KS2 curriculum goals

Speaking & Listening

listen and respond appropriately to adults and their peers

ask relevant questions to extend their understanding and knowledge

use relevant strategies to build their vocabulary

articulate and justify answers, arguments and opinions

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

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

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play/improvisations and debates

gain, maintain and monitor the interest of the listener(s)

consider and evaluate different viewpoints, attending to and building on the contributions of others

select and use appropriate registers for effective communication

Reading

reading books that are structured in different ways and reading for a range of purposes

identifying themes and conventions in a wide range of books

asking questions to improve their understanding of a text

distinguish between statements of fact and opinion

provide reasoned justifications for their views

retrieve and record information from non-fiction

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Writing

plan their writing by:

- discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

- discussing and recording ideas

draft and write by:

- composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

- organising paragraphs around a theme

- in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

evaluate and edit by:

- assessing the effectiveness of their own and others’ writing and suggesting improvements

- proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

- proofread for spelling and punctuation errors

- read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Statistics

interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions to solve problems.

interpret and construct pie charts and line graphs and use these to solve problems

calculate and interpret the mean as an average

History

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Geography

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Art

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history

Design technology

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

investigate and analyse a range of existing products

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

To make informed decisions about Health

How regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle

How to predict, assess and manage risk in different situations strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about

How to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say

How to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this

That personal behaviour can affect other people

To recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships

To listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own

How to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with

Reasons for rules and laws; consequences of not adhering to rules and laws

To recognise there are human rights, that are there to protect everyone

About the relationship between rights and responsibilities

Ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment

These PSHE criteria are taken from the DfE-approved PSHE Association’s 2020 PSHE Programmes of Study.

to research, discuss and debate topical issues, problems and events

why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other

to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences

to resolve differences by looking at alternatives, making decisions and explaining choices

what democracy is, and about the basic institutions that support it locally and nationally

to recognise the role of voluntary, community and pressure groups

that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment

to explore how the media present information

to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong