## Y6 - Curriculum

**Years 5 and 6 Reading**

**Behaving and reflectingas a reader**

**Children will continue to develop a love of reading through hearing, sharing and discussing a broader and deeper range of high quality more complex fiction and non-fiction books. This will include:**

- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction, reference books and text books.
- In their discussions, building on their own and others’ ideas and challenging views courteously
- Recommending to their peers, books that they have read, giving reasons for their choices and providing reasoned justifications for their views
- Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that meaning is clear to the audience

**Retrieval skills**

**Children will be confident in explaining their understanding of increasingly complex texts. This will include:**

- Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- Asking questions to improve their understanding
- Summarising the main ideas drawn from more than one paragraph
- Identifying key details that support the main ideas
- Retrieving, recording and presenting information from a range of texts including non-fiction and applying these skills in a range of contexts (i.e. cross-curriculum; real life)
- Explaining and discussing their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes when necessary
- Distinguishing between statements of fact and opinion
- Making comparisons within and across books including comparisons of characters, settings and themes
- Learning a wide range of poetry by heart
- Using relevant textual reference and/or quotation to support views

**Inferential skills**

**Children will further develop an understanding of and ability to explain inference including how an author crafts a text for effect. This will include:**

- Predicting what might happen from details stated and implied
- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with textual evidence/quotations

This could include:

- Developing increasingly confident explanations of the inferences identified

**Purpose and organisation**

**Children will be familiar with a range of increasingly complex text types and their organisational conventions and will further develop their understanding of the links between presentation, structure and meaning. This will include:**

- Further developing their knowledge and understanding of conventions of different types of writing such as the use of first person in writing diaries and autobiographies
- Beginning to understand and explain how writers use organisation and presentational devices to create their own voice and influence the reader

**Style and impact**

**Children will be able to discuss and evaluate (in verbal and written form) how authors use language, including figurative language, to create meaning and impact on the reader. This will include:**

- Identifying and evaluating how language, structure and presentation contribute to meaning
- Using appropriate technical terminology to discuss and write about what they hear and read e.g. metaphor, simile, analogy, imagery, style, effect

**Decoding**

**By the end of year 6, children’s’ reading and writing will 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. This will include:**

- Applying their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet
- Working out any unfamiliar word s with increasing automaticity by focusing on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’
- Reading aloud texts of an age-appropriate interest level with accuracy and at a reasonable speaking pace
- Reading silently

**Authorial intent/context**

**Children will show an increasing recognition and understanding of the way writers’ viewpoints and purposes are evident in /affect meaning in texts and that texts have contexts which affect meaning. This will include:**

- Recognising, identifying and discussing themes (e.g. loss, heroism) in a wider range of writing
- Considering different accounts of the same event and discussing /explaining viewpoints /purposes (both of authors and fictional characters) within a text and across more than one text

This could include:

- Identifying and beginning to explain similarities and differences between texts
- Beginning to explain how the contexts in which texts are written and read contribute to meaning

*Statutory terminology for pupils: Y5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguityY6: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points*

### Years 5 and 6 Writing

**Behaving and reflecting as a writer (Plan, draft, edit)**

**In the research, planning drafting and editing, children will refine their ability to reflect on and make changes to enhance the effectiveness of their writing.**

**This will include:**

- In the planning of their writing, noting and developing initial ideas and drawing on reading and research when necessary.
- Making choices to change and enhance meaning in terms of vocabulary, punctuation and grammar.
- Evaluating and editing by assessing the effectiveness of their own and others’ writing.
- Proof reading to ensure accuracy of spelling and punctuation as well as the clarity of meaning and the effectiveness of their writing for audience and purpose.
- Précising longer passages
- Performing their own compositions using appropriate intonation volume and movement so that meaning is clear

**Purpose and audience (context)**

**Children’s writing will reflect their increasing understanding of the audience for and purpose of their writing by the appropriate selection of vocabulary and grammar. This will include:**

- Selecting the appropriate form and using other similar writing as models for their own
- In their selections of vocabulary and grammar, demonstrating an understanding of how these choices can change and enhance meaning for the audience
- Drawing on wider reading and performances to inform development of setting and character in narratives
- Applying and using effectively their understanding of the use of formal or informal language structures for different genres

**Structure and organisation (textual)**

**In their writing, children should be able to consciously control sentence and whole text structure and understand why sentences/texts are constructed as they are. This will include:**

- In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance action
- Using a wide range of devices to build cohesion within and across paragraphs
- Using further organisational and presentational devices to structure texts and guide the reader (for example: headings; bullet points; underlining)

**Style including language choice, grammar and punctuation**

**Children’s grammar and punctuation should be broadly accurate and they will have an increased knowledge of language gained from a wide range of sources of fiction and non-fiction. They will understand nuances in vocabulary choice and age-appropriate academic vocabulary. This will include:**

- Selecting appropriate grammar and vocabulary which show their understanding of how such choices can change and enhance meaning
- Consistent use of tense throughout a piece of writing
- Ensuring correct subject and verb agreement when using singular and plural
- Distinguishing between the language of speech and writing and choosing the appropriate register
- Using appropriate vocabulary and structures for formal speech and writing, including subjunctive forms
- Using passive verbs to affect the presentation of information within a sentence
- Using the perfect form of verbs to mark relationships of cause and time
- Using expanded noun phrases to convey complicated information concisely
- Using modal verbs or adverbs to indicate degrees of possibility
- Using relative clauses beginning with who, which, where, when whose, that or with an implied (i.e. omitted) relative pronoun)
- Using commas to clarify meaning or avoid ambiguity
- Using hyphens to avoid ambiguity
- Using dashes, brackets or commas to indicate parenthesis
- Using colons, semi-colons or dashes to mark boundaries between independent clauses
- Using a colon to introduce a list
- Punctuating bullet points consistently

**Spelling**

**Children’s spelling of most words taught so far should be accurate and they should be able to spell words that they have not been taught by using what they know about how spelling works in English. This will include:**

- Using further prefixes and suffixes and understanding the guidance for adding them
- Accurate spelling of words with silent letters
- Continuing to distinguish between homophones and other words which are often confused
- Using knowledge of morphology and etymology in spelling and understanding that the spelling of some words needs to be learnt specifically
- Using dictionaries to check the spelling and meaning of words
- Using a thesaurus

**Handwriting**

**Children should be able to write legibly and fluently and with increasing speed. This will include:**

- Choosing which shape of letter to use when given choices and deciding whether or not to join specific letters
- Choosing the writing implement that is best suited for the task
- Using an un-joined style – for example – for labelling a diagram/ writing e-mail address
- Varying standard of handwriting for particular tasks e.g. quick notes vs. final draft

*Statutory Terminology: Year 5: modal verb; relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity. Year 6: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points*

**Maths**

**Number and Place Value**

**Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit**

- Order and compare numbers from 5 000 000 to 10 000 000
- Read and write numbers from 5 000 000 to 10 000 000
- Order and compare numbers to 5 000 000
- Read and write numbers to 5 000 000

**Round any whole number to a required degree of accuracy**

- Determine the degree of accuracy depending on the context e.g. for medication, money etc

**Use negative numbers in context, and calculate intervals across zero**

- Find the difference between negative numbers e.g. what is the difference in temperature?

**Solve number and practical problems that involve the year 6 place value objectives**

**Number – Addition, Subtraction, Multiplication and Division**

**Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication**

- Consolidate multiplication from Year 5

**Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context**

- Divide and show the remainder as a decimal
- Divide and show the remainder as a fraction
- Divide and show the remainder as a whole number
- Apply knowledge of place value and division to calculate using the formal written method of long division – link to chunking
- Divide by a 2 digit number using an informal written method e.g. chunking
- Consolidate division from Year 5

**Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context**

- Divide and round remainders to a required degree of accuracy e.g. the nearest 10, 20, 50

**Perform mental calculations, including with mixed operations and large numbers**

- Encourage derivation of new facts from those already known
- Consolidate and ensure retention of earlier multiplication and division facts

**Identify common factors, common multiples and prime numbers**

- Understand the term ‘common factor’ and be able to identify them
- Understand the term ‘common multiple’ and be able to identify them
- Consolidate knowledge of multiples, factors and primes from Year 5

**Use their knowledge of the order of operations to carry out calculations involving the four operations**

- Use BODMAS and all four operations
- Explore how the order of operations changes the answer. Introduce brackets e.g. 2+1x3=5 and (2+1)x3=9

**Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why**

**Solve problems involving addition, subtraction, multiplication and division**

**Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy**

- Identify whether to round up or down depending on the context of a problem
- Round up or down to a specified degree of accuracy e.g. 10, 20 or 50
- Apply estimation strategies to a range of problems

**Fractions including decimals and percentages**

**Use common factors to simplify fractions; use common multiples to express fractions in the same denomination**

- Identify common multiples shared by fractions
- Use the language associated with fractions

**Compare and order fractions, including fractions > 1**

**Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions**

- Use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator
- Begin adding and subtracting with fractions where the denominator of one fraction is a multiple of another e.g. ½ + 1/8 = 5/8

**Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = 1/8]**

- Use a variety of images to support understanding of multiplying with fractions (understand multiplication as fractions of)

**Divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6]**

- Use images/fraction walls to represent the division of proper fractions

**Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8]**

- Round a recurring decimal up to 3 decimal places
- Understand what a recurring decimal is

**Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places**

- Consolidate multiplication and division by 10, 100 and 1000 from year 5

**Multiply one-digit numbers with up to two decimal places by whole numbers**

- Use money, measures etc. to show the effect of multiplying a decimal number by a whole number
- Use materials to explain the effect of multiplying numbers with two decimal places by whole numbers

**Use written division methods in cases where the answer has up to two decimal places**

- Begin to understand the division of a decimal number by one digit whole numbers in practical contexts e.g. measures and money
- Use materials to explain the effect of dividing numbers with two decimal places by whole numbers

**Solve problems which require answers to be rounded to specified degrees of accuracy**

- Round the answer to a specified degree of accuracy and check the reasonableness of the answer
- Estimate to predict and to check order of magnitude of answer

**Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts**

- Use the understanding of the relationship between unit fractions and division to work backwards by multiplying a quantity that represents a unit fraction to find the whole quantity (for example, if ¼ of a length is 36cm, then the whole length is 36 × 4 = 144cm)
- Link knowledge of converting between decimals, fractionsand percentages and apply to different contexts

**Ratio and Proportion**

**Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts**

- Use known facts to calculate quantities e.g. 200g of sugar is needed for 1 cake, how much is needed for 6 cakes?
- Recognise proportionality in contexts when the relations between quantities are in the same ratio (for example, similar shapes and recipes)

**Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison**

- Link percentages or 360° to calculating angles of pie charts
- Combine known percentages to calculate other percentage amounts e.g. find 65%
- Find 10%, 50%, 5% and 1% of an amount

**Solve problems involving similar shapes where the scale factor is known or can be found**

- Use ratio to compare quantities, sizes and scale drawings
- Understand what ratio means e.g. ratio of 1:3 means split into 4 parts
- Understand what proportion means

**Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples**

- Consolidate understanding of ratio when comparing quantities, sizes and scale drawings by solving a variety of problems. Begin to use the notation a:b to record work
- Solve problems involving unequal quantities e.g. For every egg you need 3 spoonful’s of flour. How many eggs would you need if you used 27 spoons of flour?

**Algebra**

**Use simple formulae**

- Use formulae for mathematical areas already known e.g. area and perimeter
- Use symbols and letters to represent variables and unknowns in problem solving contexts
- Use symbols and letters to represent variables and unknowns in calculation contexts

**Generate and describe linear number sequences**

- Generate a linear number sequence
- Use letters and symbols to describe any term in a given sequence (nth term)
- Use contexts to support the generation and description of linear number sequences e.g. growing patterns
- Understand the term ‘linear’

**Express missing number problems algebraically**

- Use algebra to represent numbers, lengths, angles, coordinates etc
- Express missing numbers using symbols/letters e.g. What would you add to 4 to get 10? This can be shown as x + 4 = 10

**Find pairs of numbers that satisfy an equation with two unknowns**

- Understand that there can be more than one answer when there are two unknowns in an equation
- Find a number that satisfies an equation with one unknown e.g. x + y = 7, if x = 2 what is y?

**Enumerate possibilities of combinations of two variables**

- Begin to generalise the number of possibilities e.g. x + y = 100There will be z possible combinations because…
- Identify all possible answers and combinations to an equation
- Use knowledge of number and the four operations to identify possible answers e.g. x + y = 7, x and y could be 6 and 1, 2 and 5, 3 and 4

**Measurement**

**Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate**

- Know approximate conversions and be able to tell if an answer is sensible
- Use the number line to add and subtract positive and negative integers for measures such as temperature

**Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places**

- Apply previous knowledge of conversion and the 4 operations to convert between smaller and larger units

**Convert between miles and kilometres**

- Connect conversion (for example, from kilometres to miles) to a graphical representation

**Recognise that shapes with the same areas can have different perimeters and vice versa**

- Explore the relationship between area and perimeter – can they ever be the same? When are they different? If possible generalise

**Recognise when it is possible to use formulae for area and volume of shapes**

- Use formulae to calculate volume of a shape (height x width x length)
- Consolidate understanding from year 5

**Calculate the area of parallelograms and triangles**

- Use and apply the formula for area to calculate the area of a range of parallelograms and triangles
- Calculate the area of a parallelogram by splitting the shape into a rectangle and two right angle triangles
- Find the area of an equilateral triangle
- Find the area of a right angled triangle using knowledge of rectangles

**Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3]**

- Apply strategies for estimation to estimating volume
- Compare the volume of cubes and cuboids in practical contexts

**Geometry**

- Draw 2-D shapes using given dimensions and angles
- Use conventional markings for lines and angles
- Draw 2D shapes accurately using measuring tools e.g. ruler, protractor

**Recognise, describe and build simple 3-D shapes, including making nets**

- Draw nets accurately using measuring tools e.g. ruler, protractor
- Describe nets of 3D shapes
- Recognise the nets of 3D shapes
- Build 3D shapes using Polydron, Lego etc
- Deconstruct 3D shapes found in the environment

**Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons**

- Explain how unknown angles and lengths can be derived from known measurements
- Investigate and know the interior angles of triangles, quadrilaterals and regular polygons
- Identify a range of ways to classify shapes e.g. symmetry, number of sides, parallel lines, perpendicular lines (use a decision tree to classify)

**Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius**

- Understand how to use a pair of compasses
- Investigate and know the diameter (d) of a circle which could be expressed as d=2xr
- Investigate and know what the radius of a circle is (r)

**Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles**

- Investigate and know that angles that are vertically opposite are equal
- Find missing angles on a straight line when given supplementary angles

**Describe positions on the full coordinate grid (all four quadrants)**

- Apply knowledge of one quadrant to all four quadrants, including the use of negative numbers

**Draw and translate simple shapes on the coordinate plane, and reflect them in the axes**

- Draw and label rectangles (inc. squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using their properties
- Draw and label a coordinate grid with equal scaling including the use of negative numbers

**Statistics**

**Interpret and construct pie charts and line graphs and use these to solve problems**

- Connect work on angles, fractions and percentages to the interpretation of pie charts
- Construct pie charts using knowledge of angles and a pair of compasses
- Encounter and draw graphs relating two variables, arising from pupils’ own enquiry and in other subjects
- Connect conversion from kilometres to miles in measurement to its graphical representation
- Interpret line graphs
- Construct line graphs arising from pupils’ own enquiry

**Calculate and interpret the mean as an average**

- Know when it is appropriate to find the mean of a data set
- Know what the term ‘mean’ is

**Science**

**Living things and their habitats**

- Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- Give reasons for classifying plants and animals based on specific characteristics

**Animals including humans**

- identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
- recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
- describe the ways in which nutrients and water are transported within animals, including humans

**Evolution and inheritance**

- recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

**Light**

- recognise that light appears to travel in straight lines
- use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
- use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

**Electricity**

- associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- compare and give reasons for variations in how components function
- use recognised symbols when representing a simple circuit in a diagram

**Art and Design KS2**

- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
- find out about great artists, architects and designers in history

**Computing KS2**

- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

**Design and Technology KS2**

**Design**

- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

**Make**

- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

**Evaluate**

- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world

**Technical knowledge**

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products
- understand and use electrical systems in their products
- apply their understanding of computing to program, monitor and control their products

**Cooking and nutritionKS2**

- understand and apply the principles of a healthy and varied diet
- prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
- understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

**Geography KS2**

**Locational knowledge**

- locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time
- identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones

**Place knowledge**

- understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

**Human and physical geography**

describe and understand key aspects of:

- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

**Geographical skills and fieldwork**

- use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world
- use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

**History KS2**

- changes in Britain from the Stone Age to the Iron Age
- the Roman Empire and its impact on Britain
- Britain’s settlement by Anglo-Saxons and Scots
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- a local history study
- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- the achievements of the earliest civilizations
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- a non-European society that provides contrasts with British history

**Languages KS2**

- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- engage in conversations; ask and answer questions; express opinions and respond to those of others
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
- present ideas and information orally to a range of audiences
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems and rhymes in the language
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally and in writing
- understand basic grammar appropriate to the language being studied

**Music KS2**

- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music

**Physical Education KS2**

- use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance
- perform dances using a range of movement patterns
- take part in outdoor and adventurous activity challenges both individually and within a team
- compare their performances with previous ones and demonstrate improvement to achieve their personal best

**REKS2**

We follow the West Sussex guidelines to teach

Christianity/Judaism/Islam/Buddhism

**PSHCE (Personal, Social, Health, Citizenship Education) KS2**

- Pupils to have a good understanding of British values
- We promote RRR Rights, Respecting School agenda
- Healthy Schools agenda
- Global citizenship

The section of the curriculum is flexible depending on the needs of the pupils