###
Currently under construction

This is an example of how links can be use to expand and explain how to interpret the criteria. While we have kept the content of the original document, we think some of these criteria have dependencies that would enable a number to be eliminated since to achieve some would be implicit to achieving others. The finalised criteria should be fundamentals that will not have obvious dependencies and such dependencies where important can be explained in the guidance. This would again significantly reduce complexity.

————————————–————–——–—-

#
ks1m: Key Stage 1 mathematics

###
**ks1mdl1: Desired learning outcome – Understand number and place value in the range 0 to 100.**

**ks1m1**. can read and write **integers **between 0 and 100 in** numerals **and words.

Pupils should be able to read and write the integers from 0 to 100 either in isolation or in context or both. This should be in the form of words such as eighty five as well as using numerals such as 85.

**ks1m2**. can count in steps of 2, 5 and 10 from 0 to 100 and 100 to 0.

Pupils should be able to count verbally in steps of 2, 5 and 10 starting at zero and continuing through to 100. They should be able to do this in reverse, counting back from 100 to zero. Practising should involve shorter sequences such as count from 12 to 20 in twos or count back from 65 to 40 in fives.

**ks1m3. **can count in steps of 3 from 0 to 30.

Pupils should be able to count verbally in steps of 3 starting at zero and continuing through to 30. Practising should involve shorter sequences such as count from 12 to 21 in threes.

**ks1m4:** can use** place value **to order numbers between 0 and 100.

Pupils should be able to use number lines and similar constructs to put numbers in order. They should know that numbers in the tens column have ten times the value of numbers in the units column.

**ks1m5:** can identify the correct use of > < and = signs in the context of integers.

Pupils should be able to put the correct sign into integer number relationships. eg 1 2, 9 5, 6 6 would be 1 < 2, 9 > 5 and 6 = 6

**ks1m6:** know that an integer is a whole number.

Pupils should associate the word integer with whole numbers (Not in the original specification but seems a glaring omission in the general context.)

**ks1m7: **can use a number line and other symbols to present and represent numbers.

Pupils can represent numbers in a variety of ways using a number line, dots as on dominos, beads on an abacus or similar.

**ks1m8:** can solve simple problems involving putting numbers in order.

Pupils can put random sets of integers between 0 and 100 into order. eg given 34, 22, 56, 1 they could order them lowest to highest as 1, 22, 34, 56.

—————————————————————-

###
**ks1mdl2: Desired learning outcome – Understand addition and subtraction.**

**ks1m9:** can fluently recall and use addition and subtraction facts for integers up to 10.

Fluency means recall without hesitation directly from memory.

**ks1m10:** can add and subtract multiples of 10 to 100 by applying the facts for single digits.

This means directly associating the two digit numbers with the corresponding single digit numbers between 1 and 9

**ks1m11:** can recall some addition and subtraction facts to 20.

Pupils should be building to the point where they will recall all the subtraction and addition facts to 20 but at this stage they will be getting some right some wrong and at times take a while to work out the answers.

**ks1m12:** can use mental arithmetic to add and subtract numbers where the result is between 0 and 100.

Pupils will recall some of these results fluently and without needing to consciously think through a method but in many cases they will need time to arrive at the result and will on occasions make errors.

**ks1m13:** can use written and practical methods to add and subtract numbers where the result is between 0 and 100.

If pupils can do ks1m12 it is very likely they will also achieve this criterion. In this case they need to be able to write the results down and demonstrate addition and subtraction using tallying and similar practical methods.

**ks1m14:** can apply the inverse relationship between addition and subtraction to check calculations and solve simple problems.

Pupils should be able to show that is a + b = c then c – a = b and c-b = a using specific numbers.

**ks1m15:** can solve simple 2 step problems in the context of 1 and 2 digit numbers.

Pupils should be able to solve problems of the type if I have 4 sweets each costing 2 pence and 3 sweets each costing 3 pence, how much did all the sweets cost.

**ks1m16:** can show that order is important in subtraction.

Pupils should be able to see that 8 – 4 – 2 is not the same as 8 – (4 -2). In other words if I take the 2 from the 4 first and take the result from 8 it gives a different result than taking the 4 from the 8 and then the 2 from that result.

–—————————————————————

###
** ks1mdl3: Desired learning outcome – Understand multiplication and division.**

**ks1m17:** can recall and use multiplication and division facts for the 10 times table using the signs × and =.

Pupils can respond to tables questions without undue hesitation and write down table relations using multiplication and equals signs in the context of the ten times table.

**ks1m18:** can recall and use some of the multiplication and division facts for the 2 and 5 times tables using the signs ×, ÷, and =.

Pupils can respond to tables questions but they make some errors in the context of the 2 and 5 times tables. They can write simple relationships using ×, ÷, and = signs but make errors as well as using these correctly.

**ks1m19:** can solve simple problems using multiplication and division.

These problems will be in keeping with the multiplication and division facts expected at this level.

**ks1m20:** can identify the odd and even numbers between 0 and 100.

Pupils should be able to pick out odd and even numbers from randomised samples of numbers in the specified range.

**ks1m21:** can identify even numbers as having their last or only digit as 0,2,4,6, or 8.

Pupils should be able to pick even numbers from randomised samples of numbers in the specified range.

**ks1m22:** can identify multiplication by 2 as the inverse of division by 2.

Pupils should know that, for example, that 2 x 3 is the inverse of 6 ÷ 3 and 6 ÷ 2

**ks1m23:** can associate double and half as equivalent to multiplication and division by 2.

Pupils should be able to use double and half interchangeably with multiply by and divide by 2 in discussing numbers and quantities.

**ks1m24:** can demonstrate that multiplication is commutative.

Pupils can show that for example, 2 lots of 3 and 3 lots of 2 both comprise 6 objects.

**ks1m25:** can relate multiplication to repeated addition.

Pupils can show that for example, adding 2 sweets to a bag on 3 occasions is the same as 2 x 3.

————————————–————–——–—-

#
ks2m: Key Stage 2 mathematics

###
**ks2ml1: Desired learning outcome – Understand number and place value in the range 0 to 10,000,000.**

**Assessment criteria**

**ks2m1: **can read and write integers between 0 and 10,000,000 in numerals and words.

The pupil will demonstrate the ability to read and write integers in the specified range using numerals and words.

**ks2m2: **can identify the value of each digit in a decimal number with up to 3 decimal places.

The pupil will know that place value corresponds to thousandths, hundredths and tenths, units, tens, hundreds and thousands.

**ks2m3: **can round numbers to the nearest multiple of an order of magnitude up to 100,000 for all integers.

Pupils should be aware that to the nearest 10, 5 can be rounded up or down but 6, 7, 8, would round up to 10 and 11, 12, 13, 14 would round down. 15 could be rounded up to 20 or down to 10. Same with 150 rounding up to 200 or down to 100.

**ks2m4: **can use place value to order numbers between 0 and 10,000,000.

Pupils can put random sets of numbers in order between the specified range. They can classify numbers by power of ten eg put 21, 42, 85 in a group and 320, 455, 678 in a separate group.

**ks2m5: **can identify incorrect answers using estimation and approximation to determine plausibility of a practical result.

Pupils can identify obvious errors such as a result that is a place value error eg it is written as 530 when it should be 53 from working out the number of weeks in a period of about a year.

**ks2m6: **can use appropriate accuracy and precision in simple cases when recording results.

Pupils consider the precision of measurements in practical work and record their results to the nearest scale mark. Calculations are written to the same precision as the fundamental measurements from which they are derived. eg If measuring the length of a room by dividing the area by the breadth in metres, the length calculated is written to the same precision as the breadth used to calculate it.

**ks2m7: **can solve practical problems involving negative numbers.

Pupils should have an established concept of deficit in relation to negative numbers. Owing money as a negative and earning money as a positive and working out the balance.

**ks2m8: **can calculate intervals between negative and positive numbers.

Pupils will be able to use scales with positive and negative linearly ordered values in order to calculate the interval between a negative and positive number.

**ks2m9: **can solve numerical problems involving putting numbers in order, making comparisons and identifying patterns.

Pupils can use place value and order of numbers to compare sizes and identify patterns for a purpose. This could be finding missing numbers in a pattern.

————————————–————–——–—-

###
ks2ml2: Desired learning outcome – Understand the 4 most common arithmetic operators

**ks2m10: **can use mental arithmetic to add and subtract integers with up to 3 digits.

Pupils can use mental arithmetic to add and subtract numbers up to 999 in their heads. They should get practise at shortcuts and techniques in mental arithmetic process such as adding 47 and 49 is the same as adding 50+50 and subtracting 4.

**ks2m11: **can use formal written methods to add and subtract integers with more than 3 digits.

Pupils use place values, for example in thousands, hundreds, tens and units columns to add numbers using carry for overflow in the place value.

**ks2m12: **can solve practical multi-step problems requiring addition and subtraction.

Pupils can solve problems of the type "A person earns £200 and gives £30 to a friend with no money. The friend spends £15 on a train ticket and then sells a book for £4. How much money as the friend got now?

**ks2m13:**can identify multiples and factors in integers.

Pupils know what the words multiple, factor and integer mean, by giving examples. They can use recall of multiplication tables to identify multiples and factors and for large numbers use formal written methods.

**ks2m14:**can recall prime numbers up to 19.

Pupils know that 1,2,3,5,7,11,13,17,qnd 19 can only be divided by themselves and 1 without leaving a remainder.

**ks2m15:**can recall square numbers up to 144.

Pupils know that 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, and 144 are square numbers and the square roots can be found as integers between 1 and 12.

**ks2m16:**can use the properties of multiples, factors, prime numbers and square numbers in arithmetic problems.

Pupils can apply their knowledge of number properties to work out for example, areas from lengths and lengths from square areas.

**ks2m17:**can use place value to multiply and divide decimal numbers with up to 3 decimal places by 10, 100 and 1000.

Pupils should be able to perform calculations such as 3.456 x 10 = 34.56, 3.456 x 100 = 345.6 and 3.456 x 1000 = 3456. For division, 4567 ÷ 10 = 456.7, 4567 ÷ 100 = 45.67, 4567 ÷ 1000 = 4.567

**ks2m18:**can multiply and divide numbers mentally where problems involve a total of up to 3 digits.

Pupils can recall tables well enough to to solve problems such as 90 ÷ 6 = 15 in their heads. They will need practise in methods such as imagining the formal division method, breaking the divisor in to factors 2 and 3.

**ks2m19:**can solve mental arithmetic problems that require mixed operations.

Pupils can solve problems such as Divide 36 by 3 and multiply the result by 5

**ks2m20:**can fluently multiply a 4 digit number by a 2 digit number using long multiplication.

Pupils can use written methods to multiply for example 2945 x 89

**ks2m21:**can fluently divide a 4 digit number by a 1 digit number using a formal written method.

Pupils can use a written method to divide, for example, 5395 ÷ 5

**ks2m22:**can divide a 4 digit number by a 2 digit divisor using long division.

**ks2m23:**can describe remainders in relation to their context.

**ks2m24:**can solve practical and theoretical arithmetic problems and puzzles.

**ks2m25:**can use appropriate accuracy and precision in simple cases when recording results of calculations.

————————————–————–——–—-

###
ks2ml3: Desired learning outcome – Understand fractions, decimals, percentages, ratio and proportion.

**ks2m26:**can simplify fractions using common factors.

**ks2m27:**can identify equivalence in fractions and express fractions with a common denominator.

**ks2m28:**can identify the symbols % and : in percentages and ratio.

**ks2m29:**can express a percentage as parts per hundred.

**ks2m30:**can recall and use equivalencies between fractions, decimals, and percentages in a range of contexts.

**ks2m31:**can convert fractions to decimals and decimals to fractions using division and place value for simple cases.

**ks2m32:**can calculate fractions and percentages of integer quantities.

**ks2m33:**can add and subtract fractions that have common multiple denominators.

**ks2m34:**can calculate with improper fractions and mixed numbers to solve problems.

**ks2m35:**can fluently add and subtract decimal numbers.http://goo.gl/iKGQNs

**ks2m36:**can round up and down to the required number of decimal places or significant figures.

**ks2m37:**can multiply numbers between -9.99 and +9.99 by an integer.

**ks2m38:**can use written division to solve problems where the result has 2 decimal places.

**ks2m39:**can use ratio and proportion in integer based contexts.

**ks2m40:**can use scale factors to solve problems with similar shapes.

**ks2m41:**can solve practical and theoretical problems that involve fractions, decimals, and percentages.

###
————————————–————–——–—-

###
Desired learning outcome – Understand algebra and statistics.

**ks2m42:**can use words to describe and utilise simple formulae.

**ks2m43:**can express an unknown number in algebraic terms.

**ks2m44:**can generate and describe linear number sequences.

**ks2m45:**can solve simple equations with 2 unknown values.

**ks2m46:**can use tables to organise data.

**ks2m47:**can convert data to information and present it using bar charts, pie charts and line graphs.

**ks2m48:**can calculate the mean of a simple set of discrete data.

**ks2m49:**can explain the meaning of the mean in a range of contexts.

###
————————————–————–——–—-

###
Desired learning outcome – Understand measurement and properties of shapes.

**ks2m50:**can use analogue and digital clocks fluently to tell the time.

**ks2m51:**can read Roman Numerals to 1000 (M).http://goo.gl/iKGQNs.

**ks2m52:**can convert between 12 hour and 24 hour clock formats using am and pm.

**ks2m53:**can solve practical problems that require the full range of units of time.

**ks2m54:**can use SI units of measure in practical contexts.

**ks2m55:**can measure and calculate perimeters of rectilinear shapes.

**ks2m56:**can identify shapes with the same area and different perimeters.

**ks2m57:**can calculate areas of rectangles using cm2 and m2

**ks2m58:**can use a square grid to estimate areas of irregular shapes including the use of fractions of squares.

**ks2m59:**can convert between units of measure with precision of 3 decimal places.

**ks2m60:**can solve practical and theoretical problems that involve measurements, shapes and their properties.

**ks2m61:**can classify geometric shapes based on their physical attributes.

**ks2m62:**can build 3-D objects from 2-D templates.

**ks2m63:**can describe a range of 3D objects in terms of their physical attributes.

**ks2m64:**can draw 2-D shapes to required accuracy when provided with dimensions and angles.

**ks2m65:**can identify angles formed by intersecting straight lines and find missing angles.

**ks2m66:**can calculate the value of angles in a triangle from knowing that the sum of the interior angles is 1800.

**ks2m67:**can describe radius, diameter and circumference of a circle.

**ks2m68:**can represent a shape on the coordinate plane in the first quadrant.

**ks2m69:**can use coordinates to describe positions in the first quadrant.

**ks2m70:**can carry out translation and reflections of shapes to solve problems.

————————————–————–——–—-

###
Key Stage 1 Reading

###
Desired learning outcome – read words with fluency.

**ks1r1****:** can apply phonics consistently to decode age appropriate texts quickly and accurately.

**ks1r2****:** can recognise and fluently decode alternative sounds for graphemes.

**ks1r3**: can recognise and fluently decode words of two or more syllables.

**ks1r4****:** can recognise and fluently decode words with common suffixes.

**ks1r5****:** can recognise and fluently decode the most common exception words.

**ks1r6****:** can sound out unfamiliar words accurately without undue hesitation when reading aloud.

————————————–————–——–—-

###
Desired learning outcome – understand what they read and what is read to them.

**ks1r7****:** can demonstrate understanding of a range of poetry, stories, non-fiction, read independently.

**ks1r8****:** can understand more challenging books that are read by the teacher.

**ks1r9****:** can take account of what others say in discussion of texts.

**ks1r10****:** can identify sequences of events in texts.

**ks1r11****:** can explain how items of information in a text relate to each other.

**ks1r12**: can retell fictional stories that have been read.

**ks1r13: **can identify structure in non-fiction books.

**ks1r14****:** can recognise recurring literary language in a range of texts.

**ks1r15: **can share favourite words and phrases.

**ks1r16****:** can clarify meaning of new words through discussion and links to known vocabulary.

**ks1r17****:** can recite a repertoire of poetry.

**ks1r18: **can use appropriate intonation to clarify meaning during a recital.

**ks1r19****:** can correct myself when the sense of the text is lost during independent reading.

**ks1r20****:** can make inferences from what is read.

**ks1r21****:** can ask and answer appropriate questions related to inference and prediction from texts.

————————————–————–——–—-

###
Desired learning outcome – Develop a positive attitude to reading.

**ks1r22:** can express a liking for reading and being read to.

————————————–————–——–—-

###
Key Stage 2 Reading

###
Desired learning outcome – read words fluently with expression and understanding

**ks1r23: **can fluently read a range of age appropriate texts that include novels, stories, plays, poetry, non-fiction, reference and text books.

**ks1r24: **can determine the meaning of new words using knowledge of root words, prefixes and suffixes.

**ks1r25: **can demonstrate appropriate intonation, tone and volume when reading aloud.

————————————–————–——–—-

###
Desired learning outcome – understand what they read and what is read to them.

**ks1r26:**can demonstrate familiarity with a wide range of texts across a full range of fiction and non-fiction.

**ks1r27:**can recommend books to others based on own reading giving reasons for choices.

**ks1r28:**can recite a wide range of poetry.

**ks1r29:**can explain how language, structure and presentation can contribute to the meaning of a text.

**ks1r30:**can draw on contextual evidence to make sense of what is read.

**ks1r31:**can take part in a discussion to explore words with different meanings.

**ks1r32:**can comment on how language, including figurative language, is used to contribute to meaning.

**ks1r33:**can ask questions to enhance my understanding of a text.

**ks1r34:**can make comparisons within and across texts.

**ks1r35:**can make inferences about characters' motives, feelings, thoughts and actions based on evidence in the text.

**ks1r36:**can make predictions based on evidence in the text.

**ks1r37:**can distinguish between facts and opinion in all texts suitable for my age.

**ks1r38:**can take evidence from a non-fiction source and record it as information for presentation to a reader.

**ks1r39:**can summarise evidence supporting the main ideas in a text by identifying and taking details from more than one paragraph.

**ks1r40:**can courteously express views and challenge the views of others, based on personal reading and what has been read to them.

**ks1r41:**can with the aid of notes, make a formal presentation that demonstrates focus on and understanding of a topic about which they have read.

**ks1r42:**can demonstrate an understanding of themes and conventions through discussion and comment across a wide range of writing.

————————————–————–——–—-

###
Desired learning outcome – Reading attitude

**ks1r43: **reads fiction and non-fiction frequently for pleasure with minimal prompting.

###
Key Stage 1 Writing

###
Desired learning outcome – plan, draft, evaluate edit and proof read work

can write narratives about personal experiences and those of others both real and imaginary.

can write about real events

can write poems.

can gather information and ideas including new vocabulary from reading and other sources.

can write key words to represent ideas.

can draft encapsulated narrative sentence by sentence.

can discuss their writing with other people, evaluating the effectiveness of their choice of words, grammar and punctuation.

can discuss their writing with other people, making appropriate additions, revisions and corrections.

can use agreed terminology when discussing writing

can check work to make sure it makes sense and that verbs are in the correct tense by re-reading it.

can check work for spelling, grammar and punctuation errors.

————————————–————–——–—-

###
Desired learning outcome – apply correct vocabulary, grammar and punctuation to writing.

can use capital letters for almost all proper nouns.

can describe and specify using adjectives, adverbs, and expanded noun phrases.

can use the present and past tenses including the progressive form to mark actions in progress throughout their writing.

can link phrases using the coordinating conjunctions or/and/but.

can link phrases using the subordinating conjunctions when/if/that/because.

can compose grammatically accurate sentences for a range of purposes.

can demonstrate the characteristics of standard written English with mostly correct punctuation.

————————————–————–——–—-

###
Desired learning outcome – spell words correctly.

can write simple sentences dictated by the teacher that include words using grapheme phoneme correspondence, common exception words and punctuation, using memorised facts.

can demonstrate application of grapheme-phoneme correspondences and segmenting words into phonemes through accurate spelling.

can spell most common exception words accurately.

can spell words with suffixes where the changes are need to the root word.

can spell longer words formed by addition of suffixes.

————————————–————–——–—-

###
Desired learning outcome – hand write effectively.

can hold a pencil comfortably and correctly.

can write legibly with characters accurately and consistently formed to the correct size and orientation in relation to each other.

can space words consistently in relation to the size of letters.

can join letters using diagonal and horizontal strokes.

###
————————————–————–——–—-

###
Key Stage 2 Writing

###
Desired learning outcome – plan, draft, evaluate edit and proof read work

can write for a range of purposes and audiences demonstrating the use of suitable forms and features drawn from similar writing, wider reading and research.

can plan narratives using ideas for characters from what has been read, listened to or performed.

can with the aid of a thesaurus, choose grammar and vocabulary that clarifies and enhances meaning when drafting work.

can write narrative with descriptions of settings, characters, atmosphere and integrated dialogue that conveys character and advances the action.

can precise longer passages.

can evaluate effectiveness of writing and take action to enhance impact and clarify meaning.

can use agreed terminology when discussing writing.

can check work with the aid of a dictionary and thesaurus when writing for a wider audience.

————————————–————–——–—-

###
Desired learning outcome – structure and organise text.

can structure written work in paragraphs.

can use a range of cohesive devices to link ideas within and across paragraphs.

can use bullets, lists, tables and similar sub-structures to make information more accessible to the reader.

can use tense appropriately and consistently to support the coherence of the whole text.

————————————–————–——–—-

###
Desired learning outcome – apply correct vocabulary, grammar and punctuation to writing.

can use expanded noun phrases to convey complicated information concisely.

can use relative clauses using a wide range of relative pronouns to clarify and explain relationships between ideas.

can use the perfect form of verbs to mark relationships of time and cause.

can use modal verbs and adverbs to indicate degrees of possibility, probability and certainty.

can use the passive voice to affect the presentation of information.

can use vocabulary and grammatical choices to suit both formal and informal situations.

can use a range of punctuation, mostly accurately.

————————————–————–——–—-

###
Desired learning outcome – spell words correctly.

can write simple sentences dictated by the teacher that include words and punctuation associated with the KS2 national curriculum using memorised facts.

can demonstrate accurate spelling of most prefixes and suffixes from the KS2 national curriculum.

can spell most words with silent letters.

can spell most homophones and other words which are often confused.

can the words on the year 5/6 word list.

————————————–————–——–—-

###
Desired learning outcome – hand write effectively.

can write fluently and at an efficiently by hand.

can choose an appropriate writing implement.

can choose appropriate letter shapes and whether or not to join letters.

————————————–————–——–—-

#
Key Stage 1 Science

###
Desired learning outcome – work scientifically.

can make observations of the natural and humanly-constructed world.

can ask questions about observations.

can observe changes over time.

can identify patterns.

can group and classify things.

can make a comparative test.

can use secondary sources to find information.

can use scientific language and terminology to discuss findings.

can communicate ideas in a variety of ways.

can use the words, method, observe, pattern, results, measure, compare, record, group, equipment, and fair, in context.

can read and spell scientific words.

————————————–————–——–—-

###
Desired learning outcome – understand structure and function in living things.

can name and locate the external parts of the human body including eyes, ears, nose, mouth, tongue, skin.

can describe the basic needs for animals to survive.

can describe the importance of exercise.

can describe the importance of diet.

can describe the importance of hygiene.

can describe changes in development from offspring to adult in birds, insects and mammals.

can name and locate the external parts of flowering plants and trees including flower, leaf, root, stem, trunk, seed, branch, petal.

can describe the basic needs for plants to survive.

can describe how altering the conditions of survival for a plant affects the plant.

can describe the changes in development from seeds and bulbs growing into mature plants.

————————————–————–——–—-

###
Desired learning outcome – understand interdependence between living things.

can identify things as alive, dead or have never lived.

can identify a variety of common plants and animals in their habitats.

can identify fish, amphibians, reptiles, birds, mammals from their features.

can group animals according to what they eat, carnivore, herbivore, omnivore.

can describe the relationships in a simple food chain.

can describe how living things, weather, day length and temperature change with the seasons.

can describe how different plants and animals are suited to different habitats and microhabitats.

————————————–————–——–—-

###
Desired learning outcome – understand properties of materials.

can distinguish between an object and the materials from which it is made.

can identify a variety of everyday materials.

can sort materials into Anchorgroups using their physical properties.

can compare wood, plastic, glass, metal, water, rock, paper, cardboard in terms of their usage.

can describe how the shapes of some solid materials can be changed by applying a force.

————————————–————–——–—-

#
Key Stage 2 Science

###
Desired learning outcome – work scientifically.

can explore and talk about ideas.

can analyse functions, relationships, and interactions systematically.

can identify abstract ideas that enable understanding and predicting of how the world works.

can identify scientific ideas that have changed over time.

can formulate questions about scientific phKey Stage 1 Scienceenomena.

can select and plan appropriate ways to answer scientific questions.

can observe changes over a period of time.

can identify patterns.

can group and classify things according to their characteristics.

can carry out a fair test.

can find scientific information from a range of secondary sources.

can select suitable equipment for experimentation.

can take accurate measurements and record them with appropriate units.

can make sure my measurements are reliable by repeating and checking them.

can draw conclusions from my observations and data.

can use evidence from a range of sources to support my ideas.

can use scientific knowledge and understanding to explain my findings in writing and through talk and other media.

can use the scientific terms accurate, conclusion, evidence, fair test, prediction, reliable, supports, evidence, variable, unit

can read spell and pronounce scientific vocabulary at a level consistent with KS2.

————————————–————–——–—-

###
Desired learning outcome – understand structure and function in living things.

can name locate and describe the functions of the main parts of the digestive, musculo-skeletal and circulatory systems in animals.

can describe the short and long term effects of exercise on the body.

can describe the short and long term effects of diet on the body.

can describe the short and long term effects of drugs and lifestyle on the body.

can describe the reproductive processes and differences in lifecycles of mammals, amphibians, insects and birds.

can name locate and describe the functions of the main parts of flowering plants and how water and nutrients are transported.

can describe how plants are affected by their environment and changes to growing conditions.

————————————–————–——–—-

###
Desired learning outcome – understand evolution and inheritance.

can describe how fossils are formed.

can describe how fossils provide evidence of evolution.

can describe how variation between offspring and adaptation to their environment provides evidence to explain evolution over time.

can relate inherited characteristics to survival and continuation in a species.

————————————–————–——–—-

###
Desired learning outcome – understand interdependence between living things.

can use keys to classify groups of living things.

can describe the main characteristics used to group plants, animals and micro-organisms according to the main groups in the classification system.

can construct and interpret food chains.

can explain how wider environmental changes may have an impact on living things.

————————————–————–——–—-

###
Desired learning outcome – understand states of matter.

can compare the characteristics of different states of matter (solids, liquids and gases).

can describe how materials can change state with reference to temperature.

can explain everyday phenomena related to change of state including the water cycle.

————————————–————–——–—-

###
Desired learning outcome – understand properties of materials.

can identify, group and classify materials, including rocks, according to their appearance.

can identify, group and classify materials, including rocks, according to their hardness and solubility.

can identify, group and classify materials, including rocks, according to their thermal and electrical conductivity and response to magnets.

can describe the advantages and disadvantages of everyday materials for different uses.

can describe the composition of soil.

————————————–————–——–—-

###
Desired learning outcome – understand changes in materials

can identify everyday phenomena where dissolving occurs.

can describe how to separate different mixtures of materials, including solutions.

can identify reversible or non-reversible changes in materials.

can explain reasons for concluding that a change is reversible or non-reversible.

————————————–————–——–—-

###
Desired learning outcome – understand light and sound

can explain how we see things using diagrams.

can explain reflection using ray diagrams.

can explain shadow formation using ray diagrams.

can explain how vibrating objects produce sound waves.

can explain why sound requires a medium of propagation.

can explain how the ear detects sound.

can explain that pitch is related to frequency of vibration of the source.

can explain that the volume of a sound is related to amplitude of vibration of the source.

can explain that the intensity of sound falls off with distance from the source.

###
————————————–————–——–—-

###
Desired learning outcome – understand forces.

can identify and describe different effects of forces on objects.

can distinguish between contact forces and forces at a distance.

can identify common materials which are magnetic.

can use the behaviour of unlike magnetic poles to predict the behaviour of magnets.

can describe how pulleys, levers and gears can be used to amplify a force.

————————————–————–——–—-

###
Desired learning outcome – understand electricity.

can build a series circuit using cells, wires, switches, bulbs and buzzers.

can describe how component changes affect a series circuit.

can use the recognised circuit symbols for cells, wires, switches, bulbs, buzzers and motors.

can draw and interpret simple series circuit diagrams.

can identify common conductors and insulators.

————————————–————–——–—-

###
Desired learning outcome – understand the position and context of the Earth in space.

can describe the shape of bodies in the solar system and their movement relative to each other.

can use the Earth’s movement in space to explain day and night and the apparent movement of the sun across the sky.