Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. To find out about the three aspects of communication and language and the expectations for the end of Foundation 2 please click here.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. To find out about the two aspects of physical development and the expectations for the end of Foundation 2 please click here.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. To find out about the three aspects of personal, social and emotional development and the expectations for the end of Foundation 2 please click here.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. To find out about the two aspects of literacy and the expectations for the end of Foundation 2 please click here.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. To find out about the two aspects of mathematics and the expectations for the end of Foundation 2 please click here.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. To find out about the three aspects of understanding the world and the expectations for the end of Foundation 2 please click here.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. To find out about the two aspects of expressive arts and design and the expectations for the end of Foundation 2 please click here.

In Key Stage 1 Art and Design, pupils will:

• Use experiences and ideas as the inspiration for artwork.
• Share ideas using drawing painting and sculpture.
• Explore a variety of techniques.
• Learn about the work of a range of artists, artisans and designers.

For further information about Key Stage 1 Art and Design, click here.

In Key Stage 1 Computing, pupils will:

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
• Write and test simple programs.
• Use logical reasoning to predict the behaviour of simple programs.
• Organise, store, manipulate and retrieve data in a range of digital formats.
• Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

For further information regarding Key Stage 1 Computing, click here.

In Key Stage 1 Design and Technology, pupils will: Through a variety of creative and practical activities, be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment. When designing and making, pupils should be taught to: Design

• design purposeful, functional, appealing products for themselves and other users based on design criteria.
• generate develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Make

• select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate

• explore and evaluate a range of existing products.
• evaluate their ideas and products against design criteria.

Technical knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable.
• explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.

Cooking and nutrition

• use the basic principles of a healthy and varied diet to prepare dishes.
• understand where food comes from.

For further information regarding Key Stage 1 Design and Technology, click here.

In Key Stage 1 Geography, pupils will:

• Investigate the world’s continents and oceans.
• Investigate the countries and capitals of the United Kingdom.
• Compare and contrast a small area of the United Kingdom with that of a non-European country.
• Explore weather and climate in the United Kingdom and around the world.
• Use basic geographical vocabulary to refer to and describe key physical and human features of locations.
• Use world maps, atlases and globes.
• Use simple compass directions.
• Use aerial photographs.
• Use fieldwork and observational skills.

For further information about Key Stage 1 Geography, click here.

In Key Stage 1 History, pupils will study:

• The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements – scientists such as Isaac Newton or Michael Faraday, reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as William Harvey or Florence Nightingale, or creative geniuses such as Isambard Kingdom Brunel or Christina Rossetti.
• Key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year.
• Significant historical events, people and places in their own locality.

For further information regarding Key Stage 1 History, click here.

In Key Stage 1 Music, pupils will:

• Use their voices expressively by singing songs and speaking chants and rhymes
• Play tuned and untuned instruments musically
• Listen with concentration and understanding to a range of high-quality live and recorded music
• Make and combine sounds using the inter-related dimensions of music

To find out more about Key Stage 1 Music, click here.

In Key Stage 1 Physical Education, pupils will: Participate in team games, developing simple tactics for attacking and defending.

• Perform dances using simple movement patterns.
• Take part in gymnastics activities.

To find out more about Key Stage 1 PE, click here.

In Key Stage 1 Science, pupils will study: Biology: Plants

• Identify, classify and describe their basic structure.
• Observe and describe growth and conditions for growth.

Habitats

• Look at the suitability of environments and at food chains.

Animals and humans

• Identify, classify and observe.
• Look at growth, basic needs, exercise, food and hygiene

Chemistry: Materials

• Identify, name, describe, classify, compare properties and changes.
• Look at the practical uses of everyday materials

Physics: Forces

• Describe basic movements.

Earth and Space

• Observe seasonal changes

Light*

• Look at sources and reflections.

Sound*

• Look at sources.

Electricity*

• Look at appliances and circuits.

* Items marked * are not statutory To find out more about Key Stage 1 Science, click here.

In Art and Design, pupils in lower Key Stage 2 will:

• Use experiences; other subjects across the curriculum and ideas as the inspiration for artwork.
• Develop and share ideas in a sketch book and in finished products.
• Improve mastery of techniques.
• Learn about the great artists, architects and designers in history.
• Study
  • Cycle A: Van Gogh, Kandinsky, George Seurat (pointillism)
  • Cycle B: Frida Kahlo, William Turner, Henri Rousseau

To find out more about lower Key Stage 2 Art and Design, click here. In upper Key Stage 2, pupils will:

• Use experiences; other subjects across the curriculum and ideas as the inspiration for artwork.
• Develop and share ideas in a sketch book and in finished products.
• Improve mastery of techniques.
• Learn about the great artists, architects and designers in history.
• Study
  • Cycle A: Picasso, Constable and Stubbs
  • Cycle B: Monet, Wang Yani and Lowry

To find out more about upper Key Stage 2 Art and Design, click here.

In Computing, pupils in Key Stage 2 will:

• Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
• Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
• Use logical reasoning to explain how a simple algorithm works, 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 opportunities they offer for communication and collaboration.
• Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

For further information regarding the lower Key Stage 2 Computing curriculum, click here. For further information regarding the upper Key Stage 2 Computing curriculum, click here.

In Key Stage 2 Design and Technology, pupils will: Design

• 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 discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Make

• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
• 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.

Evaluate

• investigate and analyse a range of existing products.
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
• understand how key events and individuals in design and technology have helped shape the world.

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
• understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.
• understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors.
• apply their understanding of computing to programme, monitor and control their products.

Cooking and nutrition

• 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.

For more information regarding the lower Key Stage 2 Design and Technology curriculum, click here. For more information regarding the upper Key Stage 2 Design and Technology curriculum, click here.

In lower Key Stage 2 Geography, pupils will:

• Locate the world’s countries, with a focus on Europe and countries of particular interest to pupils.
• Key geographical features of the countries of the United Kingdom, and understanding how some of these aspects have changed over time.
• Locate the geographic zones of the world
• Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught in Key Stage 1)
• Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
• Describe and understand key aspects of :
• Physical geography including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes, earthquakes and the water cycle.
• Human geography including settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.
• Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.

To find out more about lower Key Stage 2 Geography, click here. In upper Key Stage 2 Geography, pupils will:

• Locate the world’s countries, with a focus on North and South America and countries of particular interest to pupils.
• Understand the significance of the geographic zones of the world
• Understand geographical similarities and differences through the study of human and physical geography of a region or area within North or South America.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
• Use a wide range of geographical sources in order to investigate places and patterns.
• Use fieldwork to observe, measure and record the human and physical features in the local area using a wide range of methods, including sketch maps, plans and graphs and digital technologies.

To find out more about upper Key Stage 2 Geography, click here.

In lower Key Stage 2 History, pupils will study:

• Changes in Britain from the Stone Age to the Iron Age.
• The Roman Empire and its Impact on Britain
• Britain’s settlement by Anglo Saxons and Scots
• The Viking and Anglo Saxon struggle for the Kingdom of England
• A local history Study

To find out more about lower Key Stage 2 History, click here. In upper Key Stage 2 History, pupils will study:

• A study of a theme in British History
• Early Civilisations achievements and an in-depth study of one of the following; Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty.
• Ancient Greece
• A non-European society that contrasts with British history chosen from: Early Islamic civilization; Mayan Civilisation and Benin

To find out more about upper Key Stage 2 History, click here.

In Key Stage 2 pupils will:

• Speak, read and write in the chosen modern language.
• Look at the culture of the countries where the language is spoken.

To find out more about Modern Foreign Languages in lower Key Stage 2, click here. To find out more about Modern Foreign Languages in upper Key Stage 2, click here.

In Key Stage 2 Music, pupils will:

• Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
• Improvise and compose music using the inter-related dimensions of music separately and in combination.
• Listen with attention to detail and recall sounds with increasing aural memory.
• Use and understand the basics of the stave and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.
• Develop an understanding of the history of music

To find out more about Music in lower Key Stage 2, click here. To find out more about Music in upper Key Stage 2, click here.

In Key Stage 2 Science, pupils will study: Biology: Plants

• Look at the function of parts of flowering plants, requirements of growth, water transportation in plants, life cycles and seed dispersal.

Evolution and inheritance

• Look at resemblance in offspring.
• Look at changes in animals over time.
• Look at adaptation to environments.
• Look at differences in offspring.
• Look at adaptation and evolution.
• Look at changes to the human skeleton over time.

Animals and humans

• Look at nutrition, transportation of water and nutrients in the body, and the muscle and skeleton system of humans and animals.
• Look at the digestive system in humans.
• Look at teeth.
• Look at the human circulatory system.

All living things

• Identify and name plants and animals
• Look at classification keys.
• Look at the life cycle of animals and plants.
• Look at classification of plants, animals and micro organisms.
• Look at reproduction in plants and animals, and human growth and changes.
• Look at the effect of diet, exercise and drugs

Chemistry: Rocks and fossils

• Compare and group rocks and describe the formation of fossils.

States of matter

• Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.

Materials

• Examine the properties of materials using various tests.
• Look at solubility and recovering dissolved substances.

Separate mixtures.

• Examine changes to materials that create new materials that are usually not reversible.

Physics: Light

• Look at sources, seeing, reflections and shadows.
• Explain how light appears to travel in straight lines and how this affects seeing and shadows.

Sound

• Look at sources, vibration, volume and pitch.

Electricity

• Look at appliances, circuits, lamps, switches, insulators and conductors.
• Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials.

Forces and magnets

• Look at contact and distant forces, attraction and repulsion, comparing and grouping materials.
• Look at poles, attraction and repulsion.
• Look at the effect of gravity and drag forces.
• Look at transference of forces in gears, pulleys, levers and springs.

Earth and space

• Look at the movement of the Earth and the Moon.
• Explain day and night.

To find out more about lower Key Stage 2 Science, click here. To find out more about upper Key Stage 2 Science, click here.