National Curriculum

English

Spoken language

Pupils should be taught to: § 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 – word reading

Years 1-2

Pupils should be taught to: § apply phonic knowledge and skills as the route to decode words § respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes § read accurately by blending sounds in unfamiliar words containing GPCs that have been taught § read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word § read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings § read other words of more than one syllable that contain taught GPCs § read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) § read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words § re-read these books to build up their fluency and confidence in word reading

Years 3-4

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent § read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes § read accurately words of two or more syllables that contain the same graphemes as above § read words containing common suffixes § read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word § read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered § read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation § re-read these books to build up their fluency and confidence in word reading.

Pupils should be taught to: § 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 § read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Years 5-6

Pupils should be taught to: § 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.

Reading – comprehension

Years 1-2

Pupils should be taught to: § develop pleasure in reading, motivation to read, vocabulary and understanding by: § listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently § being encouraged to link what they read or hear read to their own experiences § becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics § recognising and joining in with predictable phrases § learning to appreciate rhymes and poems, and to recite some by heart § discussing word meanings, linking new meanings to those already known § understand both the books they can already read accurately and fluently and those they listen to by: § drawing on what they already know or on background information and vocabulary provided by the teacher § checking that the text makes sense to them as they read and correcting inaccurate reading § discussing the significance of the title and events § making inferences on the basis of what is being said and done § predicting what might happen on the basis of what has been read so far § participate in discussion about what is read to them, taking turns and listening to what others say § explain clearly their understanding of what is read to them.

Years 3-4

Pupils should be taught to: § develop pleasure in reading, motivation to read, vocabulary and understanding by: § listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently § discussing the sequence of events in books and how items of information are related § becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales § being introduced to non-fiction books that are structured in different ways § recognising simple recurring literary language in stories and poetry § discussing and clarifying the meanings of words, linking new meanings to known vocabulary § discussing their favourite words and phrases § continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear § understand both the books that they can already read accurately and fluently and those that they listen to by: § drawing on what they already know or on background information and vocabulary provided by the teacher § checking that the text makes sense to them as they read and correcting inaccurate reading § making inferences on the basis of what is being said and done § answering and asking questions § predicting what might happen on the basis of what has been read so far § participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say § explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

§ develop positive attitudes to reading and understanding of what they read by: § listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks § reading books that are structured in different ways and reading for a range of purposes § using dictionaries to check the meaning of words that they have read § increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally § identifying themes and conventions in a wide range of books English – key stages 1 and 2 26 Statutory requirements § preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action § discussing words and phrases that capture the reader’s interest and imagination § recognising some different forms of poetry [for example, free verse, narrative poetry] § 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 § asking questions to improve their understanding of a text § drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence § predicting what might happen from details stated and implied § identifying main ideas drawn from more than one paragraph and summarising these § identifying how language, structure, and presentation contribute to meaning § retrieve and record information from non-fiction § participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Years 5-6

Pupils should be taught to: § 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 § reading books that are structured in different ways and reading for a range of purposes § increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions English – key stages 1 and 2 34 Statutory requirements § recommending books that they have read to their peers, giving reasons for their choices § identifying and discussing themes and conventions in and across a wide range of writing § making comparisons within and across books § learning a wider range of poetry by heart § preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience § understand what they read by: § checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context § asking questions to improve their understanding § drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence § predicting what might happen from details stated and implied § summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas § identifying how language, structure and presentation contribute to meaning § discuss and evaluate how authors use language, including figurative language, considering the impact on the reader § distinguish between statements of fact and opinion § retrieve, record and present information from non-fiction § participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously § explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary § provide reasoned justifications for their views

Writing – transcription

Years 1-2

Pupils should be taught to: § spell: § words containing each of the 40+ phonemes already taught § common exception words § the days of the week English – key stages 1 and 2 13 Statutory requirements § name the letters of the alphabet: § naming the letters of the alphabet in order § using letter names to distinguish between alternative spellings of the same sound § 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 § using the prefix un– § using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] § apply simple spelling rules and guidance, as listed in English Appendix 1 § write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Pupils should be taught to: § spell by: § segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly § 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 § learning to spell common exception words § learning to spell more words with contracted forms § learning the possessive apostrophe (singular) [for example, the girl’s book] § distinguishing between homophones and near-homophones § add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly English – key stages 1 and 2 20 Statutory requirements § apply spelling rules and guidance, as listed in English Appendix 1 § write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Pupils should be taught to: § use further prefixes and suffixes and understand how to add them (English Appendix 1) § spell further homophones § spell words that are often misspelt (English Appendix 1) § place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] § use the first two or three letters of a word to check its spelling in a dictionary § write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Years 5-6

Pupils should be taught to: § use further prefixes and suffixes and understand the guidance for adding them § spell some words with ‘silent’ letters [for example, knight, psalm, solemn] § continue to distinguish between homophones and other words which are often confused § use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 § use dictionaries to check the spelling and meaning of words § use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary § use a thesaurus

Handwriting

Handwriting Pupils should be taught to: § sit correctly at a table, holding a pencil comfortably and correctly § begin to form lower-case letters in the correct direction, starting and finishing in the right place § form capital letters § form digits 0-9 § understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Pupils should be taught to: § form lower-case letters of the correct size relative to one another § start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined § write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters § use spacing between words that reflects the size of the letters.

Pupils should be taught to: § use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined § increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

Years 5-6

Pupils should be taught to: § write legibly, fluently and with increasing speed by: § choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters § choosing the writing implement that is best suited for a task.

Writing – composition

Pupils should be taught to: § write sentences by: § saying out loud what they are going to write about § composing a sentence orally before writing it § sequencing sentences to form short narratives § re-reading what they have written to check that it makes sense § discuss what they have written with the teacher or other pupils § read aloud their writing clearly enough to be heard by their peers and the teacher.

Pupils should be taught to: § develop positive attitudes towards and stamina for writing by: § writing narratives about personal experiences and those of others (real and fictional) § writing about real events § writing poetry § writing for different purposes § consider what they are going to write before beginning by: § planning or saying out loud what they are going to write about § writing down ideas and/or key words, including new vocabulary § encapsulating what they want to say, sentence by sentence § make simple additions, revisions and corrections to their own writing by: § evaluating their writing with the teacher and other pupils § re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form § proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] § read aloud what they have written with appropriate intonation to make the meaning clear.

Pupils should be taught to: § 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 (English Appendix 2) § organising paragraphs around a theme § in narratives, creating settings, characters and plot § 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 § proof-read for spelling and punctuation errors § 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.

Years 5-6

Pupils should be taught to: § plan their writing by: § identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own § noting and developing initial ideas, drawing on reading and research where necessary § in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed § draft and write by: § selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning § in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action § précising longer passages § using a wide range of devices to build cohesion within and across paragraphs § using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] § evaluate and edit by: § assessing the effectiveness of their own and others’ writing § proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning § ensuring the consistent and correct use of tense throughout a piece of writing § ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register § proof-read for spelling and punctuation errors English – key stages 1 and 2 38 Statutory requirements § perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Writing – vocabulary, grammar and punctuation

Years 1-2

Pupils should be taught to: § develop their understanding of the concepts set out in English Appendix 2 by: § leaving spaces between words § joining words and joining clauses using and § beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark § using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ § learning the grammar for year 1 in English Appendix 2 § use the grammatical terminology in English Appendix 2 in discussing their writing.

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) § learn how to use: § sentences with different forms: statement, question, exclamation, command § expanded noun phrases to describe and specify [for example, the blue butterfly] § the present and past tenses correctly and consistently including the progressive form § subordination (using when, if, that, or because) and co-ordination (using or, and, or but) § the grammar for year 2 in English Appendix 2 § some features of written Standard English § use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Pupils should be taught to: § 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 § using the present perfect form of verbs in contrast to the past tense § choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition § using conjunctions, adverbs and prepositions to express time and cause § using fronted adverbials § learning the grammar for years 3 and 4 in English Appendix 2 § indicate grammatical and other features by: § using commas after fronted adverbials § indicating possession by using the possessive apostrophe with plural nouns § using and punctuating direct speech § use and understand the grammatical terminology in English App

Years 5-6

Pupils should be taught to: § develop their understanding of the concepts set out in English Appendix 2 by: § recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms § using passive verbs to affect the presentation of information in a sentence § using the perfect form of verbs to mark relationships of time and cause § using expanded noun phrases to convey complicated information concisely § using modal verbs or adverbs to indicate degrees of possibility § using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun § learning the grammar for years 5 and 6 in English Appendix 2 § indicate grammatical and other features by: § using commas to clarify meaning or avoid ambiguity in writing § using hyphens to avoid ambiguity § using brackets, dashes or commas to indicate parenthesis § using semi-colons, colons or dashes to mark boundaries between independent clauses § using a colon to introduce a list § punctuating bullet points consistently § use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Spelling – see National Curriculum full guidance

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Languages

Pupils should be taught to:

1. Listen attentively to spoken language and show understanding by joining in and responding

2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help

4. Speak in sentences, using familiar vocabulary, phrases and basic language structures

5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

6. Present ideas and information orally to a range of audiences

7. Read carefully and show understanding of words, phrases and simple writing

8. Appreciate stories, songs, poems and rhymes in the language

9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

10. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

11. Describe people, places, things and actions orally and in writing

12. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Music

Pupils should be taught to:

1. Use their voices expressively and creatively by singing songs and speaking chants and rhymes

2. Play tuned and untuned instruments musically

3. Listen with concentration and understanding to a range of high-quality live and recorded music

4. Experiment with, create, select and combine sounds using the inter-related dimensions of music

5. Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

6. Pupils should be taught to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

7. Improvise and compose music for a range of purposes using the inter-related dimensions of music

8. Listen with attention to detail and recall sounds with increasing aural memory

9. Use and understand staff and other musical notations

10. Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

11. Develop an understanding of the history of music

Physical Education

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

1. master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

2. Participate in team games, developing simple tactics for attacking and defending

3. Perform dances using simple movement patterns. Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

4. Use running, jumping, throwing and catching in isolation and in combination

5. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

6. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

7. Perform dances using a range of movement patterns

8. Take part in outdoor and adventurous activity challenges both individually and within a team

9. Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

1. Swim competently, confidently and proficiently over a distance of at least 25 metres

2. Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

3. Perform safe self-rescue in different water-based situations.

ICT

Pupils should be taught to:

1. Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

2. Create and debug simple programs

3. Use logical reasoning to predict the behaviour of simple programs

4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content

5. Recognise common uses of information technology beyond school

6. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Geography

Locational knowledge

1. Name and locate the world’s seven continents and five oceans

2. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge

3. Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography

4. Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

5. Use basic geographical vocabulary to refer to:

6. Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

7. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork

8. Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

9. Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Geography – key stages 1 and 2 3

10. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

11. Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Science

Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

1. Asking simple questions and recognising that they can be answered in different ways

2. Observing closely, using simple equipment

3. Performing simple tests

4. Identifying and classifying

5. Using their observations and ideas to suggest answers to questions

6. Gathering and recording data to help in answering questions.

Plants

Pupils should be taught to:

1. Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

2. Identify and describe the basic structure of a variety of common flowering plants, including trees.

3. Observe and describe how seeds and bulbs grow into mature plants

4. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals, inc. humans

Pupils should be taught to:

1. Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

2. Identify and name a variety of common animals that are carnivores, herbivores and omnivores Science – key stages 1 and 2 8 Statutory requirements

3. Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

4. Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

5. Notice that animals, including humans, have offspring which grow into adults

6. Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

7. Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Living things and habitats

Pupils should be taught to:

1. Explore and compare the differences between things that are living, dead, and things that have never been alive

2. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

3. Identify and name a variety of plants and animals in their habitats, including microhabitats

4. Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Everyday materials

Pupils should be taught to:

1. Distinguish between an object and the material from which it is made

2. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

3. Describe the simple physical properties of a variety of everyday materials

4. Compare and group together a variety of everyday materials on the basis of their simple physical properties.

5. Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

6. Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Seasonal changes

Pupils should be taught to:

1. Observe changes across the four seasons

2. Observe and describe weather associated with the seasons and how day length varies

History

Pupils should be taught about:

1. Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

2. Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

3. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

4. Significant historical events, people and places in their own locality.

5. Changes in Britain from the Stone Age to the Iron Age

6. The Roman Empire and its impact on Britain

7. Britain’s settlement by Anglo-Saxons and Scots

8. The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

9. A local history study

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

11. The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

12. Ancient Greece – a study of Greek life and achievements and their influence on the western world

13. A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

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Personal, Social and Health Education

Religious Education

​Maths