National Curriculum 2014 (UK)

• Mathematics
  • Key Stage 1
    • Year 1
      • Number
        • Number & Place Value
          Pupils practise counting (1, 2, 3...), ordering (for example, first, second, third...), and to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent. Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations. They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions. They recognise and create repeating patterns with objects and with shapes.
          • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
            Play Activities 183
            Examples
          • Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
            Play Activities 57
            Examples
          • Given a number, identify one more and one less
            Play Activities 39
            Examples
          • 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
            Play Activities 63
            Examples
          • Read and write numbers from 1 to 20 in numerals and words
            Play Activities 53
            Examples
        • Addition & Subtraction
          Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 - 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations. Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
          • Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
            Play Activities 76
            Examples
          • Represent and use number bonds and related subtraction facts within 20
            Play Activities 42
            Examples
          • Add and subtract one-digit and two-digit numbers to 20, including zero
            Play Activities 194
            Examples
          • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9
            Play Activities 190
            Examples
        • Multiplication & Division
          Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities. They make connections between arrays, number patterns, and counting in twos, fives and tens.
          • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
            Play Activities 7
            Examples
        • Fractions
          Pupils are taught half and quarter as 'fractions of' discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole
          • Recognise, find and name a half as one of two equal parts of an object, shape or quantity
            Play Activities 37
            Examples
          • Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
            Play Activities 3
            Examples
      • Measurement
        The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage. Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units. In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers. Pupils use the language of time, including telling the time throughout the day, first using o'clock and then half past.
        • Compare, describe and solve practical problems for:
          • Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
            Play Activities 53
            Examples
          • Mass/weight [for example, heavy/light, heavier than, lighter than]
            Play Activities 17
            Examples
          • Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
            Play Activities 17
            Examples
          • Time [for example, quicker, slower, earlier, later]
            Play Activities 4
            Examples
        • Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
          Play Activities 20
          Examples
        • Recognise and use language relating to dates, including days of the week, weeks, months and years
          Play Activities 47
          Examples
        • Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
          Play Activities 16
          Examples
      • Geometry
        • Properties of Shapes
          Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.
          Play Activities 15
          Examples
        • Position & Direction
          Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside. Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face
          Play Activities 72
          Examples
    • Year 2
      • Number
        • Number & Place Value
          Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of three to support their later understanding of a third. As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations. Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.
          • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
            Play Activities 57
            Examples
          • Recognise the place value of each digit in a two-digit number (tens, ones)
            Play Activities 53
            Examples
          • Identify, represent and estimate numbers using different representations, including the number line
            Play Activities 3
            Examples
          • Compare and order numbers from 0 up to 100; use <, > and = signs
            Play Activities 37
            Examples
          • Read and write numbers to at least 100 in numerals and in words
            Play Activities 56
            Examples
          • Use place value and number facts to solve problems
            Play Activities 18
            Examples
        • Addition & Subtraction
          Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 - 7 = 3 and 7 = 10 - 3 to calculate 30 + 70 = 100; 100 - 70 = 30 and 70 = 100 - 30. They check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and associativity of addition. Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers.
          • Solve problems with addition and subtraction:
            • Using concrete objects and pictorial representations, including those involving numbers, quantities and measures
              Play Activities 110
              Examples
            • Applying their increasing knowledge of mental and written methods
              Play Activities 10
              Examples
          • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
            Play Activities 98
            Examples
          • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
            • A two-digit number and ones
              Play Activities 166
              Examples
            • A two-digit number and tens
              Play Activities 72
              Examples
            • Two two-digit numbers
              Play Activities 11
              Examples
            • Adding three one-digit numbers
              Play Activities 28
              Examples
          • Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
            Play Activities 4
            Examples
          • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
            Play Activities 222
            Examples
        • Multiplication & Division
          Pupils use a variety of language to describe multiplication and division. Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5 multiplication table to the divisions on the clock face. They begin to use other multiplication tables and recall multiplication facts, including using related division facts to perform written and mental calculations. Pupils work with a range of materials and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and to repeated addition. They begin to relate these to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations to develop multiplicative reasoning (for example, 4 x 5 = 20 and 20 ÷ 5 = 4).
          • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
            Play Activities 51
            Examples
          • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
            Play Activities 4
            Examples
          • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
            Play Activities 99
            Examples
        • Fractions
          Pupils use fractions as 'fractions of' discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet 3/4 as the first example of a non-unit fraction. Pupils should count in fractions up to 10, starting from any number and using the 1/2 and 2/4 equivalence on the number line (for example, 1 1/4, 1 2/4 (or 1 1/2), 1 3/4, 2). This reinforces the concept of fractions as numbers and that they can add up to more than one.
          • Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
            Play Activities 66
            Examples
      • Measurement
        Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations. Comparing measures includes simple multiples such as 'half as high'; 'twice as wide'. They become fluent in telling the time on analogue clocks and recording it. Pupils become fluent in counting and recognising coins. They read and say amounts of money confidently and use the symbols £ and p accurately, recording pounds and pence separately.
        • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (degreesC); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
          Play Activities 26
          Examples
        • Compare and order lengths, mass, volume/capacity and record the results using >, < and =
          Play Activities 51
          Examples
        • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
          Play Activities 48
          Examples
        • Compare and sequence intervals of time
          Play Activities 12
          Examples
        • 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
          Play Activities 5
          Examples
      • Geometry
        • Properties of Shapes
          Pupils handle and name a wide variety of common 2-D and 3-D shapes including: quadrilaterals and polygons, and cuboids, prisms and cones, and identify the properties of each shape (for example, number of sides, number of faces). Pupils identify, compare and sort shapes on the basis of their properties and use vocabulary precisely, such as sides, edges, vertices and faces. Pupils read and write names for shapes that are appropriate for their word reading and spelling. Pupils draw lines and shapes using a straight edge.
          • Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
            Play Activities 27
            Examples
          • Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
            Play Activities 22
            Examples
          • Identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]
            Play Activities 10
            Examples
          • Compare and sort common 2-D and 3-D shapes and everyday objects
            Play Activities 69
            Examples
        • Position & Direction
          Pupils should work with patterns of shapes, including those in different orientations. Pupils use the concept and language of angles to describe 'turn' by applying rotations, including in practical contexts (for example, pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions given in right angles)
          • Order and arrange combinations of mathematical objects in patterns and sequences
            Play Activities 31
            Examples
          • Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockw
            Play Activities 106
            Examples
      • Statistics
        Pupils record, interpret, collate, organise and compare information (for example, using many-to-one correspondence in pictograms with simple ratios 2, 5, 10)
        • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables
          Play Activities 28
          Examples
        • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
          Play Activities 4
          Examples
        • Ask and answer questions about totalling and comparing categorical data
          Play Activities 11
          Examples
  • Lower Key Stage 2
    • Year 3
      • Number
        • Number & Place Value
          Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100. They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (for example, 146 = 100 + 40 and 6, 146 = 130 + 16). Using a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000
          • Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
            Play Activities 64
            Examples
          • Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
            Play Activities 42
            Examples
          • Compare and order numbers up to 1000
            Play Activities 10
            Examples
          • Read and write numbers up to 1000 in numerals and in words
            Play Activities 29
            Examples
          • Solve number problems and practical problems involving these ideas
            Play Activities 43
            Examples
        • Addition & Subtraction
          Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100. Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (see Mathematics Appendix 1)
          • Add and subtract numbers mentally, including:
            • A three-digit number and ones
              Play Activities 12
              Examples
            • A three-digit number and tens
              Play Activities 22
              Examples
            • A three-digit number and hundreds
              Play Activities 15
              Examples
          • Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
            Play Activities 133
            Examples
          • Estimate the answer to a calculation and use inverse operations to check answers
            Play Activities 24
            Examples
          • Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
            Play Activities 330
            Examples
        • Multiplication & Division
          Pupils continue to practise their mental recall of multiplication tables when they are calculating mathematical statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables. Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 x 12 x 5 = 4 x 5 x 12 = 20 x 12 = 240) and multiplication and division facts (for example, using 3 x 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (for example, 30 x 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). Pupils develop reliable written methods for multiplication and division, starting with calculations of two-digit numbers by one-digit numbers and progressing to the formal written methods of short multiplication and division. Pupils solve simple problems in contexts, deciding which of the four operations to use and why. These include measuring and scaling contexts, (for example, four times as high, eight times as long etc.) and correspondence problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children).
          • Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
            Play Activities 81
            Examples
          • Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
            Play Activities 48
            Examples
          • Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
            Play Activities 119
            Examples
        • Fractions
          Pupils connect tenths to place value, decimal measures and to division by 10. They begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, including relating this to measure. Pupils understand the relation between unit fractions as operators (fractions of), and division by integers. They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity. Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency.
          • Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
            Play Activities 6
            Examples
          • Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
            Play Activities 80
            Examples
          • Recognise and show, using diagrams, equivalent fractions with small denominators
            Play Activities 9
            Examples
      • Measurement
        Pupils continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1 kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm). The comparison of measures includes simple scaling by integers (for example, a given quantity or measure is twice as long or five times as high) and this connects to multiplication. Pupils continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts. They record £ and p separately. The decimal recording of money is introduced formally in year 4. Pupils use both analogue and digital 12-hour clocks and record their times. In this way they become fluent in and prepared for using digital 24-hour clocks in year 4.
        • Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
          Play Activities 39
          Examples
        • Measure the perimeter of simple 2-D shapes
          Play Activities 3
          Examples
        • Add and subtract amounts of money to give change, using both £ and p in practical contexts
          Play Activities 6
          Examples
        • Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
          Play Activities 7
          Examples
        • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight
          Play Activities 8
          Examples
        • Know the number of seconds in a minute and the number of days in each month, year and leap year
          Play Activities 6
          Examples
      • Geometry
        • Properties of Shapes
          Pupils' knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. Pupils connect decimals and rounding to drawing and measuring straight lines in centimetres, in a variety of contexts.
          • Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
            Play Activities 4
            Examples
          • Recognise angles as a property of shape or a description of a turn
            Play Activities 10
            Examples
          • Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle
            Play Activities 19
            Examples
          • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
            Play Activities 27
            Examples
      • Statistics
        Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy. They continue to interpret data presented in many contexts.
        • Interpret and present data using bar charts, pictograms and tables
          Play Activities 29
          Examples
        • Solve one-step and two-step questions [for example, 'How many more?' and 'How many fewer?'] using information presented in scaled bar charts and pictograms and tables.
          Play Activities 16
          Examples
    • Year 4
      • Number
        • Number & Place Value
          Using a variety of representations, including measures, pupils become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice. They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far. They connect estimation and rounding numbers to the use of measuring instruments. Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time.
          • Count in multiples of 6, 7, 9, 25 and 1000
            Play Activities 6
            Examples
          • Find 1000 more or less than a given number
            Play Activities 27
            Examples
          • Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
            Play Activities 56
            Examples
          • Order and compare numbers beyond 1000
            Play Activities 7
            Examples
          • Identify, represent and estimate numbers using different representations
            Play Activities 15
            Examples
          • Round any number to the nearest 10, 100 or 1000
            Play Activities 78
            Examples
          • Solve number and practical problems that involve all of the above and with increasingly large positive numbers
            Play Activities 7
            Examples
        • Addition & Subtraction
          Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics Appendix 1).
          • Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
            Play Activities 391
            Examples
          • Estimate and use inverse operations to check answers to a calculation
            Play Activities 11
            Examples
          • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
            Play Activities 69
            Examples
        • Multiplication & Division
          Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency. Pupils practise mental methods and extend this to three-digit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6). Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics Appendix 1). Pupils write statements about the equality of expressions (for example, use the distributive law 39 x 7 = 30 x 7 + 9 x 7 and associative law (2 x 3) x 4 = 2 x (3 x 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60. Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children.
          • Recall multiplication and division facts for multiplication tables up to 12 x 12
            Play Activities 39
            Examples
          • Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
            Play Activities 24
            Examples
          • Recognise and use factor pairs and commutativity in mental calculations
            Play Activities 20
            Examples
          • Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
            Play Activities 14
            Examples
          • Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects
            Play Activities 25
            Examples
        • Fractions (Including Decimals)
          Pupils should connect hundredths to tenths and place value and decimal measure. They extend the use of the number line to connect fractions, numbers and measures. Pupils understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, 6/9 = 2/3 or 1/4 = 2/8). Pupils continue to practise adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole. Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions. Pupils' understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100. They practise counting using simple fractions and decimals, both forwards and backwards. Pupils learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in several ways, such as on number lines.
          • Recognise and show, using diagrams, families of common equivalent fractions
            Play Activities 21
            Examples
          • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten
            Play Activities 3
            Examples
          • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
            Play Activities 32
            Examples
          • Add and subtract fractions with the same denominator
            Play Activities 2
            Examples
          • Recognise and write decimal equivalents of any number of tenths or hundredths
            Play Activities 7
            Examples
          • Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
            Play Activities 5
            Examples
          • Round decimals with one decimal place to the nearest whole number
            Play Activities 14
            Examples
          • Compare numbers with the same number of decimal places up to two decimal places
            Play Activities 5
            Examples
          • Solve simple measure and money problems involving fractions and decimals to two decimal places
            Play Activities 5
            Examples
      • Measurement
        Pupils build on their understanding of place value and decimal notation to record metric measures, including money. They use multiplication to convert from larger to smaller units. Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit. They relate area to arrays and multiplication.
        • Convert between different units of measure [for example, kilometre to metre; hour to minute]
          Play Activities 46
          Examples
        • Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
          Play Activities 5
          Examples
        • Find the area of rectilinear shapes by counting squares
          Play Activities 15
          Examples
        • Estimate, compare and calculate different measures, including money in pounds and pence
          Play Activities 125
          Examples
        • Read, write and convert time between analogue and digital 12- and 24-hour clocks
          Play Activities 7
          Examples
        • Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
          Play Activities 3
          Examples
      • Geometry
        • Properties of Shapes
          Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium). Pupils compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular. Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape
          • Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
            Play Activities 43
            Examples
          • Identify acute and obtuse angles and compare and order angles up to two right angles by size
            Play Activities 25
            Examples
          • Identify lines of symmetry in 2-D shapes presented in different orientations
            Play Activities 15
            Examples
          • Complete a simple symmetric figure with respect to a specific line of symmetry
            Play Activities 32
            Examples
        • Position & Direction
          Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinate-plotting ICT tools
          • Describe positions on a 2-D grid as coordinates in the first quadrant
            Play Activities 47
            Examples
          • Describe movements between positions as translations of a given unit to the left/right and up/down
            Play Activities 43
            Examples
          • Plot specified points and draw sides to complete a given polygon.
            Play Activities 48
            Examples
      • Statistics
        Pupils understand and use a greater range of scales in their representations. Pupils begin to relate the graphical representation of data to recording change over time
        • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
          Play Activities 10
          Examples
        • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
          Play Activities 64
          Examples
  • Upper Key Stage 2
    • Year 5
      • Number
        • Number & Place Value
          Pupils identify the place value in large whole numbers. They continue to use number in context, including measurement. Pupils extend and apply their understanding of the number system to the decimal numbers and fractions that they have met so far. They should recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule. They should recognise and describe linear number sequences (for example, 3, 3 1/2, 4, 4 1/2...), including those involving fractions and decimals, and find the term-to-term rule in words (for example, add 1/2).
          • Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
            Play Activities 189
            Examples
          • Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
            Play Activities 4
            Examples
          • Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
            Play Activities 37
            Examples
        • Addition & Subtraction
          Pupils practise using the formal written methods of columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics Appendix 1). They practise mental calculations with increasingly large numbers to aid fluency (for example, 12 462 - 2300 = 10 162)
          • Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
            Play Activities 120
            Examples
          • Add and subtract numbers mentally with increasingly large numbers
            Play Activities 97
            Examples
          • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
            Play Activities 17
            Examples
        • Multiplication & Division
          Pupils practise and extend their use of the formal written methods of short multiplication and short division (see Mathematics Appendix 1). They apply all the multiplication tables and related division facts frequently, commit them to memory and use them confidently to make larger calculations. They use and understand the terms factor, multiple and prime, square and cube numbers. Pupils interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ 4 = 98/4= 24 r 2 = 24 = 24.5 ? 25). Pupils use multiplication and division as inverses to support the introduction of ratio in year 6, for example, by multiplying and dividing by powers of 10 in scale drawings or by multiplying and dividing by powers of a 1000 in converting between units such as kilometres and metres. Distributivity can be expressed as a(b + c) = ab + ac. They understand the terms factor, multiple and prime, square and cube numbers and use them to construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 92 x 10). Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example, 13 + 24 = 12 + 25; 33 = 5 x )
          • Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
            Play Activities 72
            Examples
          • Solve problems involving multiplication and division where larger numbers are used by decomposing them into their factors
            Play Activities 53
            Examples
          • Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
            Play Activities 3
            Examples
          • Establish whether a number up to 100 is prime and recall prime numbers up to 19
            Play Activities 7
            Examples
          • Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
            Play Activities 52
            Examples
          • Multiply and divide numbers mentally drawing upon known facts
            Play Activities 45
            Examples
          • Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
            Play Activities 133
            Examples
          • Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
            Play Activities 21
            Examples
          • Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
            Play Activities 10
            Examples
          • Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
            Play Activities 68
            Examples
          • Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
            Play Activities 53
            Examples
          • Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
            Play Activities 47
            Examples
        • Fractions (Including Decimals & Percentages)
          Pupils should be taught throughout that percentages, decimals and fractions are different ways of expressing proportions. They extend their knowledge of fractions to thousandths and connect to decimals and measures. Pupils connect equivalent fractions > 1 that simplify to integers with division and other fractions > 1 to division with remainders, using the number line and other models, and hence move from these to improper and mixed fractions. Pupils connect multiplication by a fraction to using fractions as operators (fractions of), and to division, building on work from previous years. This relates to scaling by simple fractions, including fractions > 1. Pupils practise adding and subtracting fractions to become fluent through a variety of increasingly complex problems. They extend their understanding of adding and subtracting fractions to calculations that exceed 1 as a mixed number. Pupils continue to practise counting forwards and backwards in simple fractions. Pupils continue to develop their understanding of fractions as numbers, measures and operators by finding fractions of numbers and quantities. Pupils extend counting from year 4, using decimals and fractions including bridging zero, for example on a number line. Pupils say, read and write decimal fractions and related tenths, hundredths and thousandths accurately and are confident in checking the reasonableness of their answers to problems. They mentally add and subtract tenths, and one-digit whole numbers and tenths. They practise adding and subtracting decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimal places, and complements of 1 (for example, 0.83 + 0.17 = 1). Pupils should go beyond the measurement and money models of decimals, for example, by solving puzzles involving decimals. Pupils should make connections between percentages, fractions and decimals (for example, 100% represents a whole quantity and 1% is 1/100, 50% is 50/100, 25% is 25/100) and relate this to finding 'fractions of'.
          • Compare and order fractions whose denominators are all multiples of the same number
            Play Activities 45
            Examples
          • Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
            Play Activities 140
            Examples
          • Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5]
            Play Activities 43
            Examples
          • Add and subtract fractions with the same denominator and denominators that are multiples of the same number
            Play Activities 9
            Examples
          • Read and write decimal numbers as fractions [for example, 0.71 = 71/100]
            Play Activities 23
            Examples
          • Round decimals with two decimal places to the nearest whole number and to one decimal place
            Play Activities 21
            Examples
          • Read, write, order and compare numbers with up to three decimal places
            Play Activities 68
            Examples
          • Solve problems involving number up to three decimal places
            Play Activities 431
            Examples
          • Recognise the per cent symbol (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal
            Play Activities 27
            Examples
          • Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25
            Play Activities 6
            Examples
      • Measurement
        Pupils use their knowledge of place value and multiplication and division to convert between standard units. Pupils calculate the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths. Missing measures questions such as these can be expressed algebraically, for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm and perimeter of 20cm. Pupils calculate the area from scale drawings using given measurements. Pupils use all four operations in problems involving time and money, including conversions (for example, days to weeks, expressing the answer as weeks and days).
        • Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
          Play Activities 88
          Examples
        • Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
          Play Activities 11
          Examples
        • Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
          Play Activities 27
          Examples
        • Estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
          Play Activities 16
          Examples
        • Solve problems involving converting between units of time
          Play Activities 24
          Examples
        • Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
          Play Activities 166
          Examples
      • Geometry
        • Properties of Shapes
          Pupils become accurate in drawing lines with a ruler to the nearest millimetre, and measuring with a protractor. They use conventional markings for parallel lines and right angles. Pupils use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools. Pupils use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems
          • Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
            Play Activities 27
            Examples
          • Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
            Play Activities 2
            Examples
          • Identify:
            • Angles at a point and one whole turn (total 360 degrees)
              Play Activities 3
              Examples
            • Angles at a point on a straight line and 1/2 a turn (total 180 degrees)
              Play Activities 6
              Examples
            • Other multiples of 90 degrees
              Play Activities 9
              Examples
          • Use the properties of rectangles to deduce related facts and find missing lengths and angles
            Play Activities 5
            Examples
        • Position & Direction
          Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes
          • Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
            Play Activities 56
            Examples
      • Statistics
        Pupils connect their work on coordinates and scales to their interpretation of time graphs. They begin to decide which representations of data are most appropriate and why
        • Solve comparison, sum and difference problems using information presented in a line graph
          Play Activities 31
          Examples
        • Complete, read and interpret information in tables, including timetables
          Play Activities 33
          Examples
    • Year 6
      • Number
        • Number & Place Value
          Pupils use the whole number system, including saying, reading and writing numbers accurately
          • Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
            Play Activities 4
            Examples
          • Round any whole number to a required degree of accuracy
            Play Activities 21
            Examples
        • Addition, Subtraction, Multiplication & Division
          Pupils practise addition, subtraction, multiplication and division for larger numbers, using the formal written methods of columnar addition and subtraction, short and long multiplication, and short and long division (see Mathematics Appendix 1). They undertake mental calculations with increasingly large numbers and more complex calculations. Pupils continue to use all the multiplication tables to calculate mathematical statements in order to maintain their fluency. Pupils round answers to a specified degree of accuracy, for example, to the nearest 10, 20, 50 etc., but not to a specified number of significant figures. Pupils explore the order of operations using brackets; for example, 2 + 1 x 3 = 5 and (2 + 1) x 3 = 9. Common factors can be related to finding equivalent fractions
          • Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
            Play Activities 4
            Examples
          • 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
            Play Activities 7
            Examples
          • Perform mental calculations, including with mixed operations and large numbers
            Play Activities 4
            Examples
          • Identify common factors, common multiples and prime numbers
            Play Activities 15
            Examples
          • Use their knowledge of the order of operations to carry out calculations involving the four operations
            Play Activities 43
            Examples
          • Solve problems involving addition, subtraction, multiplication and division
            Play Activities 241
            Examples
          • Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy
            Play Activities 47
            Examples
        • Fractions (Including Decimals & Percentages)
          Pupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other (for example, 1/2 + 1/8 = 5/8) and progress to varied and increasingly complex problems. Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators (fractions of), as numbers, and as equal parts of objects, for example as parts of a rectangle. Pupils use their 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 1/4 of a length is 36cm, then the whole length is 36 x 4 = 144cm). They practise calculations with simple fractions and decimal fraction equivalents to aid fluency, including listing equivalent fractions to identify fractions with common denominators. Pupils can explore and make conjectures about converting a simple fraction to a decimal fraction (for example, 3 ÷ 8 = 0.375). For simple fractions with recurring decimal equivalents, pupils learn about rounding the decimal to three decimal places, or other appropriate approximations depending on the context. Pupils multiply and divide numbers with up to two decimal places by one-digit and two-digit whole numbers. Pupils multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 x 2 = 0.8, and in practical contexts, such as measures and money. Pupils are introduced to the division of decimal numbers by one-digit whole number, initially, in practical contexts involving measures and money. They recognise division calculations as the inverse of multiplication. Pupils also develop their skills of rounding and estimating as a means of predicting and checking the order of magnitude of their answers to decimal calculations. This includes rounding answers to a specified degree of accuracy and checking the reasonableness of their answers.
          • Compare and order fractions, including fractions >> 1
            Play Activities 15
            Examples
          • Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
            Play Activities 4
            Examples
          • Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 x 1/2 = 1/8]
            Play Activities 5
            Examples
          • Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8]
            Play Activities 30
            Examples
          • 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
            Play Activities 39
            Examples
          • Multiply one-digit numbers with up to two decimal places by whole numbers
            Play Activities 13
            Examples
          • Solve problems which require answers to be rounded to specified degrees of accuracy
            Play Activities 42
            Examples
          • Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
            Play Activities 58
            Examples
      • Ratio & Proportion
        Pupils recognise proportionality in contexts when the relations between quantities are in the same ratio (for example, similar shapes and recipes). Pupils link percentages or 360degrees to calculating angles of pie charts. Pupils should consolidate their understanding of ratio when comparing quantities, sizes and scale drawings by solving a variety of problems. They might use the notation a:b to record their work. Pupils solve problems involving unequal quantities, for example, 'for every egg you need three spoonfuls of flour', '3/5 of the class are boys'. These problems are the foundation for later formal approaches to 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
          Play Activities 70
          Examples
        • Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison
          Play Activities 5
          Examples
        • Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples
          Play Activities 66
          Examples
      • Algebra
        Pupils should be introduced to the use of symbols and letters to represent variables and unknowns in mathematical situations that they already understand, such as: missing numbers, lengths, coordinates and angles, formulae in mathematics and science, equivalent expressions (for example, a + b = b + a), generalisations of number patterns, number puzzles (for example, what two numbers can add up to)
        • Use simple formulae
          Play Activities 4
          Examples
        • Generate and describe linear number sequences
          Play Activities 29
          Examples
        • Express missing number problems algebraically
          Play Activities 20
          Examples
      • Measurement
        Pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs. They know approximate conversions and are able to tell if an answer is sensible. Using the number line, pupils use, add and subtract positive and negative integers for measures such as temperature. They relate the area of rectangles to parallelograms and triangles, for example, by dissection, and calculate their areas, understanding and using the formulae (in words or symbols) to do this. Pupils could be introduced to compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate.
        • Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
          Play Activities 32
          Examples
        • 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
          Play Activities 63
          Examples
        • Recognise that shapes with the same areas can have different perimeters and vice versa
          Play Activities 7
          Examples
        • Recognise when it is possible to use formulae for area and volume of shapes
          Play Activities 24
          Examples
        • Calculate the area of parallelograms and triangles
          Play Activities 20
          Examples
        • 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]
          Play Activities 11
          Examples
      • Geometry
        • Properties of Shapes
          Pupils draw shapes and nets accurately, using measuring tools and conventional markings and labels for lines and angles. Pupils describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements. These relationships might be expressed algebraically for example, d = 2 x r; a = 180 - (b + c)
          • Recognise, describe and build simple 3-D shapes, including making nets
            Play Activities 46
            Examples
          • Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
            Play Activities 30
            Examples
          • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
            Play Activities 5
            Examples
        • Position & Direction
          Pupils draw and label a pair of axes in all four quadrants with equal scaling. This extends their knowledge of one quadrant to all four quadrants, including the use of negative numbers. Pupils draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. These might be expressed algebraically for example, translating vertex (a, b) to (a - 2, b + 3); (a, b) and (a + d, b + d) being opposite vertices of a square of side d.
          • Draw and translate simple shapes on the coordinate plane, and reflect them in the axes
            Play Activities 52
            Examples
      • Statistics
        Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts. Pupils both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects. They should connect conversion from kilometres to miles in measurement to its graphical representation. Pupils know when it is appropriate to find the mean of a data set
        • Interpret and construct pie charts and line graphs and use these to solve problems
          Play Activities 21
          Examples
        • Calculate and interpret the mean as an average
          Play Activities 14
          Examples
  • Key Stage 3
    • Working Mathematically
      • Develop Fluency
        • Substitute values in expressions, rearrange and simplify expressions, and solve equations
          Play Activities 5
          Examples
        • Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics
          Play Activities 6
          Examples
    • Subject Content
      • Number
        • Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ?, <, >, ?, ?
          Play Activities 5
          Examples
        • Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation propert
          Play Activities 6
          Examples
        • Use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative
          Play Activities 232
          Examples
        • Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
          Play Activities 22
          Examples
        • Use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations
          Play Activities 96
          Examples
        • Interpret and compare numbers in standard form A x 10n 1?A< 10, where n is a positive or negative integer or zero
          Play Activities 51
          Examples
        • Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8)
          Play Activities 5
          Examples
        • Define percentage as 'number of parts per hundred', interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and w
          Play Activities 42
          Examples
        • Interpret fractions and percentages as operators
          Play Activities 121
          Examples
        • Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]
          Play Activities 16
          Examples
        • Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a< x?b
          Play Activities 10
          Examples
      • Algebra
        • Use and interpret algebraic notation, including:
          • Ab in place of a x b
            Play Activities 5
            Examples
          • 3y in place of y + y + y and 3 x y
            Play Activities 3
            Examples
          • A2 in place of a x a, a3 in place of a x a x a; a2b in place of a x a x b
            Play Activities 8
            Examples
          • A/b in place of a ÷ b
            Play Activities 5
            Examples
          • Brackets
            Play Activities 3
            Examples
        • Substitute numerical values into formulae and expressions, including scientific formulae
          Play Activities 25
          Examples
        • Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors
          Play Activities 3
          Examples
        • Simplify and manipulate algebraic expressions to maintain equivalence by:
          • Collecting like terms
            Play Activities 13
            Examples
          • Multiplying a single term over a bracket
            Play Activities 4
            Examples
          • Taking out common factors
            Play Activities 2
            Examples
          • Expanding products of two or more binomials
            Play Activities 4
            Examples
        • Understand and use standard mathematical formulae; rearrange formulae to change the subject
          Play Activities 16
          Examples
        • Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs
          Play Activities 32
          Examples
        • Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement)
          Play Activities 20
          Examples
        • Recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane
          Play Activities 17
          Examples
        • Interpret mathematical relationships both algebraically and graphically
          Play Activities 3
          Examples
        • Reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically
          Play Activities 15
          Examples
        • Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations
          Play Activities 11
          Examples
        • Find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs
          Play Activities 11
          Examples
        • Generate terms of a sequence from either a term-to-term or a position-to-term rule
          Play Activities 8
          Examples
        • Recognise arithmetic sequences and find the nth term
          Play Activities 80
          Examples
        • Recognise geometric sequences and appreciate other sequences that arise
          Play Activities 13
          Examples
      • Ratio, Proportion & Change
        • Use scale factors, scale diagrams and maps
          Play Activities 12
          Examples
        • Express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1
          Play Activities 23
          Examples
        • Use ratio notation, including reduction to simplest form
          Play Activities 99
          Examples
        • Divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio
          Play Activities 110
          Examples
        • Understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction
          Play Activities 21
          Examples
        • Relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions
          Play Activities 3
          Examples
        • Solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
          Play Activities 41
          Examples
        • Solve problems involving direct and inverse proportion, including graphical and algebraic representations
          Play Activities 6
          Examples
        • Use compound units such as speed, unit pricing and density to solve problems
          Play Activities 45
          Examples
      • Geometry & Measures
        • Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)
          Play Activities 36
          Examples
        • Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
          Play Activities 50
          Examples
        • Describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
          Play Activities 6
          Examples
        • Use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles
          Play Activities 4
          Examples
        • Derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
          Play Activities 36
          Examples
        • Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures
          Play Activities 48
          Examples
        • Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles
          Play Activities 10
          Examples
        • Understand and use the relationship between parallel lines and alternate and corresponding angles
          Play Activities 16
          Examples
        • Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons
          Play Activities 16
          Examples
        • Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras' Theorem, and use known results to obtain simple proofs
          Play Activities 31
          Examples
        • Use Pythagoras' Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles
          Play Activities 3
          Examples
        • Use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
          Play Activities 5
          Examples
        • Interpret mathematical relationships both algebraically and geometrically
          Play Activities 5
          Examples
      • Probability
        • Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale
          Play Activities 116
          Examples
        • Understand that the probabilities of all possible outcomes sum to 1
          Play Activities 4
          Examples
      • Statistics
        • Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range,
          Play Activities 64
          Examples
        • Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data
          Play Activities 28
          Examples
        • Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs
          Play Activities 4
          Examples
• English
  • Key Stage 1
    • Year 1
      • Reading
        • Word Reading
          Pupils should revise and consolidate the GPCs and the common exception words taught in Reception. As soon as they can read words comprising the year 1 GPCs accurately and speedily, they should move on to the year 2 programme of study for word reading. The number, order and choice of exception words taught will vary according to the phonics programme being used. Ensuring that pupils are aware of the GPCs they contain, however unusual these are, supports spelling later. Young readers encounter words that they have not seen before much more frequently than experienced readers do, and they may not know the meaning of some of these. Practice at reading such words by sounding and blending can provide opportunities not only for pupils to develop confidence in their decoding skills, but also for teachers to explain the meaning and thus develop pupils' vocabulary. Pupils should be taught how to read words with suffixes by being helped to build on the root words that they can read already. Pupils' reading and re-reading of books that are closely matched to their developing phonic knowledge and knowledge of common exception words supports their fluency, as well as increasing their confidence in their reading skills. Fluent word reading greatly assists comprehension, especially when pupils come to read longer books.
          • Apply phonic knowledge and skills as the route to decode words
            Play Activities 554
            Examples
          • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
            Play Activities 34
            Examples
          • Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings
            Play Activities 10
            Examples
        • Comprehension
          Pupils should have extensive experience of listening to, sharing and discussing a wide range of high-quality books with the teacher, other adults and each other to engender a love of reading at the same time as they are reading independently. Pupils' vocabulary should be developed when they listen to books read aloud and when they discuss what they have heard. Such vocabulary can also feed into their writing. Knowing the meaning of more words increases pupils' chances of understanding when they read by themselves. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension. However, once pupils have already decoded words successfully, the meaning of those that are new to them can be discussed with them, so contributing to developing their early skills of inference. By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structured in order, for example, to build surprise in narratives or to present facts in non-fiction. Listening to and discussing information books and other non-fiction establishes the foundations for their learning in other subjects. Pupils should be shown some of the processes for finding out information. Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing. Rules for effective discussions should be agreed with and demonstrated for pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others. Role-play can help pupils to identify with and explore characters and to try out the language they have listened to.
          • Understand both the books they can already read accurately and fluently and those they listen to by:
            • Making inferences on the basis of what is being said and done
              Play Activities 6
              Examples
      • Writing
        • Transcription
          • Spelling
            Reading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt. Pupils should be shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). It is important to recognise that phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading). For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading. At this stage pupils will be spelling some words in a phonically plausible way, even if sometimes incorrectly. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds. Writing simple dictated sentences that include words taught so far gives pupils opportunities to apply and practise their spelling
            • Spell:
              • Words containing each of the 40+ phonemes already taught
                Play Activities 9
                Examples
            • Name the letters of the alphabet:
              • Naming the letters of the alphabet in order
                Play Activities 6
                Examples
            • Add prefixes and suffixes:
              • Using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs
                Play Activities 4
                Examples
        • Vocabulary, Grammar & Punctuation
          Pupils should be taught to recognise sentence boundaries in spoken sentences and to use the vocabulary listed in English Appendix 2 ('Terminology for pupils') when their writing is discussed. Pupils should begin to use some of the distinctive features of Standard English in their writing. 'Standard English' is defined in the Glossary.
          • Develop their understanding of the concepts set out in English Appendix 2 by:
            • Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
              Play Activities 14
              Examples
            • Using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
              Play Activities 6
              Examples
      • Spelling
        • Revision of Reception Work
          • All letters of the alphabet and the sounds which they most commonly represent
            Play Activities 151
            Examples
          • Consonant digraphs which have been taught and the sounds which they represent
            Play Activities 74
            Examples
          • The process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
            Play Activities 9
            Examples
          • The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck
            The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes. Example words: off, well, miss, buzz, back
            Play Activities 8
            Examples
          • Adding s and es to words (plural of nouns and the third person singular of verbs)
            If the ending sounds like /s/ or /z/, it is spelt as -s. If the ending sounds like /ɪz/ and forms an extra syllable or 'beat' in the word, it is spelt as -es. Example words: cats, dogs, spends, rocks, thanks, catches
            Play Activities 3
            Examples
          • Adding -er and -est to adjectives where no change is needed to the root word
            As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. Example words: grander, grandest, fresher, freshest, quicker, quickest
            Play Activities 6
            Examples
        • Vowel Digraphs & Trigraphs
          • Ai, oi
            The digraphs ai and oi are virtually never used at the end of English words. Example words: rain, wait, train, paid, afraid, oil, join, coin, point, soil
            Play Activities 3
            Examples
          • Ay, oy
            Ay and oy are used for those sounds at the end of words and at the end of syllables. Example words: day, play, say, way, stay, boy, toy, enjoy, annoy
            Play Activities 7
            Examples
          • A-e
            Example words: made, came, same, take, safe
            Play Activities 5
            Examples
          • I-e
            Example words: five, ride, like, time, side
            Play Activities 5
            Examples
          • O-e
            Example words: home, those, woke, hope, hole
            Play Activities 6
            Examples
          • Ee
            Example words: see, tree, green, meet, week
            Play Activities 4
            Examples
          • Ea (/i:/)
            Example words: sea, dream, meat, each, read (present tense)
            Play Activities 4
            Examples
          • Er (/ə/)
            Example words: (unstressed schwa sound): better, under, summer, winter, sister
            Play Activities 2
            Examples
          • Oo (/u:/)
            Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo. Example words: food, pool, moon, zoo, soon
            Play Activities 4
            Examples
          • Oo (/ʊ/)
            Example words: book, took, foot, wood, good
            Play Activities 6
            Examples
          • Oa
            The digraph oa is very rare at the end of an English word. Example words: boat, coat, road, coach, goal
            Play Activities 7
            Examples
          • Ou
            The only common English word ending in ou is you. Example words: out, about, mouth, around, sound
            Play Activities 6
            Examples
          • Ow (/aʊ/), ow (/əʊ/), ue, ew
            Both the /u:/ and /ju:/ ('oo' and 'yoo') sounds can be spelt as u-e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo. Example words: now, how, brown, down, town, own, blow, snow, grow, show, blue, clue, true, rescue, Tuesday, new, few, grew, flew, drew, threw
            Play Activities 6
            Examples
          • Air
            Example words: air, fair, pair, hair, chair
            Play Activities 4
            Examples
          • Ear
            Example words: dear, hear, beard, near, year
            Play Activities 4
            Examples
          • Words ending -y (/i:/ or /ɪ/)
            Example words: very, happy, funny, party, family
            Play Activities 8
            Examples
          • New consonant spellings ph and wh
            The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). Example words: dolphin, alphabet, phonics, elephant, when, where, which, wheel, while
            Play Activities 5
            Examples
          • Compound words
            Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. Example words: football, playground, farmyard, bedroom, blackberry
            Play Activities 8
            Examples
      • Vocabulary, Grammar & Punctuation
        • Sentence
          How words can combine to make sentences Joining words and joining clauses using and
          Play Activities 186
          Examples
    • Year 2
      • Reading
        • Word Reading
          Pupils should revise and consolidate the GPCs and the common exception words taught in year 1. The exception words taught will vary slightly, depending on the phonics programme being used. As soon as pupils can read words comprising the year 2 GPCs accurately and speedily, they should move on to the years 3 and 4 programme of study for word reading. When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word. Pupils should be taught how to read suffixes by building on the root words that they have already learnt. The whole suffix should be taught as well as the letters that make it up. Pupils who are still at the early stages of learning to read should have ample practice in reading books that are closely matched to their developing phonic knowledge and knowledge of common exception words. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Pupils should have opportunities to exercise choice in selecting books and be taught how to do so.
          • Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
            Play Activities 404
            Examples
          • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
            Play Activities 12
            Examples
          • Read accurately words of two or more syllables that contain the same graphemes as above
            Play Activities 24
            Examples
          • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
            Play Activities 3
            Examples
        • Comprehension
          Pupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading 'place' instead of 'palace'). Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic. The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character's behaviour in a story; why certain dates are commemorated annually). 'Thinking aloud' when reading to pupils may help them to understand what skilled readers do. Deliberate steps should be taken to increase pupils' vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language. Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions. Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of what they read and have opportunities to try out the language they have listened to.
          • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
            • Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
              Play Activities 24
              Examples
          • Understand both the books that they can already read accurately and fluently and those that they listen to by:
            • Making inferences on the basis of what is being said and done
              Play Activities 113
              Examples
            • Answering and asking questions
              Play Activities 56
              Examples
          • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
            Play Activities 2
            Examples
      • Writing
        • Transcription
          • Spelling
            In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words. At this stage children's spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds. Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.
            • Spell by:
              • Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
                Play Activities 301
                Examples
              • Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
                Play Activities 107
                Examples
              • Learning to spell common exception words
                Play Activities 10
                Examples
              • Distinguishing between homophones and near-homophones
                Play Activities 11
                Examples
            • Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly
              Play Activities 9
              Examples
            • Apply spelling rules and guidance, as listed in English Appendix 1
              Play Activities 5
              Examples
        • Vocabulary, Grammar & Punctuation
          The terms for discussing language should be embedded for pupils in the course of discussing their writing with them. Their attention should be drawn to the technical terms they need to learn.
          • Develop their understanding of the concepts set out in English Appendix 2 by:
            • Learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
              Play Activities 89
              Examples
          • Learn how to use:
            • Sentences with different forms: statement, question, exclamation, command
              Play Activities 19
              Examples
            • Expanded noun phrases to describe and specify [for example, the blue butterfly]
              Play Activities 8
              Examples
            • The present and past tenses correctly and consistently including the progressive form
              Play Activities 24
              Examples
            • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
              Play Activities 10
              Examples
      • Spelling
        • New Work for Year 2
          • The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
            The letter j is never used for the /dʒ/ sound at the end of English words. At the end of a word, the /dʒ/ sound is spelt -dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called 'short' vowels). Example words: badge, edge, bridge, dodge, fudge After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as -ge at the end of a word. Example words: age, huge, change, charge, bulge, village In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. Example words: gem, giant, magic, giraffe, energy, jacket, jar, jog, join, adjust
            Play Activities 2
            Examples
          • The /s/ sound spelt c before e, i and y
            Example words: race, ice, cell, city, fancy
            Play Activities 2
            Examples
          • The /n/ sound spelt kn and (less often) gn at the beginning of words
            The 'k' and 'g' at the beginning of these words was sounded hundreds of years ago. Example words: knock, know, knee, gnat, gnaw
            Play Activities 8
            Examples
          • The /r/ sound spelt wr at the beginning of words
            This spelling probably also reflects an old pronunciation. Example words: write, written, wrote, wrong, wrap
            Play Activities 4
            Examples
          • The /aɪ/ sound spelt -y at the end of words
            This is by far the most common spelling for this sound at the end of words. Example words: cry, fly, dry, try, reply, July
            Play Activities 6
            Examples
          • Adding -es to nouns and verbs ending in -y
            The y is changed to i before -es is added. Example words: flies, tries, replies, copies, babies, carries
            Play Activities 2
            Examples
          • Adding the endings -ing, -ed, -er, -est and -y to words ending in -e with a consonant before it
            The -e at the end of the root word is dropped before -ing, -ed, -er, -est, -y or any other suffix beginning with a vowel letter is added. Exception: being. Example words: hiking, hiked, hiker, nicer, nicest, shiny
            Play Activities 19
            Examples
          • Adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant letter after a single vowel letter
            The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel 'short'). Exception: The letter 'x' is never doubled: mixing, mixed, boxer, sixes. Example words: patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
            Play Activities 9
            Examples
          • The /ɔ:/ sound spelt a before l and ll
            The /ɔ:/ sound ('or') is usually spelt as a before l and ll. Example words: all, ball, call, walk, talk, always
            Play Activities 3
            Examples
          • The /i:/ sound spelt -ey
            The plural of these words is formed by the addition of -s (donkeys, monkeys, etc.). Example words: key, donkey, monkey, chimney, valley
            Play Activities 2
            Examples
          • Contractions
            In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can't - cannot). It's means it is (e.g. It's raining) or sometimes it has (e.g. It's been raining), but it's is never used for the possessive. Example words: can't, didn't, hasn't, couldn't, it's, I'll
            Play Activities 9
            Examples
          • Homophones and near-homophones
            It is important to know the difference in meaning between homophones. Example words: there/their/they're, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight
            Play Activities 6
            Examples
      • Vocabulary, Grammar & Punctuation
        • Word
          Formation of nouns using suffixes such as -ness, -er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as -ful, -less (A fuller list of suffixes can be found on page 54 in the year 2 spelling section in English Appendix 1) Use of the suffixes -er, -est in adjectives and the use of -ly in Standard English to turn adjectives into adverbs
          Play Activities 12
          Examples
        • Sentence
          Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
          Play Activities 4
          Examples
        • Punctuation
          Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl's name]
          Play Activities 6
          Examples
        • Terminology for Pupils
          Noun, noun phrase Statement, question, exclamation, command Compound, suffix Adjective, adverb, verb Tense (past, present) Apostrophe, comma
          Play Activities 81
          Examples
  • Lower Key Stage 2
    • Years 3 & 4
      • Reading
        • Word Reading
          At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary. When pupils are taught to read longer words, they should be supported to test out different pronunciations. They will attempt to match what they decode to words they may have already heard but may not have seen in print [for example, in reading 'technical', the pronunciation /tɛtʃnɪkəl/ ('tetchnical') might not sound familiar, but /tɛknɪkəl/ ('teknical') should].
          • Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
            Play Activities 12
            Examples
        • Comprehension
          The focus should continue to be on pupils' comprehension as a primary element in reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the programmes of study for comprehension in years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the level of challenge. Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions). Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words. Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves. Pupils should also have opportunities to exercise choice in selecting books and be taught how to do so, with teachers making use of any library services and expertise to support this. Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension. In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information. Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on, and evaluate rules for effective discussion. The expectation should be that all pupils take part.
          • Develop positive attitudes to reading and understanding of what they read by:
            • Reading books that are structured in different ways and reading for a range of purposes
              Play Activities 15
              Examples
            • Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
              Play Activities 3
              Examples
            • Identifying themes and conventions in a wide range of books
              Play Activities 13
              Examples
            • Recognising some different forms of poetry [for example, free verse, narrative poetry]
              Play Activities 3
              Examples
          • Understand what they read, in books they can read independently, by:
            • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
              Play Activities 26
              Examples
            • Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
              Play Activities 173
              Examples
            • Predicting what might happen from details stated and implied
              Play Activities 13
              Examples
            • Identifying main ideas drawn from more than one paragraph and summarising these
              Play Activities 4
              Examples
            • Identifying how language, structure, and presentation contribute to meaning
              Play Activities 13
              Examples
          • Retrieve and record information from non-fiction
            Play Activities 63
            Examples
      • Writing
        • Transcription
          • Spelling
            Pupils should learn to spell new words correctly and have plenty of practice in spelling them. As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English Appendix 2). Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.
            • Use further prefixes and suffixes and understand how to add them (English Appendix 1)
              Play Activities 10
              Examples
            • Spell further homophones
              Play Activities 18
              Examples
            • Spell words that are often misspelt (English Appendix 1)
              Play Activities 7
              Examples
        • Composition
          Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description. Pupils should understand, through being shown these, the skills and processes that are essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and re-reading to check their meaning is clear, including doing so as the writing develops. Pupils should be taught to monitor whether their own writing makes sense in the same way that they monitor their reading, checking at different levels.
          • Evaluate and edit by:
            • Assessing the effectiveness of their own and others' writing and suggesting improvements
              Play Activities 9
              Examples
            • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
              Play Activities 88
              Examples
          • Proof-read for spelling and punctuation errors
            Play Activities 43
            Examples
        • Vocabulary, Grammar & Punctuation
          Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read. At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters]
          • Develop their understanding of the concepts set out in English Appendix 2 by:
            • Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
              Play Activities 4
              Examples
            • Using the present perfect form of verbs in contrast to the past tense
              Play Activities 4
              Examples
            • Using conjunctions, adverbs and prepositions to express time and cause
              Play Activities 28
              Examples
          • Indicate grammatical and other features by:
            • Using and punctuating direct speech
              Play Activities 11
              Examples
      • Spelling
        • New Work for Years 3 & 4
          Teachers should continue to emphasise to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly, if the rules and guidance for adding prefixes and suffixes are also known.
          • The suffix -ly
            The suffix -ly is added to an adjective to form an adverb. The rules already learnt still apply. The suffix -ly starts with a consonant letter, so it is added straight on to most root words. Example words: adly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) Exceptions: (1) If the root word ends in -y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable. Example words: happily, angrily (2) If the root word ends with -le, the -le is changed to -ly. Example words: gently, simply, humbly, nobly (3) If the root word ends with -ic, -ally is added rather than just -ly, except in the word publicly. Example words: basically, frantically, dramatically (4) The words truly, duly, wholly.
            Play Activities 6
            Examples
          • Endings which sound like /ʒən/
            If the ending sounds like /ʒən/, it is spelt as -sion. Example words: division, invasion, confusion, decision, collision, television
            Play Activities 4
            Examples
          • Endings which sound like /ʃən/, spelt -tion, -sion, -ssion, -cian
            Strictly speaking, the suffixes are -ion and -ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. -tion is the most common spelling. It is used if the root word ends in t or te. Example words: invention, injection, action, hesitation, completion -ssion is used if the root word ends in ss or -mit.Example words: expression, discussion, confession, permission, admission -sion is used if the root word ends in d or se.Example words: expansion, extension, comprehension, tension Exceptions: attend - attention, intend - intention. -cian is used if the root word ends in c or cs. Example words: musician, electrician, magician, politician, mathematician
            Play Activities 2
            Examples
          • Words with the /eɪ/ sound spelt ei, eigh, or ey
            Example words: vein, weigh, eight, neighbour, they, obey
            Play Activities 4
            Examples
          • Homophones and near-homophones
            Example words: accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he'll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who's
            Play Activities 9
            Examples
      • Year 3 - Vocabulary, Grammar & Punctuation
        • Sentence
          Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
          Play Activities 10
          Examples
        • Punctuation
          Introduction to inverted commas to punctuate direct speech
          Play Activities 3
          Examples
        • Terminology for Pupils
          Preposition conjunction Word family, prefix Clause, subordinate clause Direct speech Consonant, consonant letter vowel, vowel letter Inverted commas (or 'speech marks')
          Play Activities 16
          Examples
      • Year 4 - Vocabulary, Grammar & Punctuation
        • Sentence
          Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Fronted adverbials [for example, Later that day, I heard the bad news.]
          Play Activities 7
          Examples
        • Terminology for Pupils
          Determiner Pronoun, possessive pronoun Adverbial
          Play Activities 5
          Examples
  • Upper Key Stage 2
    • Year 5 & 6
      • Reading
        • Word Reading
          At this stage, there should be no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. It is imperative that pupils are taught to read during their last two years at primary school if they enter year 5 not being able to do so. Pupils should be encouraged to work out any unfamiliar word. They should focus on all the letters in a word so that they do not, for example, read 'invitation' for 'imitation' simply because they might be more familiar with the first word. Accurate reading of individual words, which might be key to the meaning of a sentence or paragraph, improves comprehension. When teachers are reading with or to pupils, attention should be paid to new vocabulary - both a word's meaning(s) and its correct pronunciation.
          • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
            Play Activities 48
            Examples
        • Comprehension
          Even though pupils can now read independently, reading aloud to them should include whole books so that they meet books and authors that they might not choose to read themselves. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should continue to apply what they have already learnt to more complex writing. Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text. They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies. Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect. In using reference books, pupils need to know what information they need to look for before they begin and need to understand the task. They should be shown how to use contents pages and indexes to locate information. The skills of information retrieval that are taught should be applied, for example, in reading history, geography and science textbooks, and in contexts where pupils are genuinely motivated to find out information, for example, reading information leaflets before a gallery or museum visit or reading a theatre programme or review. Teachers should consider making use of any library services and expertise to support this. Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions. Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.
          • Maintain positive attitudes to reading and understanding of what they read by:
            • Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
              Play Activities 8
              Examples
            • Identifying and discussing themes and conventions in and across a wide range of writing
              Play Activities 5
              Examples
          • Understand what they read by:
            • Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
              Play Activities 53
              Examples
            • Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
              Play Activities 34
              Examples
            • Predicting what might happen from details stated and implied
              Play Activities 7
              Examples
            • Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
              Play Activities 13
              Examples