• Age groups: 4-7s
• Subjects: English, Mathematics, Science, Social studies, PSE
• Topics: Energy

ENGLAND

KS1 English

Spoken language

Pupils should be taught to:

·       listen and respond appropriately to adults and their peers

·       ask relevant questions to extend their understanding and knowledge

·       maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

 

YEAR 1

Writing – composition

Pupils should be taught to:

·       write sentences by:

o   saying out loud what they are going to write about

o   composing a sentence orally before writing it

·       discuss what they have written with the teacher or other pupils

 

YEAR 2

Writing – composition

Pupils should be taught to:

·       consider what they are going to write before beginning by:

o   planning or saying out loud what they are going to write about

o   writing down ideas and/or key words, including new vocabulary

o   encapsulating what they want to say, sentence by sentence

 

KS1 Mathematics

YEAR 1

Number – number and place value

Pupils should be taught to:

·       count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

·       count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

·       identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

 

Number – addition and subtraction

Pupils should be taught to:

·       read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

·       represent and use number bonds and related subtraction facts within 20

·       add and subtract one-digit and two-digit numbers to 20, including zero

 

Number – fractions

Pupils should be taught to:

·       recognise, find and name a half as one of two equal parts of an object, shape or quantity

 

Measurement

Pupils should be taught to:

·       tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

 

YEAR 2

Number – number and place value

Pupils should be taught to:

·       recognise the place value of each digit in a two-digit number (tens, ones)

·       identify, represent and estimate numbers using different representations, including the number line

·       compare and order numbers from 0 up to 100; use <, > and = signs

·       read and write numbers to at least 100 in numerals and in words

·       use place value and number facts to solve problems.

 

Number – addition and subtraction

Pupils should be taught to:

·       solve problems with addition and subtraction:

o   using concrete objects and pictorial representations, including those involving numbers, quantities and measures

o   applying their increasing knowledge of mental and written methods

·       recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

·       add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

o   a two-digit number and ones

o   a two-digit number and tens

o   two two-digit numbers

o   adding three one-digit numbers

·       show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

 

Number – fractions

Pupils should be taught to:

·       recognise, find, name and write fractions , ,  and  of a length, shape, set of objects or quantity

 

Measurement

Pupils should be taught to:

·       tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times

·       know the number of minutes in an hour and the number of hours in a day.

 

Statistics

Pupils should be taught to:

·       interpret and construct simple pictograms, tally charts, block diagrams and simple tables

·       ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

·       ask and answer questions about totalling and comparing categorical data.

 

KS1 PSHE

Living in the wider world

Pupils should have the opportunity to learn:

 

L1. how they can contribute to the life of the classroom and school 

 

L5. what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy) 

 

SCOTLAND

Literacy and English

Listening and talking

Tools for listening and talking

As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen.

LIT 0-02a / ENG 0-03a

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.

LIT 1-02a

 

Finding and using information

I listen or watch for useful or interesting information and I use this to make choices or learn new things.

LIT 0-04a

As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose.

LIT 1-04a

As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts.

LIT 1-05a

I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.

LIT 1-06a

 

Understanding, analysing and evaluating

To help me understand stories and other texts, I ask questions and link what I am learning with what I already know.

LIT 0-07a / LIT 0-16a /

ENG 0-17a

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions.

LIT 1-07a

To help me develop an informed view, I am learning to recognise the difference between fact and opinion.

LIT 1-08a

 

Writing

Tools for writing

I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense.

LIT 1-22a

Throughout the writing process, I can check that my writing makes sense.

LIT 1-23a

 

Mathematics

Number, money and measurement

Number and number processes

I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.

MNU 0-02a

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value.

MNU 1-02a

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.

MNU 1-03a

 

Fractions, decimal fractions and percentages

Having explored fractions by taking part in practical activities, I can show my understanding of:

·    how a single item can be shared equally

·    the notation and vocabulary associated with fractions

·    where simple fractions lie on the number line.

MNU 1-07a

Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division.

MNU 1-07b

 

Time

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.

MNU 1-10a

 

Information handling

Data and analysis

I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.

 MNU 0-20a

I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.

MNU 0-20b

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.

MNU 1-20a

I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.

MNU 1-20b

 

Health and wellbeing

Mental, emotional, social and physical wellbeing

Social wellbeing

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-13a / HWB 1-13a

 

Sciences

Plant Earth

Energy sources and sustainability

I have experienced, used and described a wide range of toys and common appliances. I can say ‘what makes it go’ and say what they do when they work.

SCN 0-04a

I am aware of different types of energy around me and can show their importance to everyday life and my survival.

SCN 1-04a

 

Forces, electricity and waves

Electricity

I know how to stay safe when using electricity. I have helped to make a display to show the importance of electricity in our daily lives.

SCN 0-09a

 

Social studies

People, place and environment

I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment.

SOC 0-08a

I can consider ways of looking after my school or community and can encourage others to care for their environment.

SOC 1-08a

 

People in society, economy and business

I make decisions and take responsibility in my everyday experiences and play, showing consideration for others.

SOC 0-17a

 

Technologies

Digital literacy

I can use digital technologies to explore how to search and find information.

TCH 0-02a

Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts.

TCH 1-02a

 

Technological developments in society and business

I can take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

TCH 1-06a

 

WALES

Personal and Social Development, Wellbeing and Cultural Diversity

Range

Throughout the Foundation Phase, children should be given opportunities to develop their skills, knowledge and understanding through being involved in a range of experiences including:

·        Activities that allow them to begin to understand how they can protect their environment and become environmentally friendly in their everyday lives

 

Well-being

Children should be given opportunities to:

Demonstrate care, respect and affection for other children, adults and their environment

Develop a growing interest in the world around them and understand what their environment has to offer when playing alone and with others

 

Language, Literacy and Communication Skills

Oracy

Developing and presenting information and ideas

Reception

Children are able to:

·        Speaking: Talk about things from their experience and share information

·        Speaking: Use a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, to establish why things happen and to clarify understanding

·        Listening: Ask questions about something that has been said

·        Collaboration and discussion: exchange ideas in one-to-one and small group discussions,

·        Collaboration and discussion: take part in activities alongside others, with some interaction.

 

Year 1

Children are able to:

·        Speaking: Use a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, for a variety of purposes and to clarify understanding

·        Collaboration and discussion: take part in activities with others and talk about what they are doing

·        Collaboration and discussion: share activities and information to complete a task         

Year 2

Children are able to:

·        Speaking: Express opinions, giving reasons, and provide appropriate answers to questions

·        Speaking: Prepare and ask a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, for a variety of purposes and to clarify understanding

·        Listening: listen to others with concentration, understanding the main points and asking for clarification if needed

 

Writing

Organising ideas and information

 

Reception

Children are able to:

·        Meaning, purposes, readers: copy and write letters, words and phrases

 

Year 1

Children are able to:

·        Meaning, purposes, readers: write words, phrases and simple sentences and read back own attempts

Year 2

Children are able to:

·        Meaning, purposes, readers: write text which makes sense to another reader, which may include details and pictures

 

Mathematical Development

Developing numerical reasoning

·        Transfer mathematical skills to play and classroom activities

·        identify steps to complete the task or reach a solution

·        select appropriate mathematics and techniques to use

·        select and use relevant number facts and mental strategies

·        use everyday and mathematical language to talk about their own ideas and choices

·        interpret information presented in charts and diagrams and draw appropriate conclusions

 

Using number skills

Reception

Children are able to:

·        Use number facts and relationships: read and write numbers to at least 10

·        Use number facts and relationships: compare and order numbers to at least 10

·        Calculate using mental and written methods: take away objects to find ‘how many are left?

·        Calculate using mental and written methods: solve simple problems in a practical situation that involve simple addition and subtraction up to 5

 

Year 1

Children are able to:

·        Use number facts and relationships: read and write numbers to at least 20

·        Use number facts and relationships: compare and order numbers to at least 20

·        Fractions, decimals, percentages and ratios: find halves in practical situations

·        Calculate using mental and written methods: add and subtract numbers involving up to 10 objects

·        Calculate using mental and written methods: understand and use the mathematical symbols for addition, subtraction and equals

·        Calculate using mental and written methods: understand and use the different mathematical terms for addition and subtraction, e.g. add, combine, find the difference

 

Year 2

Children are able to:

·        Use number facts and relationships: compare and order 2-digit numbers

·        Fractions, decimals, percentages and ratios: find halves and quarters in practical situations

·        Calculate using mental and written methods: find small differences within 20 by using ‘counting on’ strategies

·        Calculate using mental and written methods: understand and use mathematical symbols for addition, subtraction, multiplication, division and equals

 

Using measuring skills

Year 2

Children are able to:

·        Time: read ‘half past’, ‘quarter past’ and ‘quarter to’ on an analogue clock

 

Using data skills

Year 2

Children are able to:

·        gather and record data from:

o    lists and tables

o    diagrams

o    block graphs

·       extract and interpret information from lists, tables, diagrams and graphs

 

Knowledge and Understanding of the World

Range

Places and people

Children should be given opportunities to:

·        Recognise how people’s actions can improve or damage the environment

 

Skills

To experience the familiar world through investigating the indoor and outdoor environment, children should be encouraged to be curious and find out by:

·        Investigating sources and issues

·        Thinking about how they will know if something has worked

·        Making observations and identifying similarities and differences

 

NORTHERN IRELAND

Language and Literacy

Foundation Stage

Attention and listening skills through:

·        Recalling sequence and detail

 

Social use of language through:

·        Initiating and joining in conversations in pairs or groups

 

Language and thinking through:

·        Talking about experiences, pictures and stories;

·        Describing;

·        Explaining;

·        Taking part / contributing to group oral language activities.

 

Key Stage 1

Writing

Pupils should be enabled to:

·        Organise, structure and present ideas and information using traditional and digital means

 

Mathematics and Numeracy

Foundation Stage

Number

Understanding number

Pupils should be enabled to:

·        order numerals and sets within 5/10;

·        explore the number that comes after, before, between a given number;

·        carry out simple mental calculations, for example, 1 more than/less than within 10; 2

·        more than/less than within 10;

·        extend, when appropriate, understanding of number beyond 10.

 

Counting and number recognition

Pupils should be enabled to:

·        recognise numerals up to 5/10;

·        explore numbers relevant to their everyday lives,

·        extend, when appropriate, counting in ones and recognition of numbers beyond 10;

 

Measures

Pupils should be enabled to:

·        talk about significant times on the clock,

 

Patterns and relationships

Pupils should be enabled to:

·        match objects in real contexts

 

Key Stage 1

Processes in mathematics

Making and monitoring decisions

Pupils should be enabled to:

·        develop different approaches to problem-solving;

·        begin to organise their own work and work systematically.

 

Communicating mathematically

Pupils should be enabled to:

 represent work in a clear and organised way, using symbols where appropriate.

 

Mathematical reasoning:

Pupils should be enabled to:

recognise simple patterns and relationships and make predictions;

explain their way of working;

 

Number

Understanding number and number notation:

 Pupils should be enabled to:

count, read, write and order whole numbers, initially to 10, progressing to at least 1000;

recognise and use simple everyday fractions.

 

Patterns, relationships and sequences in number

 Pupils should be enabled to:

 understand the commutative property of addition and the relationship between addition and subtraction;

 

Operations and their applications

 Pupils should be enabled to:

 understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems;

 develop strategies for adding and subtracting mentally up to the addition of two

two-digit numbers within 100.

 

Measures

 Pupils should be enabled to:

·        recognise times on the analogue clock and digital displays;

 

Handling data

Collecting, representing and interpreting data:

 Pupils should be enabled to:

·        collect data, record and present it using real objects, drawings, tables, mapping diagrams, simple graphs and ICT software;

·        discuss and interpret the data;

·        extract information from a range of charts, diagrams and tables;

 

The World Around Us

Foundation Stage

Movement and energy

Pupils should be enabled to explore:

·        What sources of energy are in my world?

 

Key Stage 1

Movement and energy

Pupils should be enabled to explore:

·        What sources of energy are in my world?

 

Science and technology

·        The use of electricity as an energy source

 

Personal Development and Mutual Understanding

Mutual understanding in the local and wider community

Relationships in the community

·        Understanding how their environment could be made better or worse to live in and what contribution they can make