 Year 3 / 4
 Y3/4 Half Term Curriculum Summaries
 Expectations of a Year 3 Pupil
 Expectations of a Year 4 pupil
 Swimming Information
 Year 5 / 6
 Y5/6 Half Term Curriculum Summaries
 Expectations of a Year 5 / 6 Pupil
 SATs Resources
 Y5/6 Spelling Rules
 Y6 Homework Timetable
 Early Years Foundation Stage
 Our EYFS Mission
 Our Second Half Term of Learning.
 Our First Half Term of Learning
 Expectations of a EYFS child.
 EYFS Half Term Curriculum Summaries
 Our Spring 1 Half Term of Learning
 Our Spring 2 Half Term of Learning
 EYFS Charter for Quality
 Our Summer 1 Half Term of Learning
 Our Last Half Term of Learning
 Year 1
 Y1 Half Term Curriculum Summaries
 Expectations of a Year 1 child
 Year 2
 Y2 Half Term Curriculum Summaries
 Expectations of a Year 2 Pupil
 SATs Resources
Expectations of a Year 4 pupil
This page provides information for parents and carers about the end of year expectations for children in our school. These expectations have been identified as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.
If you have any queries regarding the content of this page or want support in knowing how best to help your child, please talk to your child's teacher.
Reading
 apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet
 read exception words, noting the unusual correspondences between spelling and sound.
 develop positive attitudes to reading and understanding of what they read by:
 listening to and discussing a wide range of fiction, poetry, plays, nonfiction and 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
 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
 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 nonfiction
 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.
Speaking and 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 wellstructured 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.
Writing
 use further prefixes and suffixes and understand how to add them
 spell further homophones
 spell words that are often misspelt
 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.
 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].
 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 narratives, creating settings, characters and plot
 in nonnarrative material, using simple organisational devices [for example, headings and subheadings]
 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 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.
Punctuation and Grammar
 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
 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.
Year 4 spelling rules
Adding suffixes
ing, =er E.g. forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation
–ation . E.g. information, adoration, sensation, preparation, admiration.
–ly  E.g. sadly, completely, usually comically happily, angrily gently, simply, humbly, nobly, basically, frantically, dramatically.
–ous . E.g. poisonous, dangerous, mountainous, famous, various, tremendous, enormous, jealous.
Prefixes
dis–: disappoint, disagree, disobey mis–: misbehave, mislead, misspell in–: inactive, incorrect. il. E.g. illegal, illegible. im–. E.g. immature, immortal, impossible, impatient, imperfect. ir– E.g. irregular, irrelevant, irresponsible. re –: redo, refresh, return, reappear, redecorate. sub–: subdivide, subheading, submarine, submerge. inter–: interact, intercity, international, interrelated super–: supermarket, superman, superstar. anti–: antiseptic, anticlockwise, antisocial. auto–: autobiography, autograph.
Words with endings sounding like or /ʒə/
e.g. teacher, catcher, richer, stretcher. E.g. measure, treasure, pleasure, enclosure, creature, furniture, picture, nature, adventure.
Endings which sound like /ʒən/. E.g. division, invasion, confusion, decision, collision, television.
–ous. E.g. humorous, glamorous, vigorous, courageous, outrageous, serious, obvious, curious hideous, spontaneous, courteous.
Endings which sound like spelt –tion, –sion, –ssion, –cian /ʃən/
E.g. invention, injection, action, hesitation, completion.
expression, discussion, confession, permission, admission.
expansion, extension, comprehension, tension
musician, electrician, magician, politician, mathematician.
Words with the /k/ sound spelt ch – E.g. scheme, chorus, chemist, echo, character.
Words with the /ʃ/ sound spelt ch E.g. chef, chalet, machine, brochure.
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –E.g. league, tongue, antique, unique.
Words with the /s/ sound spelt sc  E.g. science, scene, discipline, fascinate, crescent.
Words with the /eɪ/ sound spelt ei, eigh, or ey – E.g. vein, weigh, eight.
Possessive apostrophe with plural words  E.g. girls’, boys’, babies’, children’s, men’s, mice’s.
Homophones and nearhomophones – E.g. 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.
The /ɪ/ sound spelt y  E.g. myth, gym, Egypt, pyramid, mystery
The /ʌ/ sound spelt ou  young, touch, double, trouble, country
Year 3 and 4 spelling list
These are words and spelling patterns which Y3s and 4s are expected to be able to spell  how many can your child spell?
accident 
caught 
eighth 
heart 
naughty 
probably 
surprise 
accidentally 
centre 
enough 
height 
notice 
promise 
therefore 
actual 
century 
exercise 
history 
occasion 
purpose 
though 
actually 
certain 
experience 
imagine 
occasionally 
quarter 
although 
address 
circle 
experiment 
increase 
often 
question 
thought 
answer 
complete 
extreme 
important 
opposite 
recent 
through 
appear 
consider 
famous 
interest 
ordinary 
regular 
various 
arrive 
continue 
favourite 
island 
particular 
reign 
weight 
believe 
decide 
February 
knowledge 
peculiar 
remember 
woman 
bicycle 
describe 
forward/s 
length 
perhaps 
sentence 
women 
breath 
different 
fruit 
library 
popular 
separate 

breathe 
difficult 
grammar 
material 
possess 
special 

build 
disappear 
group 
medicine 
possession 
straight 

busy 
early 
guard 
mention 
possible 
strange 

business 
earth 
guide 
minute 
potatoes 
strength 

calendar 
eight 
heard 
natural 
pressure 
suppose 

Expectations of a Y4 pupil in mathematics
 count in multiples of 6, 7, 9, 25 and 1000
 find 1000 more or less than a given number
 count backwards through zero to include negative numbers
 recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens, and ones)
 order and compare numbers beyond 1000
 identify, represent and estimate numbers using different representations
 round any number to the nearest 10, 100 or 1000
 solve number and practical problems that involve all of the above and with increasingly large positive numbers
 read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
 add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
 estimate and use inverse operations to check answers to a calculation
 solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why.
 recall multiplication and division facts for multiplication tables up to 12 × 12
 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
 recognise and use factor pairs and commutativity in mental calculations
 multiply twodigit and threedigit numbers by a onedigit number using formal written layout
 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.
 recognise and show, using diagrams, families of common equivalent fractions
 count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
 solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number
 add and subtract fractions with the same denominator
 recognise and write decimal equivalents of any number of tenths or hundredths
 recognise and write decimal equivalents to ¼, ½, ¾.
 find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
 round decimals with one decimal place to the nearest whole number
 compare numbers with the same number of decimal places up to two decimal places
 solve simple measure and money problems involving fractions and decimals to two decimal places.
 Convert between different units of measure [for example, kilometre to metre; hour to minute]
 measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
 find the area of rectilinear shapes by counting squares
 estimate, compare and calculate different measures, including money in pounds and pence
 read, write and convert time between analogue and digital 12 and 24hour clocks
 solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
 compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
 identify acute and obtuse angles and compare and order angles up to two right angles by size
 identify lines of symmetry in 2D shapes presented in different orientations
 complete a simple symmetric figure with respect to a specific line of symmetry.
 describe positions on a 2D grid as coordinates in the first quadrant
 describe movements between positions as translations of a given unit to the left/right and up/down
 plot specified points and draw sides to complete a given polygon.
 interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
 solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.