Key Stages and Curriculum

The national curriculum for mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Pupils will be taught:

• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions including decimals and percentages
• Measurement
• Geometry
• Statistics
• Algebra
• Ratio and Proportion

The National Curriculum for Science aims to ensure that all pupils:

• Develop Scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• Develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them
• Are equipped with the specific knowledge required to understand the uses and implications of science, today and for the future

Pupils will be taught:

• How to work scientifically
• About plants
• About animals including humans
• About everyday materials
• About seasonal changes
• About living things and their habitats
• About rocks and soils
• About light
• About Forces and Magnets
• About States of matter
• About sound
• About electricity
• Earth and space
• About evolution and inheritance

The National Curriculum for Art and Design aims to ensure that all pupils:

• Produce creative work, exploring ideas and recording experiences
• Become proficient in drawing, painting, sculpture and other craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

The national curriculum for computing aims to ensure that all pupils:

• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• Are responsible, competent, confident and creative users of information and communication technology

Pupils develop knowledge about the world, relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Key areas of study include:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Pupils gain a coherent knowledge and understanding of the past, locally and in the wider world. It inspires pupils to think critically, weigh evidence, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Pupils will be taught about:

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• Events beyond living memory that are significant nationally or globally
• The lives of significant individuals in the past who have contributed to national and international achievements.
• Significant historical events, people and places in their own locality
• 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 or Ancient Rome - a study of Greek life/Roman 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

Learning a language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for pupils to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. This provides the foundation for learning further
languages, equipping pupils to study and work across the globe.

The national curriculum for music aims to ensure that all pupils:

• Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
• Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
• Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

Through Physical Education pupils develop fundamental movement skills, become increasingly competent and confident in extending 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 will be taught about:

• 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
• Participate in team games, developing simple tactics for attacking and defending, perform dances using simple movement patterns
• Use running, jumping, throwing and catching in isolation and in combination
• Play competitive games, modified where appropriate (for example, badminton, basketball, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending
• Develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)
• Perform dances using a range of movement patterns
• Take part in outdoor and adventurous activity challenges both individually and within a team
• Compare their performances with previous ones and demonstrate improvement to achieve their personal best
• Swim competently, confidently and proficiently over a distance of at least 25 metres
• Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
• Perform safe self-rescue in different water-based situations

Our Curriculum for Religious Education aims to ensure pupils can:

• Recall and name different beliefs and practices, including festivals, forms of worship, rituals and ways of life, in order to find out about the meanings behind them
• Retell and explore the meanings of some religious and moral stories, explore and discuss sacred writings and sources of wisdom, and recognise the traditions behind them
• Recognise some of the symbols and actions that express a religious community’s way of life, looking at similarities between them
• Ask and respond to questions about what individuals and communities do, and why, so they can identify what it means to be a part of a community
• Observe and recount different ways of expressing identity and belonging
• Notice and respond to some of the similarities between different religions and worldviews
• Explore questions about belonging, meaning and truth so that they can express their own opinions and ideas in response, using words, music, art or poetry
• Find out about and respond to examples of cooperation between people who are different
• Find out about questions of right and wrong and begin to develop and express their own opinions

Subject matter in PSHE is taught in response to world and school events, whilst also focusing
on teaching the pupils:

• About different types of relationships, including friendships, family relationships, dealing with strangers and other relationships
• How to recognise, understand and build healthy relationships, including self-respect and respect for others, commitment, tolerance, boundaries and consent, and how to manage conflict, and also how to recognise unhealthy relationships
• How relationships may affect health and wellbeing, including mental health
• Healthy relationships and safety online

Key Stage 1 - Years 1 and 2

A positive, safe and nurturing environment exists at Key Stage 1, where an enthusiastic team of teachers and teaching assistants provide a stimulating and enriching learning journey for all pupils.

There are usually two or three classes in each of Years 1 and 2. The children are encouraged and supported to become independent, responsible and resilient young citizens, giving them the confidence and skills to co-operate and work with their peers and adults within the school community.

In Key Stage 1 Literacy is broken down into Phonics, Speaking and Listening, Reading and Writing. Phonics is fun and encompasses all areas of the curriculum.  This is an important focus within the New English National Curriculum Framework and is the stepping-stone as children become successful readers, writers and communicators.

Mathematics is an enjoyable experience as the children are encouraged to use a wide range of strategies and practical experiences.  Mental Maths, problem-solving and investigations are areas of strong focus in this curriculum area. 

Music and Physical Education are taught by specialist teachers and in Year 2 the children begin Italian lessons at various levels.

Key Stage 2 - Years 3 to 6

To enter Key Stage 2 is to enter a world of possibilities.  Discover, explore, create and learn! The journey from Year 3 to Year 6 enables children to unlock the potential scientist, historian, author, mathematician or artist that they may become. Travel in time from the gladiators of Ancient Rome to Tudor England. Voyage across the globe exploring rivers, reading maps and analysing weather systems.

The Key Stage 2 curriculum offers a diverse range of specialised areas of study following the English National Curriculum in an international environment.  The emphasis is on active learning through scientific experiments, mathematical investigations and performances.  English skills are developed through drama, discussion, role-play and debates.  Year 5 and Year 6 pupils have opportunities to work in Senior School laboratories doing experiments, identifying microbes or making rock salt.

As well as developing their academic ability, pupils are encouraged to strengthen their interpersonal skills and become excellent team players through our comprehensive sports programme.

Children are actively involved in charity work, environmental projects and house teams. This promotes a culture of collaborative learning, tolerance, respect and integrity.

The learning journey continues outside the classroom through websites, class trips and homework tasks, which are an integral part of the programme.