KS2 Topic Assessment Instructions:

If using this document as an electronic record, entering '1' will turn the cell green (target met), '2' = orange (working towards) and '3' = red (target not met) *delete this text when printing out!

The following objectives are for coverage throughout

KS2, years 3–6. Edit the areas to be covered in your year
group and change the title of the sheet to suit.

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% target % working % target not
met towards met

Art

To create sketch books to record their observations and use them to 0% 0% 0%

review and revisit ideas.
To improve their mastery of art and design techniques, including 0% 0% 0%
drawing, painting and sculpture with a range of materials.

Know about great artists, architects and designers in history. 0% 0% 0%

Computing 0% 0% 0%

Design, write and debug programs that accomplish specific goals,

including controlling or simulating physical systems; solve problems by 0% 0% 0%
decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables 0% 0% 0%
and various forms of input and output.

Use logical reasoning to explain how some simple algorithms work and 0% 0% 0%
to detect and correct errors in algorithms and programs.

Understand computer networks including the Internet; how they can

provide multiple services, such as the world-wide web; and the 0% 0% 0%
opportunities they offer for communication and collaboration.

Use search technologies effectively, appreciate how results are selected 0% 0% 0%

and ranked, and be discerning in evaluating digital content.

Select, use and combine a variety of software (including Internet

services) on a range of digital devices to design and create a range of 0% 0% 0%
programs, systems and content that accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report 0% 0% 0%
concerns about content and contact.

Design and Technology 0% 0% 0%

Design 0% 0% 0%

Use research and develop design criteria to inform the design of

innovative, functional, appealing products that are fit for purpose, aimed 0% 0% 0%
at particular individuals or groups.
Generate, develop, model and communicate their ideas through
discussion, annotated sketches, cross-sectional and exploded diagrams, 0% 0% 0%
prototypes, pattern pieces and computer-aided design.
Make 0% 0% 0%

Select from and use a wider range of tools and equipment to 0% 0% 0%

perform practical tasks accurately.
Select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to 0% 0% 0%
their functional properties and aesthetic qualities.
Evaluate 0% 0% 0%
Investigate and analyse a range of existing products. 0% 0% 0%

Evaluate their ideas and products against their own design criteria and 0% 0% 0%
consider the views of others to improve their work.
Understand how key events and individuals in design and technology 0% 0% 0%
have helped shape the world.

Technological Knowledge 0% 0% 0%

Apply their understanding of how to strengthen, stiffen and reinforce 0% 0% 0%

more complex structures.
Understand and use mechanical systems in their products. 0% 0% 0%

Understand and use electrical systems in their products. 0% 0% 0%

Apply their understanding of computing to programme, monitor and 0% 0% 0%

control their products.
Cooking & Nutrition 0% 0% 0%

Understand and apply the principles of a healthy and varied diet.

Cook a repertoire of predominantly savoury dishes so that they are able

to feed themselves and others a healthy and varied diet.

Become competent in a range of cooking techniques [for example,

selecting and preparing ingredients; using utensils and electrical
equipment; applying heat in different ways; using awareness of taste, 0% 0% 0%
texture and smell to decide how to season dishes and combine
ingredients; adapting and using their own recipes].
Understand the source, seasonality and characteristics of a broad range 0% 0% 0%
of ingredients.
0% 0% 0%

Geography 0% 0% 0%

Locational Knowledge 0% 0% 0%

Locate the world’s countries, using maps to focus on Europe (including

the location of Russia) and North and South America, concentrating on 0% 0% 0%
their environmental regions, key physical and human characteristics,
countries, and major cities.
Name and locate counties and cities of the United Kingdom,
geographical regions and their identifying human and physical
characteristics, key topographical features (including hills, mountains,
coasts and rivers), and land-use patterns; and understand how some of
these aspects have changed over time.
Identify the position and significance of latitude, longitude, Equator,
Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and
time zones (including day and night).
Place Knowledge

Understand geographical similarities and differences through the study

of human and physical geography of a region of the United Kingdom, a
region in a European country, and a region in North or South America.

Human and Physical Geography

Describe and understand key aspects of physical geography, including:
climate zones, biomes and vegetation belts, rivers, mountains, volcanoes
and earthquakes, and the water cycle.
Describe and understand key aspects of 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.
Geographical Skills and Fieldwork
Use maps, atlases, globes and digital/computer mapping to locate
countries and describe features studied.
Use the 8 points of a compass, 4 and 6-figure grid references, symbols
and key (including the use of Ordnance Survey maps) to build their
knowledge of the United Kingdom and the wider world.
Use fieldwork to observe, measure, record and present the human and
physical features in the local area using a range of methods, including 0% 0% 0%
sketch maps, plans and graphs, and digital technologies.

History 0% 0% 0%

Pre-Roman Britain 0% 0% 0%

Pupils should be taught about changes in Britain from the Stone Age to 0% 0% 0%
the Iron Age.
For example:

a. Late Neolithic hunter-gatherers and early farmers, for example, Skara

Brae

b. Bronze Age religion, technology and travel, for example, Stonehenge

c. Iron Age hill forts: tribal kingdoms, farming, art and culture

Roman Britain
Pupils should be taught about the Roman empire and its impact on
Britain.
For example:

a. Julius Caesar’s attempted invasion in 55-54 BC

b. The Roman Empire by AD 42 and the power of its army

c. Successful invasion by Claudius and conquest, including Hadrian’s
Wall
d. British resistance, for example, Boudica

e. "Romanisation" of Britain: sites such as Caerwent and the impact of

technology, culture and beliefs, including early Christianity

Anglo-Saxons & Scots

Pupils should be taught about Britain’s settlement by Anglo-Saxons and

Scots.
For example:
a. Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
b. Scots invasions from Ireland to north Britain (now Scotland)

c. Anglo-Saxon invasions, settlements and kingdoms: place names and

village life

d. Anglo-Saxon art and culture

e. Christian conversion – Canterbury, Iona and Lindisfarne

Anglo-Saxons & Vikings

Pupils should be taught about the Viking and Anglo-Saxon struggle for
the Kingdom of England to the time of Edward the Confessor.
For example:

a. Viking raids and invasion

b. Resistance by Alfred the Great and Athelstan, first king of England

c. Further Viking invasions and Danegeld

d. Anglo-Saxon laws and justice

e. Edward the Confessor and his death in 1066

Local History

a. A depth study linked to one of the British areas of study listed above.
b. A study over time tracing how several aspects of national history are
reflected in the locality (this can go beyond 1066).
c. A study of an aspect of history or a site dating from a period beyond
1066 that is significant in the locality.
Extended chronological study

Pupils should be taught a study of an aspect or theme in British history

that extends pupils’ chronological knowledge beyond 1066.

For example:
a. The changing power of monarchs using case studies such as John,
Anne and Victoria
b. Changes in an aspect of social history, such as crime and punishment
from the Anglo-Saxons to the present or leisure and entertainment in the
20th Century
c. The legacy of Greek or Roman culture (art, architecture or literature)
on later periods in British history, including the present day
d. A significant turning point in British history, for example, the first
railways or the Battle of Britain
Ancient Civilizations
Pupils should be taught about 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:
a. Ancient Sumer; 0% 0% 0%

b. The Indus Valley; 0% 0% 0%

c. Ancient Egypt; 0% 0% 0%

d. The Shang Dynasty of Ancient China. 0% 0% 0%

Ancient Greece 0% 0% 0%

Pupils should be taught a study of Greek life and achievements and their 0% 0% 0%
influence on the western world.

Non-European Study 0% 0% 0%

Pupils should be taught about a non-European society that provides 0% 0% 0%

contrasts with British history – one study chosen from:

a. early Islamic civilization, including a study of Baghdad c. AD 900;

b. Mayan civilization c. AD 900;

c. Benin (West Africa) c. AD 900–1300.

Modern Foreign Language

Listening & Comprehension 0% 0% 0%

Listen attentively to spoken language and show understanding by joining

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

Engage in conversations; ask and answer questions; express opinions

and respond to those of others; seek clarification and help.
Speak in sentences, using familiar vocabulary, phrases and basic
language structures.

Develop accurate pronunciation and intonation so that others understand

when they are reading aloud or using familiar words and phrases.
Present ideas and information orally to a range of audiences.

Reading & Comprehension

Read carefully and show understanding of words, phrases and simple
writing.
Appreciate stories, songs, poems and rhymes in the language.

Broaden their vocabulary and develop their ability to understand new

words that are introduced into familiar written material, including through
using a dictionary.
Writing
Write phrases from memory, and adapt these to create new sentences,
to express ideas clearly.

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

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
Play and perform in solo and ensemble contexts, using their voices and
playing musical instruments with increasing accuracy, fluency, control 0% 0% 0%
and expression.
Improvise and compose music for a range of purposes using the 0% 0% 0%
interrelated dimensions of music.
Listen with attention to detail and recall sounds with increasing aural 0% 0% 0%
memory.

Use and understand staff and other musical notations. 0% 0% 0%

Appreciate and understand a wide range of high-quality live and

recorded music drawn from different traditions and from great composers 0% 0% 0%
and musicians.
Develop an understanding of the history of music. 0% 0% 0%

Physical Education

Sport & Games 0% 0% 0%

Use running, jumping, throwing and catching in isolation and in 0% 0% 0%

combination.
Play competitive games, modified where appropriate, and apply basic 0% 0% 0%
principles suitable for attacking and defending.
Develop flexibility, strength, technique, control and balance. 0% 0% 0%

Perform dances using a range of movement patterns. 0% 0% 0%

Take part in outdoor and adventurous activity challenges both 0% 0% 0%

individually and within a team.

Compare their performances with previous ones and demonstrate 0% 0% 0%

improvement to achieve their personal best.

Swimming and water safety 0% 0% 0%

All schools must provide swimming instruction either in key stage 1 or 0% 0% 0%

key stage 2.
Swim competently, confidently and proficiently over a distance of at least 0% 0% 0%
25 metres.
Use a range of strokes effectively. 0% 0% 0%

Perform safe self-rescue in different water-based situations. 0% 0% 0%

% target met 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

% working towards 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

% target not met 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%