england-primary-keystage1-year1-english|Key Stage 1|1|English|england_primary_keystage1_year1_english.pdf|England Primary English Key Stage 1 Year 1 National Curriculum |united kingdom, england, national curriculum, worksheets|core, english, ks1, key stage 1, yr1, year 1, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p> <ul><li>Spoken language</li> <li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words.</p>
england-primary-keystage1-year2-english|Key Stage 2|2|English|england_primary_keystage1_year2_english.pdf|England Primary English Key Stage 1 Year 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, ks1, key stage 1, yr2, year 2, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Spoken language</li><li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge.</p><p>During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word reading skills.</p><p>In writing, pupils at the beginning of year 2 should be able to compose individual sentences orally and then write them down.</p>
england-primary-keystage2-year3-english|Key Stage 2|3|English|england_primary_keystage2_year3_english.pdf|England Primary English Key Stage 2 Year 3 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, ks2, key stage 2, yr3, year 3, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Spoken language</li><li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>By the beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. </p><p>In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.</p>
england-primary-keystage2-year4-english|Key Stage 2|4|English|england_primary_keystage2_year4_english.pdf|England Primary English Key Stage 2 Year 4 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, ks2, key stage 2, yr4, year 4, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Spoken language</li><li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>By the beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. </p><p>In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.</p>
england-primary-keystage2-year5-english|Key Stage 2|5|English|england_primary_keystage2_year5_english.pdf|England Primary English Key Stage 2 Year 5 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, ks2, key stage 2, yr5, year 5, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Spoken language</li><li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity.</p><p>During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension.</p><p>By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subject-specific vocabulary.</p>
england-primary-keystage2-year6-english|Key Stage 2|6|English|england_primary_keystage2_year6_english.pdf|England Primary English Key Stage 2 Year 6 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, ks2, key stage 2, yr6, year 6, reading, writing, word reading, comprehension, transcription, composition, vocabulary, grammar, punctuation|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Spoken language</li><li>Reading – word reading</li><li>Reading – comprehension</li><li>Writing – transcription</li><li>Writing – composition</li><li>Writing – vocabulary, grammar and punctuation</li><ul>|<p>By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity.</p><p>During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension.</p><p>By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subject-specific vocabulary.</p>
england-primary-keystage1-year1-english-spelling|Key Stage 1|1|English|england_primary_keystage1_year1_english_spelling.pdf|England Primary English Spelling Key Stage 1 Year 1 National Curriculum |united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks1, key stage 1, yr1, year 1||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage1-year2-english-spelling|Key Stage 1|2|English|england_primary_keystage1_year2_english_spelling.pdf|England Primary English Spelling Key Stage 1 Year 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks1, key stage 1, yr2, year 2||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage2-year3-english-spelling|Key Stage 2|3|English|england_primary_keystage2_year3_english_spelling.pdf|England Primary English Spelling Key Stage 2 Year 3 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks1, key stage 1, yr2, year 2||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage2-year3-english-word-list|Key Stage 2|3|English|england_primary_keystage2_year3_english_word_list.pdf|England Primary English Word List Key Stage 2 Year 3 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, word list, ks2, key stage 2, yr3, year 3||<p>This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling.</p><p>The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.</p>
england-primary-keystage2-year4-english-spelling|Key Stage 2|4|English|england_primary_keystage2_year4_english_spelling.pdf|England Primary English Spelling Key Stage 2 Year 4 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks2, key stage 2, yr4, year 4||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage2-year4-english-word-list|Key Stage 2|4|English|england_primary_keystage2_year4_english_word_list.pdf|England Primary English Word List Key Stage 2 Year 4 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, word list, ks2, key stage 2, yr4, year 4||<p>This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling.</p><p>The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.</p>
england-primary-keystage2-year5-english-spelling|Key Stage 2|5|English|england_primary_keystage2_year5_english_spelling.pdf|England Primary English Spelling Key Stage 2 Year 5 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks2, key stage 2, yr5, year 5||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage2-year5-english-word-list|Key Stage 2|5|English|england_primary_keystage2_year5_english_word_list.pdf|England Primary English Word List Key Stage 2 Year 5 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, word list, ks2, key stage 2, yr5, year 5||<p>This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling.</p><p> The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.</p>
england-primary-keystage2-year6-english-spelling|Key Stage 2|6|English|england_primary_keystage2_year6_english_spelling.pdf|England Primary English Spelling Key Stage 2 Year 6 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, spelling, ks2, key stage 2, yr6, year 6||<p>By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.</p>
england-primary-keystage2-year6-english-word-list|Key Stage 2|6|English|england_primary_keystage2_year6_english_word_list.pdf|England Primary English Word List Key Stage 2 Year 6 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, word list, ks2, key stage 2, yr6, year 6||<p>This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling.</p><p>The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.</p>
england-primary-keystage1and2-english-vocabulary-grammar-puntuation|Key Stage 1 and 2|Appendix|English|england_primary_keystage1and2_english_vocabulary_grammar_puntuation.pdf|England Primary English Vocabulary Grammer Punctuation Key Stage 1 and 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, vocabulary, punctuation, grammer, ks1, ks2, key stage 1, key stage 2||<p>The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking.</p><p>The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.</p>
england-primary-keystage1and2-english-technical-grammatical-terms|Key Stage 1 and 2|Appendix|English|england_primary_keystage1and2_english_technical_grammatical_terms.pdf|English Technical Grammar Terms Key Stage 1 and 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, english, appendix, technical, grammar, terms, ks1, ks2, key stage 1, key stage 2||<p>The following glossary includes all the technical grammatical terms used in the programmes of study for English, as well as others that might be useful. It is intended as an aid for teachers, not as the body of knowledge that should be learnt by pupils. Apart from a few which are used only in schools (for example, root word), the terms below are used with the meanings defined here in most modern books on English grammar.</p>
england-primary-keystage1-year1-mathematics|Key Stage 1|1|Mathematics|england_primary_keystage1_year1_mathematics.pdf|England Primary Mathematics Key Stage 1 Year 1 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks1, key stage 1, yr1, year 1, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition and subtraction</li><li>Number – multiplication and division</li><li>Number – fractions</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Geometry – position and direction</li></ul>|<p>The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].</p><p>At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.</p><p>By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.</p>
england-primary-keystage1-year2-mathematics|Key Stage 1|2|Mathematics|england_primary_keystage1_year2_mathematics.pdf|England Primary Mathematics Key Stage 1 Year 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks1, key stage 1, yr2, year 2, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition and subtraction</li><li>Number – multiplication and division</li><li>Number – fractions</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Geometry – position and direction</li><li>Statistics</li></ul>|<p>The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].</p><p>At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.</p><p>By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.</p>
england-primary-keystage2-year3-mathematics|Key Stage 2|3|Mathematics|england_primary_keystage2_year3_mathematics.pdf|England Primary Mathematics Key Stage 2 Year 3 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks2, key stage 2, yr3, year 3, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition and subtraction</li><li>Number – multiplication and division</li><li>Number – fractions</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Statistics</li></ul>|<p>The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.</p><p>At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.</p><p>By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.</p>
england-primary-keystage2-year4-mathematics|Key Stage 2|4|Mathematics|england_primary_keystage2_year4_mathematics.pdf|England Primary Mathematics Key Stage 2 Year 4 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks2, key stage 2, yr4, year 4, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition and subtraction</li><li>Number – multiplication and division</li><li>Number – fractions (including decimals)</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Geometry – position and direction</li><li>Statistics</li></ul>|<p>The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.</p><p>At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.</p><p>By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.  Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.</p>
england-primary-keystage2-year5-mathematics|Key Stage 2|5|Mathematics|england_primary_keystage2_year5_mathematics.pdf|England Primary Mathematics Key Stage 2 Year 5 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks2, key stage 2, yr5, year 5, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition and subtraction</li><li>Number – multiplication and division</li><li>Number – fractions (including decimals and percentages)</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Geometry – position and direction</li><li>Statistics</li></ul>|<p>The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.</p><p>At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.</p><p>By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.</p><p>Pupils should read, spell and pronounce mathematical vocabulary correctly.</p>
england-primary-keystage2-year6-mathematics|Key Stage 2|6|Mathematics|england_primary_keystage2_year6_mathematics.pdf|England Primary Mathematics Key Stage 2 Year 6 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, ks2, key stage 2, yr6, year 6, number, place value, addition, subtraction, multiplication, division, fractions, mesurement, geometry, shapes, statistics|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Number – number and place value</li><li>Number – addition, subtraction, multiplication and division</li><li>Number – fractions (including decimals and percentages)</li><li>Ratio and proportion</li><li>Measurement</li><li>Geometry – properties of shapes</li><li>Geometry – position and direction</li><li>Statistics</li></ul>|<p>The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.</p><p>At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.</p><p>By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.</p>
england-primary-keystage1and2-mathematics-examples-methods|Key Stage 1 and 2|Appendix|Mathematics|england_primary_keystage1and2_mathematics_examples_methods.pdf|England Primary Mathematics Examples and Methods Key Stage 1 and 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, mathematics, math, examples, methods, addition, subtraction, multiplication, division, technical, grammar, terms, ks1, ks2, key stage 1, key stage 2||<p>This appendix sets out some examples of formal written methods for all four operations to illustrate the range of methods that could be taught. It is not intended to be an exhaustive list, nor is it intended to show progression in formal written methods. For example, the exact position of intermediate calculations (superscript and subscript digits) will vary depending on the method and format used.</p><p>For multiplication, some pupils may include an addition symbol when adding partial products. For division, some pupils may include a subtraction symbol when subtracting multiples of the divisor.</p>
england-primary-keystage1-year1-science|Key Stage 1|1|Science|england_primary_keystage1_year1_science.pdf|England Primary Science Key Stage 1 Year 1 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks1, key stage 1, yr1, year 1, plants, animals, humans, everyday materials, seasonal changes|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Plants</li><li>Animals, including humans</li><li>Everyday materials</li><li>Seasonal changes</li></ul>|<p>The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.</p><p>‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.</p>
england-primary-keystage1-year2-science|Key Stage 1|2|Science|england_primary_keystage1_year2_science.pdf|England Primary Science Key Stage 1 Year 2 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks1, key stage 1, yr2, year 2, plants, animals, humans, everyday materials, seasonal changes|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Living things and their habitats</li><li>Plants</li><li>Animals, including umans</li><li>Uses of everyday materials</li></ul>|<p>The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.</p><p>‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.</p>
england-primary-keystage2-year3-science|Key Stage 2|3|Science|england_primary_keystage2_year3_science.pdf|England Primary Science Key Stage 2 Year 3 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks2, key stage 2, yr3, year 3, plants, animals, humans, rocks, light, forces, magnet|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Plants</li><li>Animals, including humans</li><li>Rocks</li><li>Light</li><li>Forces and magnets</li></ul>|<p>The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.</p><p>‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.</p>
england-primary-keystage2-year4-science|Key Stage 2|4|Science|england_primary_keystage2_year4_science.pdf|England Primary Science Key Stage 2 Year 4 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks2, key stage 2, yr4, year 4, living things, habitats, animals, numans, states of matter, sound, electricity|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Living things and their habitats</li><li>Animals, including humans</li><li>States of matter</li><li>Sound</li><li>Electricity</li></ul>|<p>The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.</p><p>‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.</p>
england-primary-keystage2-year5-science|Key Stage 2|5|Science|england_primary_keystage2_year5_science.pdf|England Primary Science Key Stage 2 Year 5 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks2, key stage 2, yr5, year 5, living things, habitats, animals, numans,  properties, changes, materials, earth, space, forces|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Living things and their habitats</li><li>Animals, including humans</li><li>Properties and changes of materials</li><li>Earth and space</li><li>Forces</li></ul>|<p>The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.</p><p>‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read, spell and pronounce scientific vocabulary correctly.</p>
england-primary-keystage2-year6-science|Key Stage 2|6|Science|england_primary_keystage2_year6_science.pdf|England Primary Science Key Stage 2 Year 6 National Curriculum|united kingdom, england, national curriculum, worksheets|core, science, ks2, key stage 2, yr6, year 6, living things, habitats, animals, numans,  evolution, inheritance, light, electricity|<p><strong>Strands and substrands of the curriculum are -</strong></p><ul><li>Living things and their habitats</li><li>Animals, including humans</li><li>Evolution and inheritance</li><li>Light</li><li>Electricity</li></ul>|<p>The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.</p><p>‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.</p><p>Pupils should read, spell and pronounce scientific vocabulary correctly.</p>
england-primary-keystage1and2-foundation-art-design|Key Stage 1 and 2|Foundation|Art and Design|england_primary_keystage1and2_foundation_art_design.pdf|England Primary Art and Design Key Stage 1 and 2 Foundation National Curriculum |united kingdom, england, national curriculum, worksheets|foundation, art, design, ks1, ks2, key stage 1, key stage 2||<p>Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.</p>
england-primary-keystage1and2-foundation-computing|Key Stage 1 and 3|Foundation|Computing|england_primary_keystage1and2_foundation_computing.pdf|England Primary Computing Key Stage 1 and 2 Foundation National Curriculum |united kingdom, england, national curriculum, worksheets|foundation, computing, ks1, ks2, key stage 1, key stage 2||<p>A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.</p>
england-primary-keystage1and2-foundation-design-technology|Key Stage 1 and 4|Foundation|Design and Technology|england_primary_keystage1and2_foundation_design_technology.pdf|England Primary Design and Technology Key Stage 1 and 2 Foundation National Curriculum |united kingdom, england, national curriculum, worksheets|foundation, design, technology, ks1, ks2, key stage 1, key stage 2||<p>Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.</p>
england-primary-keystage1and2-foundation-geography|Key Stage 1 and 5|Foundation|Geography|england_primary_keystage1and2_foundation_geography.pdf|England Primary Geography Key Stage 1 and 2 Foundation National Curriculum |united kingdom, england, national curriculum, worksheets|foundation, geography, ks1, ks2, key stage 1, key stage 2||<p>A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.</p>
england-primary-keystage1and2-foundation-history|Key Stage 1 and 6|Foundation|History|england_primary_keystage1and2_foundation_history.pdf|England Primary History Key Stage 1 and 2 Foundation National Curriculum|united kingdom, england, national curriculum, worksheets|foundation, history, ks1, ks2, key stage 1, key stage 2||<p>A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.</p>
england-primary-keystage2-foundation-languages|Key Stage 1 and 7|Foundation|Languages|england_primary_keystage2_foundation_languages.pdf|England Primary Languages Key Stage 2 Foundation National Curriculum|united kingdom, england, national curriculum, worksheets|foundation, languages, ks1, ks2, key stage 1, key stage 2||<p>Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.</p>
england-primary-keystage1and2-foundation-music|Key Stage 1 and 8|Foundation|Music|england_primary_keystage1and2_foundation_music.pdf|England Primary Music Key Stage 1 and 2 Foundation National Curriculum|united kingdom, england, national curriculum, worksheets|foundation, music, ks2, key stage 2||<p>Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.</p>
england-primary-keystage1and2-foundation-physical-education|Key Stage 1 and 9|Foundation|Physical Education|england_primary_keystage1and2_foundation_physical_education.pdf|England Primary Physical Education Key Stage 1 and 2 Foundation National Curriculum |united kingdom, england, national curriculum, worksheets|foundation, physical education, design, ks1, ks2, key stage 1, key stage 2||<p>A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.</p>