Confessor
Non-European early civilisation as contrast to
British history.
Modern Foreign Language
Year 3/4
Year 5/6
To read fluently
Read carefully and show understanding of
words, phrases and simple writing.
Read carefully and show understanding of words,
phrases and simple writing.
To listen
Appreciate stories, songs, poems and rhymes in
the language.
Explore the patterns and sounds of language
through songs and rhymes and link the spelling,
sound and meaning of words.
Write phrases from memory.
Describe people, places, things and actions.
Appreciate stories, songs, poems and rhymes in
the language.
Explore the patterns and sounds of language
through songs and rhymes and link the spelling,
sound and meaning of words.
Write phrases from memory, and adapt these to
create new sentences, to express ideas.
Develop their ability to understand new words
that are introduced into familiar written material,
including through using a dictionary.
To speak confidently
Listen attentively to spoken language and show
understanding by joining in and responding.
Speak in sentences, using familiar vocabulary,
phrases and basic language.
Engage in conversations; ask and answer questions; seek clarification and help.
Develop accurate pronunciation and intonation
so that others understand when they are reading aloud or using familiar words and phrases.
Present ideas and information orally to a range
of audiences.
Grammar
Understand basic grammar appropriate to the
language being studied, including feminine,
masculine and neuter forms.
Listen attentively to spoken language and show
understanding by joining in and responding.
Speak in sentences, using familiar vocabulary,
phrases and basic language.
Engage in conversations; ask and answer questions; express opinions and respond to those of
others; seek clarification and help.
Develop accurate pronunciation and intonation so
that others understand when they are reading
aloud or using familiar words and phrases.
Present ideas and information orally to a range of
audiences.
Understand basic grammar appropriate to the
language being studied, including feminine, masculine and neuter forms and the conjugation of
high frequency verbs; key features and patterns of
the language; how to apply these, for instance, to
build sentences; and how these differ from or are
similar to English.
To understand
the culture of
the countries in
which the language is spoken
Link to geography curriculum
Link to geography curriculum
Vocabulary
feminine, masculine, neuter
feminine, masculine, neuter, verb conjugation,
Skills to be developed
Listening, speaking and pronunciation, reading,
writing.
Listening, speaking and pronunciation, reading,
writing.
To write imaginatively
Objectives
Modern Foreign Language
Breadth of coverage
Understand and respond to spoken and written
language from a variety of authentic sources
Understand and respond to spoken and written
language from a variety of authentic sources
Speak with increasing confidence, fluency and
spontaneity, continually improving the accuracy
of their pronunciation and intonation
Speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what
they want to say, including through discussion and
asking questions, and continually improving the
accuracy of their pronunciation and intonation
Write at varying length, for different purposes
and audiences
Discover and develop an appreciation of a
range of writing in the language studied.
Write at varying length, for different purposes
and audiences, using the variety of grammatical
structures that they have learnt
Discover and develop an appreciation of a range
of writing in the language studied.
Music
Year 3/4
Regularly play
and perform
in solo and
ensemble
contexts
Objectives
Explore and
develop an
understanding
of how music
is created,
communicated
and notated
Compose and
create music
for a range of
purposes
Develop an
understanding
and
appreciation
of music from
a range of
historical
periods,
genres, styles
Vocabulary
Skills to be
developed
Year 5/6
Sing from memory with accurate pitch
Maintain a simple part within a group
Hold a part within a round
Sustain a drone or melodic ostinato
Perform with control and awareness of others
(vocal and instrumental)
Understand the elements/ingredients of music
and how they are combined
Identify and understand the symbols for
quavers, crotchets, minims and semibreves and
their equivalent rests
Read notes on the musical stave in the treble
clef
Choose, order, combine and control sounds to
Create an effect
Create short melodic and rhythmic phrases
using standard musical notation and graphic
scores
Create drones and ostinati as accompaniments
Use digital technologies to create different
Sing or play from memory with confidence
perform solos or as part of an ensemble
Sing a harmony part confidently and accurately
Sing or play expressively and in tune
Use the terms duration, timbre, pitch, beat,
tempo, texture, dynamics and use of silence to
Describe music from a variety of styles and
traditions
Create short melodic and rhythmic phrases
reflecting a variety of styles and traditions
Perform music from a range of historical periods, genres, styles and traditions
Use a wide ranging musical vocabulary accurately
to describe and appraise music with an
awareness of occasion and cultural context
Combine a variety of musical devices to create
music reflecting a variety of styles and traditions
perform music from a range of historical periods,
genres, styles and traditions with an awareness of
occasion and cultural context
quaver, crotchet, minim, semibreve, rest, treble
clef, stave, duration, timbre, pitch, beat/pulse,
tempo, texture, dynamics, canon/round,
drones, ostinato
Performing - vocal and instrumental
Creating
Aural
Communication
Teamwork
solo, harmonies, accompaniments, major, minor,
bass clef, time signature
Breadth of coverage Linked to topic work in classes when possible
and appropriate
Stomp (experimenting with sound)
Samba
Western classical repertoire and history
Understand layers of sounds and discuss their
effect on mood and feelings
Use and understand simple time signatures
Understand the purpose of different clefs
Understand the difference between major and
minor
Select elements for a piece of music to gain a
desired effect
Create musical phrases using standard musical
notation and graphic scores
Combine a variety of musical devices including
melody, rhythm, chords, drones and ostinati.
Use digital technologies to compose, edit and
Performing - vocal and instrumental
Creating
Aural
Communication
Teamwork
Linked to topic work in classes when possible and
appropriate
Stomp (experimenting with sound)
Caribbean music
Western classical repertoire and history
Physical Education
Year 3
Year 4
Objectives
Use running,
jumping,
throwing and
catching in
isolation and in
combination
Play
competitive
games and
apply basic
principles
suitable for
attacking and
defending
Develop
flexibility,
strength,
technique,
control and
balance (for
example,
through
athletics and
gymnastics)
Throw and catch with control and accuracy.
Strike a ball and field with control.
Choose appropriate tactics in game situations.
Throw and catch with control and accuracy.
Strike a ball and field with control.
Choose appropriate tactics to cause problems for
the opposition.
Maintain possession of a ball (with, e.g. feet, a
hockey stick or hands).
Pass to team mates at appropriate times.
Move in to space ready to receive from team
mates.
Defend a space or possession of ball (or other
equipment).
Maintain possession of a ball (with, e.g. feet, a
hockey stick or hands) including when changing
direction.
Pass to team mates at appropriate times.
Defend a space or possession of a ball.
Attack spaces that are being defended by
opponents.
Gymnastics
Plan, perform and repeat sequences.
Move in a clear, fluent and expressive manner.
Refine movements into sequences.
Show changes of direction, speed and level
during a performance.
Athletics
Sprint over a short distance up to 60 metres.
Use a range of throwing techniques (such as
under arm, over arm).
Jump in a number of ways, using a run up
where appropriate.
Gymnastics
Improve the placement and alignment of body
parts (e.g. in balances experiment to find out how
to get the centre of gravity successfully over base
and organise body parts to create an interesting
body shape).
Travel in a variety of ways, including flight, by
transferring weight to generate power in
movements.
Swing and hang from equipment safely (using
hands).
Athletics
Run over a longer distance, conserving energy in
order to sustain performance.
Throw with accuracy to hit a target or cover a
distance.
Perform
dances using a
range of
movement
patterns
Swimming and
water safety
Plan, perform and repeat sequences.
Move in a clear, fluent and expressive manner.
Refine movements into sequences.
Create dances and movements that convey a
definite idea.
Change speed and levels within a performance.
Develop physical strength and suppleness by
practising moves and stretching.
Swim over 100 metres unaided.
Use breast stroke, front crawl and back stroke,
ensuring that breathing is correct so as not to
interrupt the pattern of swimming.
Swim fluently with controlled strokes.
Turn efficiently at the end of a length.
Respectfully evaluate performance of own and
others across a range of physical activities.
Through evaluation, identify positives and points
for improvement.
Respectfully compete with others and aim to
improve personal best performances.
Compare their
performances
with previous
ones and
demonstrate
improvement
to achieve their
personal best
Swim between 25 and 50 metres unaided.
Use more than one stroke and coordinate
breathing as appropriate for the stroke being
used.
Coordinate leg and arm movements.
Swim at the surface and below the water.
Describe their own and other’s performances
across a range of physical activities.
Evaluate a performance, identifying strengths
and points to improve.
Respectfully compete with others and aim to
improve personal best performances.
Physical Education
Year 3
Objectives
Develop an
understanding
of sporting
ethics
General vocabulary
Skills to be
developed
Year 4
Follow the rules of the game and play fairly.
Demonstrate good sportsmanship in a range of
Explain and demonstrate what it means to be a activities.
team player.
Lead others and act as a respectful team member.
Explain the rules of games they play both in PE
Apply the rules of a game fairly.
lessons and at other times and describe the
Invent own rules for games and consequences for
consequences of breaking these rules.
breaking them.
Challenge ‘unsportsmanlike’ behaviour during
Challenge ‘unsportsmanlike’ behaviour during
game play.
game play and wider experiences.
Tactic, opponent, attack, defend/defence, aim,
Tactic, opponent, attack, defend/defence, aim, fair
fair play, stroke, tackle, sportsmanship (plus all
play, stroke, tackle, sportsmanship (plus all
vocabulary linked to sports played)
vocabulary linked to sports played)
Selection of appropriate movements in context of activity.
Show respect towards others and develop a healthy competitive spirit.
Ability to work as a team member in a variety of roles.
Evaluation of own and other’s performance.
Breadth of coverage Plan to play games linked to relevant sporting events taking place during the academic year (Rugby
world cup, Football world cup, Wimbledon etc).
Swimming (10 weeks)
Swimming (10 weeks)
Gymnastics
Gymnastics
Dance
Dance
Tennis
Three in a bucket
Football
Badminton
Bench ball and team games
Football
Kwik cricket
Dodgeball and team games
Orienteering
Kwik cricket
Tag rugby
Orienteering
Multiskills
Tag rugby
Athletics
Multiskills
Physical Education
Use running,
jumping,
throwing and
catching in
isolation and
in combination
Objectives
Play
competitive
games,
modified
where
appropriate
and apply
basic
principles
suitable for
attacking and
defending
Develop
flexibility,
strength,
technique,
control and
balance (for
example,
through
athletics and
gymnastics)
Take part in
outdoor and
adventurous
activity
challenges
both
individually
and within a
team
Year 5
Year 6
Choose and combine techniques in game
situations (running, throwing, catching,
passing, jumping and kicking, etc.).
Work alone, or with team mates, in order to
gain points or possession.
Strike a bowled or volleyed ball with accuracy.
Use forehand and backhand when playing
racket games.
Field, defend and attack tactically by
anticipating the direction of play.
Choose the most appropriate tactics for a
game.
Take on a variety of roles within a team.
Uphold the spirit of fair play and respect in all
competitive situations.
Choose and combine techniques in game situations
(running, throwing, catching, passing, jumping and
kicking, etc.).
Work alone, or with team mates, in order to gain
points or possession.
Strike a bowled or volleyed ball with accuracy.
Use forehand and backhand when playing racket
games.
Field, defend and attack tactically by anticipating
the direction of play.
Choose the most appropriate tactics for a game.
Lead others when called upon and act as a good
role model within a team.
Gymnastics
Create complex sequences that include a full
range of movements including: travelling,
balances, springing, bending, stretching and
twisting and linking skills.
Hold shapes that are strong, fluent and
expressive.
Include in a sequence set pieces, choosing the
most appropriate linking elements.
Practise and refine the gymnastic techniques
used in performances (listed above).
Rehearse and refine performances.
Athletics
Combine sprinting with low hurdles over 60
metres.
Throw accurately and refine performance by
analysing technique and body shape.
Respectfully compete with others and keep
track of personal best performances, setting
targets for improvement.
Arrive properly equipped for outdoor and
adventurous activity.
Understand the need to show
accomplishment in managing risks.
Show resilience when plans do not work and
initiative to try new ways of working.
Use maps, compasses and digital devices to
orientate themselves.
Be aware of changing conditions and change
plans if necessary.
Show an ability to both lead and form part of a
team.
Support others and seek support if required
when the situation dictates.
Gymnastics
Create complex and well-executed sequences that
include a full range of movements including:
travelling, balances, swinging, flight, vaults,
inversions, rotations, gestures.
Practise and refine the gymnastic techniques used
in performances (listed above).
Vary speed, direction, level and body rotation
during floor performances.
Use equipment to vault and to swing (remaining
upright).
Rehearse and refine performances.
Athletics
Run over a variety of distances.
Show control in take-off and landings when
jumping.
Respectfully compete with others and keep track
of personal best performances, setting targets for
improvement.
Select appropriate equipment for outdoor and
adventurous activity.
Identify possible risks and ways to manage them,
asking for and listening carefully to expert advice.
Use a range of devices in order to orientate
themselves.
Quickly assess changing conditions and adapt plans
to ensure safety comes first.
Embrace both leadership and team roles to 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.
Remain positive even in the most challenging
circumstances, rallying others if need be.
Physical Education
Year 5
Perform
dances using a
range of
movement
patterns
Objectives
Compare their
performances
with previous
ones and
demonstrate
improvement
to achieve
their personal
best
Develop an
understanding
of sporting
ethics.
General vocabulary
Skills to be
developed
Breadth of coverage
Year 6
Compose creative and imaginative dance
sequences.
Perform expressively and hold a precise and
strong body posture.
Express an idea in original and imaginative
ways.
Perform and create complex sequences.
Plan to perform with high energy, slow grace or
other themes and maintain this throughout a
piece.
Perform complex moves that combine strength
and stamina gained through gymnastics activities
(such as cartwheels or handstands).
Plan to play games linked to relevant sporting events taking place during the academic year (Rugby
world cup, Football world cup, Wimbledon etc).
Respectfully evaluate performance of own and Identify and clearly describe positive aspects of a
others across a range of physical activities.
performance.
Identify strengths and weaknesses across a
Provide constructive criticism for a partner/group
range of activities.
to improve performance.
Set targets for future improvement.
Demonstrate good sportsmanship in a range
Respect the rules of different games and take
of activities.
responsibility for breaking them.
Watch a variety of familiar team games
Watch sporting activities that they may not have
(football/rounders), analysing player’s
experienced (formula one, snooker etc.) to gain an
performance.
understanding of different rules and penalties for
rule breaking.
Discuss sporting ethics and how this affects the
Compare fair and unfair play (different tackles, image of sport (respect for different races,
foul play, deliberate offences) and how this
opponents, referee etc.).
affects other members in a team.
Recognise and challenge ‘unsportsmanlike’
Recognise and challenge ‘unsportsmanlike’
behaviour during game play and wider experiences.
behaviour during game play and wider
experiences.
Strategy, opposition, fluency, accuracy,
Strategy, opposition, fluency, accuracy, penalty,
penalty, skill (plus all vocabulary linked to
ethics, dexterity (plus all vocabulary linked to
sports played)
sports played)
Select the most appropriate movements in context of activity.
Show respect towards others and develop a healthy competitive spirit.
Ability to work as a team member in a variety of roles.
Evaluation of own and other’s performance.
Dance
Gymnastics – where possible linked to topic
covered.
Football (Hull city tigers)
Tag rugby
Dodgeball
Kwik cricket
Tennis
Orienteering
Athletics – discus, shot put javelin
OAA –team challenge days
Basketball
Expressive dance
Gymnastics – where possible linked to topic
covered.
Football and other invasion games
Hockey
Health related fitness (Circuit training) linked to
science)
Netball
Rugby
Rounders
Cricket
Athletics – long and triple jump, short and long
distance running.
OAA – residential visit and team challenge days
PSHCE
Year 3
Respecting ourselves
(Health and wellbeing)
Respecting others
(Relationships)
Objectives
Respecting the community
(Living in the wider world)
Vocabulary
Skills to be
developed
Year 4
Recognise and describe what is special about
themselves.
Recognise when and how to ask for help.
Recognise good feelings and not so good feelings
and discuss these.
Recognise opportunities they have to make their
own choices about food and what might influence
these choices.
Understand the benefits of eating a balanced diet
(links to science).
Differentiate between the term ‘risk’, ‘danger’ and
‘hazard’.
Reflect upon and celebrate achievements
Recognise personal strengths and areas for
improvement.
Widen vocabulary to describe the range and intensity
of different feelings they may experience. Link to
divorce, separation, loss, bereavement as appropriate.
Deepen their understanding of risk by recognising,
predicting and assessing risks in different situations
(both in and out of school)
Decide how to manage risk responsibly (including
sensible road use and risks in their local environment)
and use this as an opportunity to build resilience.
Recognise and respond appropriately to different
feelings in others.
Understand that their actions can affect others and
empathise with this.
Recognise differences and similarities between
people.
Understand the concept of keeping secrets/
confidentiality and when it is right to break a
confidence/share a secret.
Understand and describe the signs of bullying.
Recognise what makes a positive healthy relationship.
Understand what physical contact is appropriate/
inappropriate and how to respond. Link to personal
space.
Recognise that differences and similarities between
people arise from different factors including cultural,
ethnic, racial and religious diversity.
Develop strategies to prevent bullying and understand
the role of the bystander.
Understand the nature and consequences of different
types of discrimination including teasing, bullying and
aggressive behaviours (including cyber bullying).
Explain the rules of the road, including the highway
code and pedestrian safety.
Appreciate the range of national, regional, religious
and ethnic identities in the UK (geography link).
Think about the lives of people living in other places
who have different values and customs.
Understand that money comes from different sources
and can be used for different purposes, including the
concept of spending and saving.
Identify rules that exist in home and school environments, explain the reason for these and the consequences for breaking them.
Understand why and how rules and laws that protect themselves and others are made and enforced.
Explain why different rules are needed in different
situations (link to respecting the school and local
environment).
Take part in making and changing rules (home and
school)
Learn what being part of a community means and
about the people and organisations that support
communities locally (link to Pocklington geography
study)
Respect, environment, community, collaboration,
choice, consequence, self esteem, risk, hazard.
Self respect and respect for others and their
environment.
Tolerance of others.
Empathy
Perseverance, resilience and the attitude to
succeed.
Work collaboratively towards shared goals (within
class and school)
Provide respectful, constructive feedback and
support to benefit others.
Discrimination, ethnic, identity, culture, diversity,
citizen.
environment.
Empathy
Perseverance, resilience and the attitude to succeed.
Work collaboratively towards shared goals (within class
and school)
Provide respectful, constructive feedback and support
to benefit others.
PSHCE
Year 3
Breadth of
coverage
Understanding bullying behaviours and take action.
Managing feelings of self and others.
Risk awareness.
Year 4
Managing and assessing risk
Road safety
Simple budgeting
PSHCE
Respecting ourselves
(Health and wellbeing)
Year 6
Set high aspirations and goals for themselves in the
immediate and more distant future.
Understand what positively and negatively affects
physical, mental and emotional health, including the
media.
Learn how to make informed choices recognising
that they can have positive, neutral or negative
consequences.
Recognise that they may experience conflicting
emotions and when they may need to ‘listen to’
their emotions to overcome them.
Link to divorce, separation, loss, bereavement as
appropriate.
Learn how their body will change as they approach
and move through puberty.
Develop an understanding of a ‘balanced lifestyle’ (link
to science).
Understand that bacteria and viruses can affect health
and that following simple routines can reduce their
spread (link to micro-organisms).
Recognise how images in the media do not always
reflect reality and affect how people feel about
themselves.
Differentiate between drugs and medicines.
Learn how commonly available drugs and substances
could damage their immediate and future health and
safety.
Understand that some drugs are legal, some restricted
and some are illegal to own and supply to others.
Use techniques for resisting pressure to do something
dangerous, unhealthy, that makes them
uncomfortable, anxious or that they believe to be
wrong.
Describe feelings experienced when change happens
(both physical and emotional) including transition into
Year 7. Link to divorce, separation, loss, bereavement
as appropriate.
Recognise that increasing independence brings
increased responsibility to keep themselves and others
safe
Demonstrate awareness of different types of
relationships, including those between friends,
families, marriage and civil partnerships (link to SRE).
Understand the term stereotype.
Recognise and challenge simple stereotypes.
Understand why bullying and discrimination take place
and learn to take effective action against it.
Objectives
Year 5
Respecting others
(Relationships)
Develop skills to maintain positive, healthy
relationships.
Respect the viewpoints of others.
Develop strategies to resolve disputes and conflict
through negotiation and appropriate compromise
(peacemaker training).
Develop the confidence to raise concerns and
challenge the opinions of others respectfully.
Understand and use the term ‘discrimination’.
Understand the signs of bullying and discrimination.
Learn about historical figures who overcame
discrimination and earned respect (Wilberforce/
Ghandi/ Luther King).
PSHCE
Respecting the community
Objectives
Vocabulary
Skills to be
developed
Breadth of
coverage
Year 5
Year 6
Resolve differences by looking at alternatives, seeing
and respecting other’s points of view and explaining
choices (through peacemaker training).
Appreciate the range of ethnic, religious and
regional identities in the local community and UK.
Understand and use the term ‘democracy’.
Understand the role of the politician and the basic
structure of political parties.
Take part in making and changing rules (link to a
basic understanding of British government).
Understand that there are different political parties
that have different opinions on issues that affect our
society.
Recognise the role of voluntary groups in the local
community.
Understand the links that the UK have with the wider
world and how these benefit us (inc the role of the EU)
Research, discuss and debate topical issues, problems
and events concerning health and wellbeing and offer
recommendations to others (for example foreign aid,
war and terrorism – link to history ‘invaders’)
Experience what being part of a community means and
learn about the various institutions that support the
community both locally and nationally.
Engage in community service: a project to support the
local community.
Develop an initial understanding of the concept of
‘interest’, ‘loan’ ‘debt’ and ‘tax’ (e.g. their contribution
to society through payment of VAT).
Learn about enterprise and the skills that make
someone ‘enterprising’ (through taking part in
‘Pockterprise £5 Challenge’)
Conflict resolution, politician, discrimination,
democracy.
environment.
Empathy.
Work collaboratively towards shared goals within
class and school and the wider community.
Provide respectful, constructive feedback and
support to benefit others.
Basic political structure in local and national
community.
Conflict resolution
Stereotype, prejudice, budget, loan, VAT, income,
interest, media, confidentiality.
environment.
Empathy
Work collaboratively towards shared goals within class
and school and the wider community.
Provide respectful, constructive feedback and support
to benefit others.
Drugs awareness
Young enterprise including more complex budgeting
‘Community service’
Responding to the role of the media
Science
Year 3
Year 4
Ask relevant questions and using different types of scientific enquiry to answer them.
Set up simple practical enquiries, comparative and fair tests.
Make systematic and careful observations and, where appropriate, taking accurate measurements using
standard units, using a range of equipment, for example thermometers and data loggers.
Gather, record, classify and present data in a variety of ways to help in answering questions.
Record findings using a simple scientific language, drawings, labelled diagrams, keys, bar charts and
tables.
Report on findings from enquiries, including oral and written explanations, displays or presentations of
results and conclusions.
Use results to draw simple conclusions and suggest improvements, new questions and predictions for
setting up further tests.
Identify differences, similarities or changes related to simple scientific ideas and processes.
Use straightforward scientific evidence to answer questions or support their findings.
Biology
Plants
Identify and describe the functions of different
parts of plants: roots, stem, leaves and flowers
Explore the requirements of plants for life and
growth (air, light, water, nutrients from soil, and
room to grow) and how they vary from plant to
plant
Investigate the way in which water is transported
within plants
Explore the role of flowers in the lifecycle of
flowering plants, including pollination, seed
formation and seed dispersal
Animals including humans
Identify that animals, including humans, need the
right types and amount of nutrition, and that they
cannot make their own food; they get nutrition
from what they eat
Identify that humans and some animals have
skeletons and muscles for support, protection and
movement
Rocks
Compare and group together different kinds of
rocks on the basis of their appearance and simple
physical properties
Describe, in simple terms, how fossils are formed
when things that have lived are trapped within rock
Recognise that soils are made from rocks and
organic matter
Objectives
AT1
Scientific
Enquiry
Chemistry
Physics
Forces and Magnets
Compare how things move on different surfaces
Notice that some forces need contact between two
objects, but magnetic forces can act at a distance
Observe how magnets attract or repel each other
and attract some materials and not others
Compare and group together a variety of everyday
materials on the basis of whether they are
attracted to a magnet, and identify some magnetic
materials
Describe magnets as having two poles
Predict whether two magnets will attract or repel
each other, depending on which poles are facing
Living things and their habitats
Recognise that living things can be grouped in a
variety of ways
Explore and use classification keys to help group,
identify and name a variety of living things in their
local and wider environment
Recognise that environments can change and that
this can sometimes pose dangers to living things
Describe the simple functions of the basic parts of
the digestive system in humans
Identify the different types of teeth in humans
and their simple functions
Construct and interpret a variety of food chains,
identifying producers, predators and prey
States of Matter
Compare and group materials together, according
to whether they are solids, liquids or gases
Observe that some materials change state when
they are heated or cooled, and measure the
temperature at which this happens to degrees
Celsuis( ̊C), building on their teaching in
mathematics
Identify the part played by evaporation and
condensation in the water cycle and associate the
rate of evaporation with temperature
Sound
Identify how sounds are made, associating some
of them with something vibrating
Recognise that vibrations from sounds travel
through a medium to the ear
Find patterns between the pitch of a sound and
features of the object that produces 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
Science
Physics
Objectives
SC1 Vocabulary
SC1 skills to be
developed
Year 3
Year 4
Light
Recognise that they need light in order to see things
and that dark is the absence of light
Notice that light is reflected from surfaces
Recognise that light from the sun can be dangerous
and that there are ways to protect their eyes
Recognise that shadows are formed when the light
from a light source is blocked by a solid object
Find patterns in the way that the size of shadows
change
Electricity
Identify common appliances that run on
electricity
Construct a simple series electrical circuit,
identifying and naming its basic parts, including
cells, wires, bulbs, switches and buzzers.
Identify whether or not a lamp will light in a
simple series circuit based on whether or not the
lamp is part of a complete loop with a battery
Recognise that a switch opens and closes a circuit
and associate this with whether or not a lamp
lights in a simple series circuit
Recognise some common conductors and
insulators, and associate metals with being good
conductors
Systematic, keys, evidence
practical, scientific enquiry, investigation, compare,
fair test, accurate measurements, record, classify,
data, labelled diagrams, bar charts, tables, explain,
conclusions, prediction, scientific processes, testing
planning investigations – asking scientific questions, plan enquiry to answer them
making predictions – with some reasons, some reference to prior knowledge
accurately taking measurements – reading basic/standard scales,
fair testing – some examples given of how to keep tests fair
record findings – tally charts, other simple tables, labelled diagram s
draw bar charts – with simple scales
drawing conclusions – some explanations of why, straightforward science evidence, suggesting
improvements
Science
Year 5
AT1
Scientific
Enquiry
Biology
Objectives
Physics
Year 6
Plan different types of scientific enquiries to answer questions, including recognising and controlling
variables where necessary
Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking
repeat readings where appropriate
Record data and results of increasing complexity using scientific diagrams and labels, classification keys,
tables, bar and line graphs
Use test results to make predictions to set up further comparative and fair tests
Record and present findings from enquiries, including conclusions, causal relationships and explanations
of and degree of trust in results, in oral and written forms such as displays and other presentations
Identify scientific evidence that has been used to support or refute ideas or arguments.
All living things
All living things
Describe the differences in the life cycle of a
Describe how living things are classified into broad
mammal, amphibian, insect and bird
groups according to common observable characteristics
Describe the life processes of reproduction in
and based on similarities and differences, including
some plants and animals
plants, animals and micro-organisms.
Give reasons for classifying plants and animals based on
Describe the changes as humans develop
specific characteristics
from birth to old age
Identify and name the main parts of the human
circulatory system, and explain the functions of the
heart, blood vessels and blood
Recognise the impact of diet, exercise, drugs and
lifestyle on the way their bodies function
Describe the ways in which nutrients and water are
transported within animals, including humans
Evolution and Inheritance
Recognise that living things have changed over time and
that fossils provide information about living things that
inhabited the Earth millions of years ago
Recognise that living things produce offspring of the
same kind, but normally offspring vary and are not
identical to their parents
Identify how animals and plants are adapted to suit
their environment in different ways and that adaptation
Earth and Space
Describe the movement of the Earth, and the
other planets, relative to the Sun in the solar
system
Describe the movement of the Moon relative
to the Earth
Describe the Sun, Earth and Moon as
approximately spherical bodies.
Use the idea of the Earth’s rotation to explain
day and night.
Forces
Explain that unsupported objects fall towards
the Earth because of the force of gravity
acting between the Earth and the object
Identify the effects of air resistance, water
resistance and friction, that act between
moving surfaces
Recognise that some mechanisms, including
levers, pulleys and gears, allow a smaller force
Light
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 eye
Explain that we see things because lights travels from
light sources to our eyes or from light sources to objects
and then to our eyes.
Use the idea that light travels in straight lines to explain
why shadows have the same shape as the objects that
cast them
Electricity
Associate the brightness of a lamp or the volume of a
buzzer with the number and voltage of cells used in the
circuit
Compare and give reasons for variations in how
components function, including the brightness of bulbs,
the loudness of buzzers and the on/off position of
switches.
Use recognised symbol when representing a simple
circuit in a diagram
Science
Year 5
Chemistry
Objectives
SC1 Vocabulary
Skills to be
developed
Year 6
Properties and changes of materials
Compare and group together everyday
materials on the basis of their properties,
including their hardness, solubility,
transparency, conductivity (electrical and
thermal), and response to magnets
Demonstrate that some materials will dissolve
in liquid to form a solution, and describe how to
recover a substance from a solution
Use knowledge of solids, liquids and gases to
decide how mixtures might be separated,
included through filtering, sieving and
evaporating
Give reasons, based on evidence from
comparative and fair tests, for the particular
uses of everyday materials, including metals,
wood and plastic
Demonstrate that dissolving, mixing and
changes of state are reversible changes
Explain that some changes results in the
formation of new materials, and that this kind
of change is not usually reversible, including
changes associated with burning and the action
of acid on bicarbonate of soda
Planning, variables (recognising and controlScientific evidence, supporting, refuting
ling), precision, line graphs, causal relationships,
comparative tests, simple scientific models
planning investigations – devising scientific questions, recognising variables, explaining controlling
variables
devising further scientific questions – using previous results, prior knowledge
making predictions – with reasons/explanations, reference to prior knowledge, links to related
investigations
accurately recording – reading a range of scales precisely, making necessary repeats
fair testing – detailed explanations of how and why to keep tests fair
recording findings – tally charts, other tables, scientific diagrams, labelled diagrams
draw bar charts and line graphs – with appropriate scales
drawing conclusions – explaining findings and causal relationships
explain degrees of trust in results with reasons

Regretless curriculum Our - Pocklington Community Junior School

Transcription

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