National Curriculum Objective Finder

Looking to cover a particular objective?

Use our handy tool to search for schemes of work by National Curriculum objective as set out by the Department for Education. Make sure your lessons cover exactly what they need to!

🎨 Art Objectives

Key Stage 1	Key Stage 2
to use a range of materials creatively to design and make products	to create sketch books to record their observations
to use drawing to develop and share their ideas, experiences and imagination	use sketchbooks to review and revisit ideas
to use painting to develop and share their ideas, experiences and imagination	to improve their mastery of art and design techniques, including drawing with a range of materials
to use sculpture to develop and share their ideas, experiences and imagination	to improve their mastery of art and design techniques, including painting with a range of materials
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space	to improve their mastery of art and design techniques, including sculpture with a range of materials
about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.	about great artists in history
	about great architects in history
	about great designers in history

✂️ DT Objectives

Key Stage 1	Key Stage 2
design purposeful, functional, appealing products for themselves and other users based on design criteria	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
generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.	generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]	select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics	select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
explore and evaluate a range of existing products	investigate and analyse a range of existing products
evaluate their ideas and products against design criteria	evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
build structures, exploring how they can be made stronger, stiffer and more stable	understand how key events and individuals in design and technology have helped shape the world
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products	apply their understanding of how to strengthen, stiffen and reinforce more complex structures
use the basic principles of a healthy and varied diet to prepare dishes	understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
understand where food comes from	understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
	apply their understanding of computing to program, monitor and control their products
	understand and apply the principles of a healthy and varied diet
	prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
	understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

📝 English Objectives

Key Stage 1

Jump to:

Year 1

Year 2

Key Stage 2

Jump to:

Year 3

Year 4

Year 5

Year 6

Spoken Language - Year 1 to Year 6

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.

Year 1

Reading – word reading

Reading – comprehension

develop pleasure in reading, motivation to read, vocabulary and understanding by:
understand both the books they can already read accurately and fluently and those they listen to by:
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.

Writing – transcription

Writing – transcription (handwriting)

Writing – composition

Writing – vocabulary, grammar and punctuation

develop their understanding of the concepts set out in English Appendix 2 by:
use the grammatical terminology in English Appendix 2 in discussing their writing.

English Appendix 2: Vocabulary, grammar and punctuation

Word

Spelling

Text

Punctuation

Year 2

Reading – word reading

Reading – comprehension

Writing – transcription

Writing – transcription (handwriting)

Writing – composition

develop positive attitudes towards and stamina for writing by:
consider what they are going to write before beginning by:
make simple additions, revisions and corrections to their own writing by:
read aloud what they have written with appropriate intonation to make the meaning clear.

Writing – vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation

Word

Sentence

Text

Punctuation

Year 3

Reading – word reading

Reading – comprehension

Writing – transcription

Writing – transcription (handwriting)

Writing – composition

Writing – vocabulary, grammar and punctuation

develop their understanding of the concepts set out in English Appendix 2 by:
indicate grammatical and other features by:
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

English Appendix 2: Vocabulary, grammar and punctuation

Word

Sentence

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]

Text

Punctuation

Introduction to inverted commas to punctuate direct speech

Year 4

Reading – word reading

Reading – comprehension

Writing – transcription

Writing – transcription (handwriting)

Writing – composition

Writing – vocabulary, grammar and punctuation

develop their understanding of the concepts set out in English Appendix 2 by:
indicate grammatical and other features by:
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

English Appendix 2: Vocabulary, grammar and punctuation

Word

Sentence

Text

Punctuation

Year 5

Reading – word reading

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

Writing – transcription

Writing – transcription (handwriting)

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

Writing – vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation

Word

Sentence

Text

Punctuation

Year 6

Reading – word reading

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

Writing – transcription

Writing – transcription (handwriting)

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

Writing – vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation

Word

Sentence

Text

Punctuation

🌍 Geography Objectives

Key Stage 1	Key Stage 2
name and locate the world's seven continents and five oceans.	locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.	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
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.	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)
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.	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 within North or South America
use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.	describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop	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
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	use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
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	use the eight points of a compass, four and six-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 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	use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies
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

🏛️ History Objectives

Key Stage 1	Key Stage 2
changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life	changes in Britain from the Stone Age to the Iron Age
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]	the Roman Empire and its impact on Britain
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	Britain’s settlement by Anglo-Saxons and Scots
significant historical events, people and places in their own locality	the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
	a local history study
	a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
	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
	Ancient Greece – a study of Greek life and achievements and their influence on the western world
	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