Essentials Curriculum

The Complete Essentials Curriculum

 

 Core subjects - overarching aims and end or year group expectations

 Aims as readers…

  • Excellent phonic knowledge and skills following the RWI scheme.
  • Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
  • Knowledge of an extensive and rich vocabulary.
  • An excellent comprehension of texts.
  • The motivation to read for both study and for pleasure.
  • Extensive knowledge through having read a rich and varied range of texts.

END OF YEAR EXPECTATIONS                                                              

FOUNDATION STAGE

  • Secure at phase 4 phonics.
  • Read some common irregular words.
  • Identify rhymes and alliteration.
  • Join in with rhyming patterns.
  • Read & understand simple sentences.
  • Demonstrate understanding when talking with others about what they have read.
  • Make basic predictions.
  • Identify start & end of a sentence.

 

YEAR 1

  •  Secure at phase 5 phonics.
  • Identify which words appear again and again.
  • Relate reading to own experiences.
  • Re-reads if reading does not make sense.
  • Re-tell with considerable accuracy.
  • Discuss significance of title & events.
  • Make predictions on basis of what has been read.
  • Make inferences on basis of what is being said & done.
  • Reads with pace & expression, i.e. pause at full stop; raise voice for question
  • Knows difference between fiction and non-fiction texts.

 

 YEAR 2

  •  Secure at phase 6 phonics.
  • Reads ahead to help with fluency & expression.
  • Comments on plot, setting & characters in familiar & unfamiliar stories.
  • Recounts main themes & events.
  • Comments on structure of the text.
  • Use commas, question marks & exclamation marks to vary expression.
  • Read aloud with expression & intonation.
  • Recognise:

          speech marks

          contractions

  • Identify past/present tense.
  • Use content and index to locate information.

 

YEAR 3

  • Comments on the way characters relate to one another.
  • Knows which words are essential in a sentence to retain meaning.
  • Draw inferences such as inferring characters’ feelings, thoughts & motives from their actions.
  • Recognise how commas area used to give more meaning.
  • Recognise:

·         plurals

·         pronouns and how used

·         collective nouns

·         adverbs

  • Can explain the difference that adjectives and verbs make.

 

YEAR 4

  • Give a personal point of view on a text.
  • Can re-explain a text with confidence.
  • ustify inferences with evidence, predicting what might happen from details stated or implied.
  • Use appropriate voices for characters within a story.
  • Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
  • Skims & scans to locate information and/or answer a question.

 

YEAR 5

  • Summarises main points of an argument or discussion within their reading & makes up own mind about issue/s.
  • Can compare between two texts.
  • Appreciates that people use bias in persuasive writing.
  • Appreciates how two people may have a different view on the same event.
  • Draw inferences and justify with evidence from the text.
  • Varies voice for direct or indirect speech.
  • Recognise clauses within sentences
  • Uses more than one source when carrying out research.
  • Creates set of notes to summarise what has been read.

YEAR 6

  • Refers to text to support opinions and predictions.
  • Gives a view about choice of vocabulary, structure etc.
  • Distinguish between fact & opinion.
  • Appreciates how a set of sentences has been arranged to create maximum effect.
  • Recognise complex sentences
  • Skims and scans to aid note-taking. 

 

 

 

 

 

 

  Aims as writers…

  • The ability to write fluently and with interesting detail on a number of topics throughout the curriculum. 
  • A vivid imagination which makes readers engage with and enjoy their writing. 
  • A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
  • Well-organised and structured writing, which includes a variety of sentence structures. 
  • Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat. 
  • A love of writing and an appreciation of its educational, cultural and entertainment values.

END OF YEAR EXPECTATIONS 

FOUNDATION STAGE

  • Write simple sentences which can be read by themselves & others.
  • Write own names correctly.
  • Use capital letters and full stops to demarcate sentences.
  • Write clearly demarcated sentences.
  • Correct pencil grip.
  • Write name (correct upper & lower case).
  • Correct letter formation for familiar words

YEAR 1

  • Write clearly demarcated sentences.
  • Use ‘and’ to join ideas.
  • Use conjunctions to join sentences (e.g. so, but).
  • Use standard forms of verbs, e.g. go/went.
  • Evidence of:

·         Capital letters.

·         Full stops.

·         Question marks.

·         Exclamation marks.

  • Use capital letters for names & personal pronoun ‘I’.
  • Write clearly sequenced sentences.
  • Correct formation of lower case – finishing in right place.
  • Correct formation of capital letters.
  • Correct formation of digits

 YEAR 2

  • Write different kinds of sentence: statement, question, exclamation, command.
  •  Use expanded noun phrases to add description & specification.
  • Write using subordination (when, if, that, because).
  • Correct & consistent use of present tense & past tense.
  • Correct use of verb tenses.
  • Correct & consistent use of:

·         Capital letters.

·         Full stops.

·         Question marks.

·         Exclamation marks.

·         Commas in a list.

·         Apostrophe (omission).

  •  Introduction of speech marks.
  • Write under headings.
  • Evidence of diagonal & horizontal strokes to join handwriting.

 

YEAR 3

  • Use conjunctions (when, so, before, after, while, because).
  • Use adverbs (e.g. then, next, soon).
  • Use prepositions (e.g. before, after, during, in, because of).
  • Experiment with adjectives to create impact.
  • Correctly use verbs in 1st, 2nd & 3rd person.
  • Use perfect form of verbs to mark relationships of time & cause.
  • Correct use of speech marks for direct speech.
  •  Group ideas into paragraphs around a theme.
  •  Write under headings & sub-headings.
  • Legible, joined handwriting. 

 

YEAR 4

  • Give a personal point of view on a text.
  • Can re-explain a text with confidence.
  • Justify inferences with evidence, predicting what might happen from details stated or implied.
  • Use appropriate voices for characters within a story.
  • Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
  • Skims & scans to locate information and/or answer a question.

 

YEAR 5

  • Add phrases to make sentences more precise & detailed.
  • Use range of sentence openers – judging the impact or effect needed.
  • Begin to adapt sentence structure to text type.
  • Use pronouns to avoid repetition.
  • Use:

·         Brackets.

·         Dashes.

·         Commas.

  • Use commas to clarify meaning or avoid ambiguity.
  • Link clauses in sentences using a range of subordinating & coordinating conjunctions.
  • Use verb phrases to create subtle differences (e.g. she began to run).
  •  Consistently organise into paragraphs.
  • Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).
  • Legible and fluent handwriting style. 

 

YEAR 6

  • Use subordinate clauses to write complex sentences.
  • Use passive voice where appropriate.
  • Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
  • Evidence of sentence structure and layout matched to requirements of text type.
  • Use:

·         Semi-colon, colon, dash to mark the boundary            between independent clauses.

·         Correct punctuation of bullet points.

·         Hyphens to avoid ambiguity.

·         Full range of punctuation matched to               .        requirements of text type.

  • Use wide range of devices to build cohesion within and across paragraphs.
  • Use paragraphs to signal change in time, scene, action, mood or person.
  • Legible, fluent and personal handwriting style. 

 

 

 

Aims as communicators…

  • An exceptional talent for listening attentively so as to understand what is being said. 
  • A rich and varied vocabulary that gives clarity and interest to conversations.
  • Clear speech that can be easily understood by a range of audiences.
  • An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.
  • A highly developed ability to tell stories that capture the interest and imagination of the audience.
  • A delight in initiating and joining in conversations.
  • Respect for others when communicating, even when views differ.

 Aims as mathematicians…

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject. 

END OF YEAR EXPECTATIONS 

FOUNDATION STAGE

  • Count reliably to 20.
  • Order numbers 1 – 20.
  • Say 1 more/1 less to 20.
  • Add & subtract two single digit numbers.

 

YEAR 1

  • Count to & across 100, forwards & backwards from any number.
  • Read & write numbers to 20 in digits & words.
  • Read & write numbers to 100 in digits.
  • Say 1 more/1 less to 100.
  • Count in multiples of 1, 2, 5 & 10.
  • Know bonds to 10 by heart.
  • Use bonds & subtraction facts to 20.
  • Add & subtract 1 digit & 2 digit numbers to 20, including zero.
  • Add any three 1-digit numbers with a total up to 20.
  • Solve simple addition & division with apparatus & arrays.
  • Recognise half and quarter of object, shape or quantity.
  • Sequence events in order.
  • Use language of day, week, month and year.
  • Tell time to hour & half past.

 YEAR 2

  • Compare & order numbers up to 100.
  • Read & write all numbers to 100 in digits & words.
  • Say 10 more/less than any number to 100.
  • Count in multiples of 2, 3 & 5 & 10 from any number up to 100.
  • Recall & use multiplication & division facts for 2, 5 & 10 tables.
  • Recall & use +/- facts to 20.
  • Derive & use related facts to 100.
  • Recognise place value of any 2-digit number.
  • Add & subtract:

·         2-digit numbers & ones

·         2-digit numbers & tens

·         Two 2-digit numbers

·         Three 1-digit numbers

  • Recognise & use inverse (+/-).
  • Calculate & write multiplication & division calculations using multiplication tables.
  • Recognise & use inverse (x/÷).
  • Recognise, find, name & write 1/3; 1/4; 2/4; 3/4.
  • Recognise equivalence of simple fractions.
  • Tell time to five minutes, including quarter past/to.

 

YEAR 3

  • Compare & order numbers up to 1000.
  • Read & write all numbers to 1000 in digits & words.
  • Find 10 or 100 more/less than a given number.
  • Count from 0 in multiples of 4, 8, 50 & 100.
  • Recall & use multiplication & division facts for 3, 4, 8 tables.
  • Recognise place value of any 3-digit number.
  • Add & subtract:

·         3-digit numbers & ones

·         3-digit numbers & tens

·         3-digit numbers & hundreds

·         Numbers with up to 3-digits using efficient written method (column).

·         Use inverse to check.

  • Multiply 2-digit by 1-digit
  • Count up/down in tenths.
  • Compare & order fractions with same denominator.
  • Add and subtract fractions with same denominator with whole.
  • Know pairs of fractions that total 1.
  • Tell time using 12 and 24 hour clocks; and using roman numerals.
  • Tell time to nearest minute.
  • Know number of days in each month.

 

 

YEAR 4

  • Count backwards through zero to include negative numbers.
  • Compare & order numbers beyond 1000.
  • Compare & order numbers with 2 decimal places.
  • Read Roman numerals to 100.
  • Find 1000 more/less than a given number.
  • Count in multiples of 6, 7, 9, 25 & 1000.
  • Recall & use multiplication & division facts all tables to 12x12.
  • Recognise place value of any 4-digit number.
  • Round any number to the nearest 10, 100 or 1000.
  • Round decimals with 1 decimal place to nearest whole number.
  • Add & subtract:

·         Numbers with up to 4-digits using efficient    .            written method (column).

·         Numbers with up to 1 decimal place.

  • Multiply 2-digit by 1-digit, 3-digit by 1-digit
  • Divide 3-digit by 1-digit
  • Count up/down in hundredths.
  • Write equivalent fractions
  • Add and subtract fractions with same denominator.
  • Read, write & convert time between analogue & digital 12 & 24 hour clocks.

 

YEAR 5

  • Count forwards & backward with positive & negative numbers through zero.
  • Count forwards/backwards in steps of powers of 10 for any given number up to 1000000.
  • Compare & order numbers with 3 decimal places.
  • Read Roman numerals to 1000.
  • Identify all multiples & factors, including finding all factor pairs.
  • Use known tables to derive other number facts.
  • Recall prime numbers up to 19.
  • Recognise place value of any number up to 1000000.
  • Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 or 100000.
  • Round decimals with 2 decimal places to nearest whole number & 1decimal place.
  • Add & subtract:

·         Numbers with more than 4-digits using efficient    .        written method (column).

·         Numbers with up to 2 decimal places.

  • Multiply 4-digits by 1-digit/ 2-digit
  • Divide 4-digits by 1-digit
  • Multiply & divide Whole numbers & decimals by 10, 100 & 1000
  • Count up/down in thousandths.
  • Recognise mixed numbers & fractions & convert from one to another.
  • Multiply proper fractions by whole numbers.
  • Solve time problems using timetables and converting between different units of time.

 

YEAR 6

  • Read and write numbers to 10,000,000.
  • Round any number to any degree of accuracy.
  • Add and subtract negative integers.
  • Use tables to work with decimals (to 1 decimal place).
  • Multiply 4-digit whole numbers by 2-digit whole numbers.
  • Divide numbers up to 4-digits by a 2-digit whole numbers and recognise remainders.
  • Multiply and divide decimals by 10, 100 or 1000 in their head.
  • Multiply and divide a number with up to two decimal places by 1-digit and 2-digit whole numbers.
  • Work out simple % of whole numbers.
  • Use ratio to show the relative sizes of two quantities.

 

 

 

Aims as scientists…

  • The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 
  • Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 
  • Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
  • High levels of originality, imagination or innovation in the application of skills.
  • The ability to undertake practical work in a variety of contexts, including fieldwork.
  • A passion for science and its application in past, present and future technologies.

Foundation subjects - overarching aims

As artists and designers…

  • The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.
  • The ability to communicate fluently in visual and tactile form.
  • The ability to draw confidently and adventurously from observation, memory and imagination.
  • The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.
  • An impressive knowledge and understanding of other artists, craftmakers and designers.
  • The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
  • Independence, initiative and originality which they can use to develop their creativity.
  • The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.
  • The ability to reflect on, analyse and critically evaluate their own work and that of others.
  • A passion for and a commitment to the subject.

 As geographers…

  • An excellent knowledge of where places are and what they are like.
  • An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • An extensive base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
  • A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
  • The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

 As historians…

  • An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
  • The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
  • The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.
  • The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry. 
  • A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. 
  • A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
  • A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

As linguists of another language…

  • The confidence to speak with good intonation and pronunciation.
  • Fluency in reading.
  • Fluency and imagination in writing.
  • A strong awareness of the culture of the countries where the language is spoken.
  • A passion for languages and a commitment to the subject.
  • The ability to use language creatively and spontaneously.
  • An independence in their studies and the ability to draw upon a wide range of resources.

As musicians…

  • A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work. 
  • A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise. 
  • Very good awareness and appreciation of different musical traditions and genres.
  • An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical activities.

As participators of sport and fitness….

  • The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
  • The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
  • High levels of physical fitness.
  • A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
  • The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being. 
  • The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others. 
  • Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
  • A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
  • The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water. 

As spiritual thinkers…

  • An outstanding level of religious understanding and knowledge.
  • A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
  • The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
  • A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
  • Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
  • Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
  • The ability to link the study of religion and belief to personal reflections on meaning and purpose.
  • A wide knowledge and deep understanding across a wide range of religions and beliefs.