Curriculum Guide 2016-2018
Contents
Overview
Assessment and Reporting
English
Mathematics
Science
RE
Computing
Geography
History
Art and Design
Design and Technology
Modern Foreign Languages
Music
PE
Appendix A: Calculations Policy
2
3
4
6
9
11
12
14
16
19
21
24
26
28
30
1
Overview
Our aim is ‘maximum achievement for all in a happy, caring and stimulating environment.’ Roger de
Clare aims to educate its’ pupils to the highest possible standard within a caring, Christian
environment.
Whilst the content of each curriculum subject may differ, our approach to each is the same. In order
to develop well-rounded pupils, all aspects of the National Curriculum (2014) are treated with equal
importance.
Planning and Teaching
Teachers carefully plan topics and tasks throughout the year. They involve the children in each
aspect by establishing what they already know and what they would like to learn. Although each
subject is catered for as a discrete teaching session, we are always looking for opportunities to make
cross-curricular links. Topics and content for each subject will be shared with you in our ‘termly
booklets’ that are sent out at the beginning of each term.
Differentiation
We are very aware that not all children learn at the same rate. Therefore, teaching takes account of
those that may need further support or those that might need extension activities to broaden or
deepen their learning. Teachers carefully plan different tasks or offer different levels of support
dependent upon pupils’ needs throughout the curriculum.
Statutory responsibilities
We ensure that we are following the statutory responsibilities as laid out in the Early Years
Framework and National Curriculum by regularly reviewing and evaluating what we do. Links to
these documents can be found on our website.
2
Assessment and Reporting
Early Years Foundation Stage
There will be three opportunities to have a consultation with your child’s class teacher throughout
your time in the EYFS. These consultations happen each term. There will also be time for you to
look at your child’s work before or after your appointment with the teacher.
In addition to these consultations, progress and attainment within all areas of the curriculum will be
shared with you in the end of year annual report.
There will also be other informal opportunities for you to share in your child’s Learning Journey and
celebrate their work throughout the year.
Key Stage 1 and 2
There will be two opportunities to have a consultation with your child’s class teacher throughout your
time in KS1 and KS2. These consultations happen in the Autumn and Spring Terms. There will also
be time for you to look at your child’s work before or after your appointment with the teacher.
In addition to these consultations, progress and attainment within all areas of the curriculum will be
shared with you in the end of year annual report.
Across the school
In July, we celebrate the end of the school year with a Sports and Open Morning. There is an
opportunity to look around the school and see your child’s work before our annual Sports Day and
Family Picnic.
3
English
What is English?
English has a pre-eminent place in education and in society. A high-quality education in English will
teach pupils to speak and write fluently so that they can communicate their ideas and emotions to
others, and through their reading and listening, others can communicate with them. Through reading
in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and
spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils
both to acquire knowledge and to build on what they already know. All the skills of language are
essential to participating fully as a member of society. The overarching aim for English in the national
curriculum is to promote high standards of language and literacy by equipping pupils with a strong
command of the spoken and written language, and to develop their love of literature through
widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
How is it taught?
English is taught as an integral part of the whole school curriculum and holds a key position as such.
All students learn differently and in the teaching of English we make maximum use of a variety of
learning styles and a range of tasks to ensure that students have a broad range of experiences. At
Roger de Clare, children are given the opportunity throughout their school life to experience and
enjoy reading and writing a variety of text types, as well as speaking for a range of purposes and to
different audiences. The teaching and learning of literacy will be achieved through:
 Making a range of cross curricular links and using ICT interactive resources.
 Teacher led work, including the modelling of shared writing.
 Using ‘Talk for Writing’ as a strategy to engage all pupils (children will learn a text example
orally of the particular genre they are learning about – developing their understanding of the
key language and features of this style of writing).
 Reading one to one with adults on a weekly basis, guided reading in small groups and reading
with a peer to develop the key skills of both word reading and comprehension.
 Through whole class discussions and a range of group, paired and individual activities.
 Using drama and role-play activities, including themed days.
 Children have the opportunity to visit the school library regularly to choose a book of their
choice.
 Handwriting sessions are taught on a weekly basis in both key stages.
 Grammar, punctuation and spelling sessions are taught weekly in both key stages.
Early Years
The teaching of communication and language in the Early Years is delivered through planned,
purposeful play and through a mix of adult-led and child-initiated activities. Play is essential for
children’s development, building their confidence as they learn to explore, to think about problems,
and relate to others.
Children will learn to read and understand simple sentences. They will use their developing phonic
knowledge to decode words and read them aloud accurately. They will have the opportunity to share
their understanding of books when talking with others about what they have read. Children will have
the opportunity to listen and engage attentively in a range of situations. They will listen to a range of
stories, accurately anticipating key events and respond to what they hear with relevant comments,
questions or actions.
In writing, children will use their phonic knowledge to write words in ways which match their spoken
sounds. They will learn how to write simple sentences which can be read by themselves and others.
4
Some of their words will be spelt correctly and others will be phonetically plausible as they continue
to develop their understanding of letters and sounds.
The children’s communication and language activities are closely linked to their topics. For further
information about topics, please see the Early Years termly booklet.
Key Stage 1
In reading, teachers build on work from the Early Years Foundation Stage, making sure that pupils
can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and
skills that they have already learnt. Teachers will also ensure that pupils continue to learn new
grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. Pupils
will have extensive experience of listening to, sharing and discussing a wide range of high-quality
books with the teacher, other adults and each other to engender a love of reading at the same time
as they are reading independently.
In writing, children will study the following text genres and themes: Contemporary tales, Fairy tales,
Repetitive stories using ‘Talk for Writing’ language, Explanation writing, Instructions, Recounts,
Traditional tales, Creation myths, Familiar stories, Report writing, Explanation writing, Instructions,
Recounts, Labels, lists and captions, Rhyming and rhyming couplets, Acrostic poetry and
Calligrams.
Key Stage 2
In reading, across Key Stage 2, the teaching of reading focuses more on developing the breadth and
depth of the children’s skills, making sure they can become enthusiastic, independent readers who
read fluently, widely and frequently. It is important that children are now justifying their views about
what they have read: with support at the start of year 3 and increasingly independently by the end of
year 4.
In writing, children will study the following text genres and themes: Traditional Fairly Tales (alternative
versions), Fables, Adventure stories, Writing and performing a play, Persuasive letter writing,
Explanation writing, Instruction writing, Report writing, Limericks, Haikus, Tankas, Kennings and
poems by Valerie Bloom), Myths and Legends, Writing and performing a play, Story settings, Stories
with issues and dilemmas/on a theme, Discussion writing, Report writing, Persuasive writing,
Explanation writing, riddles, free verse and poems by Spike Milligan.
One of the main ways in which writing is taught across the school is through the use of the Pie
Corbett strategy called ‘Talk for Writing’. They will learn how to use paragraphs to organise their
writing and how to use a range of punctuation accurately. They will also learn how to evaluate and
edit the effectiveness of their own writing and suggest where improvements could be made.
Ideas to support at home:
 Sign up with the local library to access a wide range of books
 Watch a film version of a book and discuss the differences
 Take a trip to the theatre (local or London)
 Write about your holiday or about an exciting adventure
 Match labels to toys
 Play ABC games on different themes e.g. alphabet of animals – ant, bee, caterpillar etc.
 Talk about your day
 Share books at bedtime and allow your child to see you reading for pleasure.
If you have any queries, please do not hesitate to contact the subject leader: Katie Lacy
5
Mathematics
What is Mathematics?
Mathematics is a creative and highly inter-connected discipline that has been developed over
centuries. It is essential to everyday life, critical to science, technology and engineering, and
necessary in most forms of employment. A high-quality mathematics education therefore provides a
foundation for understanding the world, the ability to reason mathematically, and a sense of
enjoyment and curiosity about the subject
How is it taught?
Early years
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 shape, spaces and measures.





Children will engage in activities such as putting two groups of objects together to find the
total.
They remove some objects showing ‘taking away.’
The beginnings of multiplication and division are developed through counting groups of the
same size and sharing.
Making patterns, building models and sorting things around the classroom develop reasoning
using everyday language to describe them.
They will compare things using language like bigger, greater, heavier and lighter.
Key Stage One
This involves working with numerals, words and the four operations, including with practical
resources (e.g. objects and measuring tools). At this stage, pupils should develop their ability to
recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
Teaching should also involve using a range of measures to describe and compare different quantities
such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils should know
the number bonds to 20 and be precise in using and understanding place value. An emphasis on
practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at
a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.
In Year 1
 Counting is extended to objects up to 20 and recording the total.
 Children learn pairs of numbers that add up to 10 (number bonds e.g. 4+6 or 7+3.) They also
learn that addition can be reversed e.g. 2+8=8+2.
 Skills needed for multiplication are developed by learning to count in twos and fives. They also
double numbers to 10.
 Sharing collections of objects into equal groups will help explore division and talk about half
and quarter
 Children make patterns, pictures and models of common 2-D and 3-D shape using their
names.
 They will also talk about the position of things using everyday language like behind, above,
next to.
 Estimating, measuring, comparing and weighing objects help them to understand measuring.
 They will talk about when things happen or put events in order to introduce time
 Block graphs and pictograms help to display information.
6
In Year 2
 The reading and writing of numbers is extended up to 1000.
 Children learn about odd and even numbers.
 Number bonds to 20 should be learnt and the patterns in counting to tens help children to
answer calculations like 50+20 or 80-30.
 They work on mental methods to add and subtract single digits or multiples of 10 e.g. 36+40,
45-8. A key idea is learning that subtraction is the inverse of addition: knowing 16+7=23
means you also know 23-7=16.
 In multiplication children will be doubling numbers to 20 and halving the answers. Tables are
introduced starting with the 2, 5 and 10 times tables.
 Children learn common 2D and 3D shapes e.g. square, cube.
 In addition they look at symmetry of shapes.
 Half, quarter and full turns are introduced.
 Measuring becomes more accurate using metres, centimetres, kilograms and litres. Learning
to read divisions on scales is also introduced.
 Children gather data linked to topics. This data is then represented in tables, diagrams, block
graphs and pictograms.
Key Stage Two
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become
increasingly fluent with whole numbers and the four operations, including number facts and the
concept of place value. This should ensure that pupils develop efficient written and mental methods
and perform calculations accurately with increasingly large whole numbers. At this stage, pupils
should develop their ability to solve a range of problems, including with simple fractions and decimal
place value. Teaching should also ensure that pupils draw with increasing accuracy and develop
mathematical reasoning so they can analyse shapes and their properties, and confidently describe
the relationships between them. It should ensure that they can use measuring instruments with
accuracy and make connections between measure and number. By the end of Year 4, pupils should
have learnt their multiplication tables up to and including the 12 multiplication table and show
precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly
and confidently, using their growing word reading knowledge and their knowledge of spelling.
In Year 3
 Numbers up to 1000 will now be worked with, and placed on a number line.
 Children should be confident in counting on or back in tens. They will be able to partition a
number into hundreds, tens and units and be able to round to the nearest 10 or 100
 Learning to add and subtract pairs of numbers mentally helps children to begin to look at how
they can be recorded in writing.
 The 3, 4 and 6 times tables will be rehearsed along with multiplying and dividing by 10, 100
and 1000. The idea that division is the inverse of multiplication is introduced to help divide e.g.
knowing that 6x9=54 shows 54÷6=9 or 54÷9=6
 Proper fractions are developed further through diagrams, fractions of numbers and amounts.
Work on angles is extended to recognising right angles.
 Children work on relationships in measures e.g. metres in a kilometre.
 Telling the time to the nearest 5 minutes on a clock is developed. Venn and Carroll diagrams
are used to sort information.
In Year 4
 Children move from working with whole numbers to meeting decimals, particularly in relation to
money and measurement.
7







Mental calculations like 700+600 or 6000-3000, continue to build on knowledge of number
bonds.
They continue with mental addition and subtraction along with written calculations for 3 digit
numbers and money.
Knowing your tables up to 10x10 is extended and the use of the grid method for multiplication
is shown. The idea of equivalent fractions is introduced along with mixed and improper
fractions.
Children identify fractions that total a whole and carry out calculations using fractions e.g. 1/5
of 30 apples or shading 5/8 of a rectangle.
Children work on the ideas of vertical and horizontal.
They find areas perimeters of rectangular shapes and measure angles in degrees.
They tell the time to the nearest minute using different clock notations: am, pm or the 24-hour
clock.
Ideas to support at home
Talk together and have fun with numbers and patterns. Help your child to:
 Find numbers around your home and neighbourhood – clocks, letterboxes, speed signs
 Count forwards and backwards (clocks, fingers and toes, letterboxes, action rhymes, signs)
 Make patterns when counting "clap 1, stamp 2, clap 3, stamp 4, clap 5…"
 Do sums using objects such as stones or marbles eg 2 + 3, 4 +1, 5 + 4
 Make up number stories – "you have 2 brothers and 2 sisters. There are 4 of them altogether."
Use easy, everyday activities. Involve your child in:
 Preparing and sharing out food – "two for me and two for you". Ask, "How many for each of
us?"
 Talking about time – "lunchtime", "storytime", "bedtime"
 Using words in everyday play like "under", "over", "between", "around", "behind", "up", "down",
"heavy", "light", "round", "circle", "yesterday", "tomorrow". You can get library books with these
words and ideas in them too
 Asking questions like "How many apples do we need for lunches? What do you think the
weather is going to be like today/tomorrow? What are we going to do next?"
Get together with your child and:
 Play games – board games, card games and do jigsaw puzzles
 Make your own advertising pamphlet – cut out and sort images to go on it, make pretend
money to spend
 Grow seeds or sprouts – measure the growth each week
 Fold and cut out paper dolls and other repeating shapes
 Trace over repeating patterns
 Go on a treasure hunt – make a map with clues and see who can get to the treasure first
 Dance to music and sing/clap to favourite songs – make up a dance sequence each – can you
copy each other?
 Both take turns closing your eyes and describing how to get from the front gate to the kitchen,
from the kitchen to their bedroom, from home to school
 Do timed activities. You hold the watch and they count how many times they can bounce a ball
in a minute
 Play guess and check games (use different shaped jars) – how many beans, buttons, pegs in
the container?
If you have any queries, please do not hesitate to contact the subject leader: Sarah Ellerbeck.
8
Science
What is science?
Science provides the foundations for understanding the world through the specific disciplines of
biology, chemistry and physics (The National Curriculum 2014). At Roger de Clare science is taught
in line with the National Curriculum and covers each of the disciplines through topic based lessons. In
addition to this we aim to develop children’s scientific enquiry skills through investigation based
lessons, usually centred around an experiment.
How is science taught?
Science is taught in year groups, following the statutory requirements as set out in the National
Curriculum and contributing to the Understanding of the World strand of the Early Learning Goals.
Science is mainly taught through a weekly discrete lesson; however Science is all around us so at
times Science is spontaneous and in response to something that has happened in our environment,
community or British news. Science may be taught through a cross curricular approach with another
subject and often features the use of ICT.
At Roger de Clare we have a superb outside environment that we use extensively across the
curriculum. For science, links to the outdoors have included: habitat studies, plant growth, life
processes, light and water cycle practical explanations.
In line with the school ethos we strive to make all learning at Roger de Clare fun, stimulating and
accessible for all. We have a wide selection of resources and equipment for the children to explore
and develop their scientific enquiry skills.
Early Years, Foundation Stage Science:
Science in EYFS is taught through the Understanding of the World strand, and is often linked to other
areas of the children’s learning. Through this:
 Children comment and ask questions about aspects of their familiar world such as the place
where they live or the natural world.
 They can talk about some of the things they have observed such as plants, animals, natural
and found objects.
 Children will talk about why things happen and how things work.
 They should develop an understanding of growth, decay and changes over time.
 They show care and concern for living things and the environment.
Key Stage 1 Science:
During Years 1 and 2, pupils should be taught to use the following practical scientific methods,
processes and skills through the teaching of the programme of study content:
 asking simple questions and recognising that they can be answered in different ways
 observing closely, using simple equipment
 performing simple tests
 identifying and classifying
 using their observations and ideas to suggest answers to questions
 gathering and recording data to help in answering questions.
Topics will include: plants, animals and everyday materials, seasonal changes, living things and their
habitats.
Key Stage 2 Science:
During years 3 and 4, pupils should be taught to use the following practical scientific methods,
processes and skills through the teaching of the programme of study content:
 asking relevant questions and using different types of scientific enquiries to answer them
9








setting up simple practical enquiries, comparative and fair tests
making systematic and careful observations and, where appropriate, taking accurate
measurements using standard units, using a range of equipment, including thermometers and
data loggers
gathering, recording, classifying and presenting data in a variety of ways to help in answering
questions
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar
charts, and tables
reporting on findings from enquiries, including oral and written explanations, displays or
presentations of results and conclusions
using results to draw simple conclusions, make predictions for new values, suggest
improvements and raise further questions
identifying differences, similarities or changes related to simple scientific ideas and processes
using straightforward scientific evidence to answer questions or to support their findings.
Topics will include: plants, animals including humans, rocks, light, forces and magnets, living things
and their habitats, animals including humans, states of matter, sound and electricity.
Ideas to support Science at home:
Share a positive attitude about science with you child, let them see that you are learning too. No one
has to have all the answers and children need to see the fun that can be had to find the answer out
and enjoy the learning process.
Encourage your child to ask questions and try to think of reasons for things happening. The point is
not whether their answers are right or wrong but to stimulate their curiosity and develop their thinking
processes. Help your child to take this thinking to a deeper level by asking them why they think what
they think! Let your child take the lead and allow their questions to become big conversations, go off
on a tangent and see what you can explore together.
Many every day activities include aspects of science; take a walk, bake a cake, study the weather or
even have a race and compare heart beats. Almost everything can have a scientific link, allow your
child to find it, question it and develop their knowledge and understanding of it.
Places to visit, books to read, websites to explore:
The Science Museum, London
The Natural History Museum, London
The Natural History Museum, Tring
National Space Centre, Leicester
Hatfield Forest, Essex
Science: A Children's Encyclopaedia by DK
Horrible Science (The collection)
How the World Works by Christiane Dorion
See inside Science by Usborne
The Animal Science Series
The majority of children’s science books by DK and Usborne are suitable, educational and helpful for
learning about the topic areas.
www.bbc.co.uk/bitesize/science
www.sciencemuseum.org.uk
www.tryscience.org
If you have any queries, please do not hesitate to contact the subject leader: Jennifer Barrett.
10
Religious Education (RE)
What is RE?
RE at our school enables children to:





Acquire and develop knowledge and understanding of principal religions represented in Great
Britain. These include Christianity, Hinduism, Islam, and Judaism, Sikhism and Buddhism.
Develop an understanding of values and traditions on individuals, communities, societies and
cultures.
Develop the ability to make reasoned and informed judgements about religious and moral
issues.
Enhance their own spiritual, moral, cultural and social development.
Recognise the right of people to hold different beliefs within a religiously diverse society.
How is RE taught?
The teaching of RE seeks both to impart knowledge and develop understanding of religious
experiences, feelings and attitudes through a variety of teaching and learning approaches including
visits and visitors, role play and handling artefacts.
Also RE will involve direct teaching, which is taken from the Hertfordshire Scheme of work, and uses
whole class, group, paired or individual activities.
Early Years topics are ‘Celebrations and festivals’, the ‘Christmas’ and ‘Easter’ stories, ‘Belonging’,
‘Important people’ and ‘Special places’.
Key Stage 1 topics include ‘Thankfulness’, ‘Religious communities and leaders’, ‘Holy books’, ‘Signs
and symbols’, ‘Giving and receiving’ and ‘Easy questions – difficult answers’.
Key Stage 2 topics include ‘Religious stories’, ‘Describing God’, ‘Life of Jesus’, ‘Rules and actions’,
‘Sacred spaces and texts’, ‘Advent around the world’, ‘Hinduism’, ‘Sikhism’ and ‘Practices of worship’.
Ideas to support at home
A few suggestions of how to support RE learning at home;
 Visiting places of religious worship.
 Reading stories from different faiths.
 Talk to friends and family that have different faiths.
 Learn about different religious festivals and celebrations that occur around the world.
 Making children aware of religious beliefs in different countries visited.
If you have any queries, please do not hesitate to contact the subject leader: Beth Fox.
11
Computing
What is Computing?
Computing at Roger de Clare involves teaching children skills needed to become digitally literate. We
aim to use computer technology to enrich and extend learning throughout the curriculum. We
understand the importance of e-safety and this is taught and discussed on a regular basis.
We encourage children to experiment, communicate and evaluate ideas using I.C.T applications
through a range of contexts and programs.
How is Computing taught?
Computing is taught as a discrete subject following Herts Scheme of Work to ensure coverage and
progression. We use opportunities to extend the children’s confidence with Computing by using it
across the curriculum when possible. Children have regular access to a range of equipment including
computers, laptops, ipads, programmable toys such as beebots and cameras.
Early Years
Computing in the Foundation subject is taught through ‘Knowledge and Understanding of the World’.
The children have opportunities to find out about everyday uses of technology and to learn through
using a range of equipment including programmable toys, cameras and ipads.
Key Stage One
We have one topic per term throughout the year.
Year 1- - ‘Let’s Create’ the children find out about digital texts, use different software to create
pictures and experiment with cameras and audio equipment.
‘Visual information’ we focus on different ways information can be shown- such as graphs and we
consider how information can be sorted and organised.
‘Discovering Programming’-to understand more about computers, to know that an algorithm is a set
of instructions, use a range of programmable devises such as Beebots.
Year 2: ‘Starting Research’- the children are taught about finding things out on the internet, how to
organise ideas using mindmaps.
‘Getting Creative’- The children use a range of software to explore digital and non digital images. The
children also develop keyboard skills and learn about different tools.
‘Messages and Virtual Worlds’- the children investigate ways messages can be sent using
computers, they also discuss rules of e-safety and the importance of staying safe online. They will
also explore different simulations.
Key Stage Two
Year 3- ‘Keeping Informed’- children learn about the differences between data and information. They
use sensors and dataloggers. The children also learn about branching databases.
‘Bringing Images to Life’-Children develop understanding of digital images. They transform and edit
images, respecting copyright and ownership. They also explore stop animation creating their own
versions.
‘Developing Communication’-Children learn about email and blogs and discuss how to use them
safely and respectfully. They also use simple sound editing software to record and manipulate sound
clips.
Year 4- ‘Accuracy Counts’- Children explore how search engines work. They also use spreadsheet
software to create graphs and to explore number patterns.
12
‘Programming and Games’- Children explore simulations, investigating their structure and exploring
how they might be programmed. They learn more about algorithms.
‘Authoring’- Children investigate computer storage capacities and ways of saving data. They develop
understanding of the school network and operating systems. They use a range of digital programmes
to produce text and images.
Ideas to support Computing at home
Talk to your child about rules for using the internet at school and why it is important to keep safe
online. Perhaps decide some rules for using the internet safely at home- such as always making sure
an adult knows which website they are on, if they see something they do not like to tell an adult
straight away and to never give any personal information to anyone online.
Good practice is to always ask children to use devices in the same room and to take an interest in the
websites and activities children are accessing.
A good website to use as a discussion point about e-safety is www.thinkyouknow.co.uk
Help
your
child
to
practise
typing
skills
by
typing
sentences
and
stories
http://www.bbc.co.uk/guides/z3c6tfr is a fun game that helps the children learn basic keyboard skills.
If you have any queries, please do not hesitate to contact the subject leader: Jen Towns
13
Geography
What is Geography?
Geography at Roger de Clare involves developing the children’s knowledge of globally significant
places, including the physical and human characteristics. Children will be taught the processes that
give rise to key physical and human geographical features of the world. We aim for children to be
competent in the geographical skills needed to interpret a range of geographical sources (maps,
diagrams, globes, aerial photographs) and collect and analyse fieldwork data. Children will be
provided with opportunities to:
 Ask and respond to geographical questions.
 Use a range of equipment and secondary sources to observe, measure, record and present.
 Develop and use appropriate vocabulary and terminology.
 Use a range of skills to help investigate places, environments, processes and human/physical
features.
 Use fieldwork to observe, measure, record and present features in the local area.
 Use maps, atlases, globes and digital/computer mapping to locate countries and describe
features studied.
 Describe a range of physical and human features of localities studied, using appropriate
geographical terms.
 Draw out similarities and differences between places.
 Identify how people affect the environment and to recognise ways in which people try to
manage the environment sustainably.
How is Geography taught?
There will be three half termly units throughout each year where it is taught discretely each week. In
these sessions the key knowledge and skills will be taught. The subject is also embedded throughout
the curriculum when links are made with other subjects including the use of ICT and interactive
resources. The learning of Geography is further enhanced through Child Initiated Learning
opportunities each week where activities are provided, based around the current topic, and children
can choose which activities they would like to partake in. Visitors and trips are also used to develop
the children’s learning.
The teaching and learning of Geography will be achieved through:
 Direct experience e.g. by observing, through handling objects, through meeting adults, site
visits, etc.
 Teacher led work, including discussion, demonstration and question/answer.
 Whole class, group, paired and individual activities.
 Working collaboratively to find out/discuss/debate/present findings.
 A range of sources, including atlases, maps, globes, books, photos, diagrams, fieldwork.
 Drama and role-play activities including themed days.
Early Years
In the Early Years, Geography is delivered through the Understanding of the World strand of the
Early Years framework. Pupils will be taught about ‘The World’ which involves children taking notice
of everything around them, finding out about their own home, noticing things on journeys to and from
home and learning about cause and effect.
Key Stage One
In KS1 children will be taught to:
 Name and locate the world’s seven continents and five oceans.
 Name, locate and identify characteristics of the four countries and capital cities of the United
Kingdom and its surrounding seas.
14







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 nonEuropean country.
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and
cold areas of the world.
Use basic geographical vocabulary to refer to key physical and human features.
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well
as the countries, continents and oceans studied.
Use simple compass directions and locational and directional language to describe the
location of features and routes on a map.
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 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.
Key Stage Two
In Year 3 children will be taught to:
 Locate the world’s countries, using maps to focus on Europe.
 Name and locate cities of the United Kingdom.
 Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle.
 Understand geographical similarities and differences through the study of human and physical
geography of a region of a European country.
 Describe and understand key aspects of physical geography, including: mountains, volcanoes
and earthquakes.
In Year 4 children will be taught to:
 Locate the world’s countries, using maps to focus on North and South America.
 Name and locate counties of the United Kingdom.
 Understand geographical similarities and differences through the study of human and physical
geography of a region of the United Kingdom and a region within North or South America.
 Use the eight points of a compass, four and six-figure grid references, symbols and key.
 Describe and understand key aspects of physical geography, including: climate zones, biomes
and vegetation belts, rivers and the water cycle.
 Describe and understand key aspects of human geography e.g. trade links.
Ideas to support Geography at home
In the Early Years Geography can be developed through having conversations with adults and other
children about the things they observe. In Key Stage One and Two you could discuss current news
articles with your child which will help them to develop an understanding of the wider world. If you
ever visit places other than your local area discuss similarities and differences. You could also use
Google/OS maps to find your way round as well as practising your compass skills. There are books
that cover human and physical Geography that you could share with your child. Here are some
examples below:
Larry Gets Lost in …
This is … (New York, Rome, San Francisco)
Tornadoes/ Hurricanes by Gail Gibbons
If you have any queries, please do not hesitate to contact the subject leader: Mel Roseman
15
History
What is History?
Primarily, History is the study of the past, including people, places and events. At Roger de Clare, we
will help all of our pupils to gain a coherent understanding of Britain’s past and that of the wider world.
We aim to inspire pupils’ curiosity to know more about the past, to think critically, to weigh up
evidence, to sift evidence and to develop perspective and judgement. We will do this through the
teaching of the three main Historical skills; chronology, interpretation and enquiry.
The National Curriculum aims to ensure that all pupils:
 gain a coherent knowledge and understanding of Britain’s past and that of the wider world,
including how people’s lives have shaped this nation and how Britain has influenced and been
influenced by the wider world.
 understand historical concepts such as continuity and change, cause and consequence, similarity,
difference and significance, and use them to make connections, draw contrasts, analyse trends,
frame historically-valid questions and create their own structured accounts, including written
narratives and analyses.
 understand the methods of historical enquiry, including how evidence is used rigorously to make
historical claims, and determine how and why contrasting arguments and interpretations of the
past have been constructed.
 gain historical perspective by placing their growing knowledge into different contexts,
understanding the connections between local, regional, national and international history;
between cultural, economic, military, political, religious and social history; and between short- and
long-term timescales.
Through the teaching and learning of History our pupils will:

develop their chronological understanding within and across time periods, using appropriate
terminology and time related vocabulary

develop and use their enquiry skills e.g. observing, listening, asking questions, research, etc.

use and interpret a range of historical sources to understand that events, people and changes
have been interpreted in different ways and suggest possible reasons for this

learn from a range of historical sources including stories, the locality, artefacts, pictures,
portraits, maps, diagrams, videos, books, the teacher and other adults;

give reasons for, and results of, the main events and changes throughout history

gain increasingly detailed knowledge of the events, developments, periods and people
studied

gain a greater awareness and understanding of themselves and the world around them

develop a life-long curiosity and interest in History
How is History taught?
History is taught through three half termly units throughout each year. During these half termly units,
History will be taught discretely each week when the key knowledge and skills will be taught. The
subject is also embedded throughout the curriculum when links are made with other subjects (where
possible/appropriate). The learning of History is further enhanced through Child Initiated Learning
opportunities each week where activities are provided, based around the current topic, and children
can choose which activities they would like to partake in. When possible, assemblies will be given
based on a historical theme, such as remembrance or anniversaries of historical events or people.
Museum workshops, visitors and trips are also used to develop the children’s learning and curiosities.
The teaching and learning of History will be achieved through:
 a range of cross curricular links and the use of ICT interactive resources
 direct experience e.g. by observing, through handling objects, through meeting adults, site
visits, etc.
16




teacher led work, including discussion, demonstration and question/answer
whole class, group, paired and individual activities
working collaboratively to find out/discuss/debate/present findings
drama and role-play activities including themed days
Early Years
In the Early Years, History is delivered through the Understanding the World strand of the Early
Years framework. Pupils will be taught about ‘People and Communities’ which involves finding out
about the past through talking to parents, grandparents and friends as they develop an interest in
their own story as well as the stories in their family. Pupils will begin 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.
KS1
In KS1, pupils will develop an awareness of the past. They will learn where the people and events
they study fit into the past and identify similarities and differences between different time periods.
Topics that may be covered include:
 Changes within living memory.
 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 people, places and events in their own locality.
KS2
In KS2 (Years 3 and 4), pupils will continue to develop a chronological understanding of British, local
and world history.
Topics that may be covered include:
 Changes from the Stone Age to the Iron Age.
 Achievements of the Ancient Egyptians.
 Local History.
 The Roman Empire.
 Britain’s settlement by Anglo-Saxons and Scots.
 The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the
Confessor.
Ideas to support at home
You can support your child’s historical understanding at home by having discussions about your
family history and changes you have experienced throughout your life, including local changes, key
events, historical achievements and technological advances. To develop this further, you could
discuss current news articles with your child. Discussing the news is a way of helping your child to
gain a historical perspective on the events of the present day. There are lots of books that cover
historical people, places and events that you could share with your child. These include both fiction
and non-fiction texts. History is also part of the Home Learning in KS2.
Books:
 Wilfrid Gordon McDonald Partridge by Mem Fox
 Famous People, Famous Lives Series
 Usborne Discovery Series
 Usborne Starting Point History Series
 Usborne Visitors Guide To Series
17





Usborne Famous Lives Series
The Usborne History of Britain
100 Facts Series
The History Detective Investigates Series
Usborne See Inside Series
Places to visit could include:
 Museum of London, London (Great Fire of London)
 National Space Centre, Leicester (Space Travel)
 Science Museum, London (Space Travel)
 Hertford Castle, Hertfordshire (Castles)
 Colchester Castle, Essex (Castles)
 Stansted Mountfitchet Castle, Essex (Castles)
 Hertford Museum, Hertfordshire (Local History)
 Stonehenge, Wiltshire (Stone Age to the Iron Age)
 Cheddar Gorge, Somerset (Stone Age to the Iron Age)
 The Rollright Stones, Oxfordshire (Stone Age to the Iron Age)
 Grimes Graves, Norfolk (Stone Age to the Iron Age)
 Welwyn Roman Baths, Hertfordshire (Romans)
 Verulamium, Hertfordshire (Romans)
 Gadebridge Roman Villa, Hertfordshire (Romans)
 London Wall, London (Romans)
 Temple of Mithras, London (Romans)
 Crofton Roman Villa, Greater London (Romans)
 West Stow Anglo-Saxon Village, Suffolk (Anglo Saxons)
 The Fitzwilliam Museum, Cambridge (Ancient Egyptians)
 The British Museum, London (Ancient Egyptians)
If you have any queries, please do not hesitate to contact the subject leader: Sam Littlechild
18
Art and Design
What is Art and Design?
Art at Roger de Clare is about letting the children explore their creativity through various forms,
including drawing and painting. We offer a wide range of opportunities for the children to develop and
enhance their skills and we aim to teach Art in a creative and engaging way. We aim to engage,
inspire, and challenge pupils equipping them with the knowledge and skills to experiment, invent and
create their own works of art, craft and design. As pupils progress they should be able to think
critically and develop a more thorough understanding of art and design. They should also know how
art and design both reflect and shape our history and contribute to the culture, creativity and wealth of
our nation.
How is Art taught?
Art is taught in three half termly units across each year through an Art lesson each week. In these
lessons the key knowledge and skills needed will be focused on. Art is also embedded throughout the
curriculum and when appropriate is used alongside many other subjects. Teachers make sure that
the focus of the lessons and the criteria for success are clear to all pupils and that they are in line
with the National Curriculum or the Early Years Framework.
The children’s Art skills are further developed through Child Initiated Learning opportunities across
the school. Each week activities based on the current topic are provided and children can choose to
participate in these if they wish. Visitors and trips are also used to develop the children’s learning
when appropriate.
A range of resources for drawing, painting and crafting are available in each key stage for the
children to have access to when needed.
Early Years
In the Early Years Art is taught through the Expressive Arts and Design strand of the Early Years
Framework. It is linked to the topics being taught and the children’s interests. There are always Art
based activities out for the children to access so that they can develop their skills in a range of areas
including pencil drawing, colour mixing and painting using a variety of different paints such as water
colours, poster paints and acrylics. There are opportunities to access Art activities both inside the
classroom and outside.
Key Stage 1
As stated in the National Curriculum children should be taught:
 To use a range of materials creatively to design and make products
 To use drawing, painting and sculpture to develop and share their ideas, experiences and
imagination
 To develop a wide range of art and design techniques in using colour, pattern, texture, line,
shape, form and space
 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.
Key Stage 2
As stated in the National Curriculum ‘pupils should be taught to develop their techniques, including
their control and their use of materials, with creativity, experimentation and an increasing awareness
of different kinds of art, craft and design’.
Children should be taught:
 To create sketch books to record their observations and use them to review and revisit ideas
19


To improve their mastery of art and design techniques, including drawing, painting and
sculpture with a range of materials (for example, pencil, charcoal, paint, clay)
About great artists, architects and designers in history.
As Key Stage 2 goes up to year 6 these aims and skills will be continued within the middle school
system.
Further details about artists and topics for all Key Stages can be found in the termly booklets.
Ideas to support Art at home
There are many ways in which you could support Art at home.
 You can visit the National Gallery website (www.nationalgallery.org.uk) and look at the various
paintings they have. Talk to your child about what they like and don’t like about a painting. If
there is a painting that they like perhaps look at the artist’s other work, as well as other artists
who have painted using the same technique.
 If possible allow your children access to different materials for them to experiment with such as
coloured paper, sketching and colouring pencils, paints and pastels.
 If you are going out for the day, or visiting the local park why not get them to take some paper
and pencils so that they can sketch the various things that they may see.
 If your child has a favourite book that has illustrations in it try researching the illustrator to see
what other pictures they have drawn.
 Read a Katie story by James Mayhew with your child.
Other websites of interest may be:
https://Kids.tate.org.uk
www.artuk.org
https://www.henry-moore.org/hmf/
If you have any queries, please do not hesitate to contact the subject leader: Vicky Walsh
20
Design and Technology
What is Design and Technology?
Design and Technology, also known as D&T, is about letting the children use their knowledge and
design skills to create and make different products. The aim is for children to use creativity and
imagination to design and make products that solve real and relevant problems within a variety of
contexts, while also considering their own and others’ needs, wants and values. Through the
evaluation of past and present design and technology the children will develop an understanding of
how it impacts daily life and the wider world. D&T includes sewing, model making, cooking and the
construction of objects.
How is Design and Technology taught?
D&T is taught through three half termly units across each year. This will be taught during a D&T
lesson each week. In these lessons the key knowledge and skills needed will be focused on.
Teachers make sure that the focus of the lessons and the criteria for success are clear to all pupils
and that they are in line with the National Curriculum or the Early Years Framework.
Children will be provided with opportunities to plan, design, make and evaluate their work when
appropriate. They will use their technical knowledge to understand, explore and use mechanisms.
They will explore various materials in order to build a variety of structures. They will be taught how to
cook and apply the principles of nutrition and healthy eating.
The children’s D&T skills are further developed through Child Initiated Learning opportunities across
the school. Each week activities based on the current topic are provided and children can choose to
participate in these if they wish. Visitors and trips are also used to develop the children’s learning
when appropriate.
Basic resources such as construction kits, simple hand tools and textile equipment together with a
small range of consumable items are all stored in each classroom. In addition each key stage has
their own design and technology trolley of tools.
Each Key Stage may ask for a small donation every term that will be used to purchase cooking and
food tasting items.
Early Years
In the Early Years D&T is taught through the Expressive Arts and Design strand of the Early Years
Framework. It is linked to the topics being taught and the children’s interests. There are always D&T
based activities out for the children to access so that they can develop their skills in a range of areas.
Some of the things we may use or do over the year include Duplo and Lego, junk box modelling, play
dough, wooden blocks, sewing, cooking and clay modelling. There are opportunities to access D&T
activities both inside the classroom and outside.
Key Stage 1
As stated in the National Curriculum ‘when designing 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 (for example,
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.
21
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 (for example, levers, sliders, wheels and axles) in their products.
Cooking and nutrition
Pupils should be taught to:
 Use the basic principles of a healthy and varied diet to prepare dishes
 Understand where food comes from’
Key Stage 2
As stated in the National Curriculum ‘when designing and making, pupils should be taught to:
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 computeraided design
Make
 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 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 (for example, gears, pulleys, cams,
levers and linkages)
 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.
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.
22
Ideas to support Design and Technology at home
There are many ways in which you can support your child in Design and Technology at home. This
can include:
 cooking and baking with them
 building models with paper mache, cardboard boxes, Lego, Duplo or wooden blocks
 using play dough, plasticine or clay to create models
 improving current objects by redesigning them
 drawing a design of their model before they make it and then talking about whether they
followed their plan or not and why
 sewing
If you have any queries, please do not hesitate to contact the subject leader: Vicky Walsh
23
Modern Foreign Languages
What are Modern Foreign Languages?
At Roger De Clare we believe that the learning of a foreign language provides valuable educational,
social and cultural experiences for our pupils. Learning a foreign language helps to foster children’s
curiosity and deepen their understanding of the world, as well as increasing pupil’s self-confidence
and creativity.
How is it taught?
At Roger de Clare our teaching follows the guidelines of the National Curriculum. In Key Stage 1,
children are given taster lessons of Spanish whilst in Key Stage 2 children are taught French on a
weekly basis in discrete lessons. We also make cross curricular links and encourage the children to
use greetings and phrases on a regular basis. This might include answering the register and using or
responding to simple commands. Pupils work collaboratively in groups and with learning partners to
practise skills.
The teaching of Modern Foreign Languages is broken into 4 different strands: listening, speaking,
reading and writing. Learning is tailored to match the needs and abilities of the children within the
class and a number of authentic resources and texts support learning further. Whole school language
days are a fun opportunity to engage pupils and share learning.
Early Years Foundation Stage
Whilst Modern Foreign Languages are not specifically taught at this age, the children will experience
a variety of cultures and traditions through different topics. Learning is also tailored to the children’s
interests.
Key Stage 1
In Years 1 and 2 children will learn to:








have fun and enjoy learning new words and phrases in Spanish.
develop speaking and listening skills including pronunciation.
listen to and discuss stories in Spanish.
make simple comparisons to English graphemes and sounds.
use and share their learning with others in different contexts.
ask and answer questions.
use drama and role play.
link Spanish to other areas of the curriculum where appropriate.
Teaching covers a variety of topics, including greetings, numbers, birthdays, colours, pets and family.
The children also learn about Spanish life and traditions.
Key Stage 2
In Years 3 and 4 children will begin to learn to:



listen attentively to spoken language and show understanding by joining in and responding.
Children will be encouraged to predict the meaning of phrases to broaden their vocabulary.
explore the grammatical patterns and sounds of the language through songs and rhymes.
Children may find similarities and differences between English and French, for example
feminine and masculine forms.
engage in conversation, ask and answer questions, express opinions and respond to those of
others.
24




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.
read and appreciate stories, songs, poems and rhymes in the language. Initially, many of
these texts will be familiar in English.
write phrases and adapt these to create new sentences. Writing will follow a theme that has
been followed in listening, speaking and reading activities. Shared writing and word banks will
enable the children to build confidence and become more independent with this skill.
Teaching covers a variety of topics, including greetings and conversation starters, colours, numbers
to 100, days and months, pets and animals, classroom instructions, the town, sports and hobbies,
clothing and telling the time.
The children also enjoy learning about daily routines, special celebrations and traditions marked in
France and French speaking countries.
Ideas to support at home
 Use phrases and words that the children have been learning at home e.g. ‘good morning’ or
have a language themed evening. They will feel great if they can teach you something too!
 Encourage your child to use phrases and words on holiday e.g. greetings, choosing something
from a menu or reading a sign.
 Try different foods from around the world.
 Listen to a CD of traditional songs from another country.
 Find out about a famous artists, musician, athlete, actor or actress from another country.
 Talk to family members or friends who speak another language.
 Read about current news in different countries around the world.
 Play a familiar game using phrases or words that the children have been learning.
 Explore lots of activities and games on the BBC website.
If you have any queries, please do not hesitate to contact the subject leader: Kate Simmonds
25
Music
What is Music?
Music is a subject that helps to develop creativity, imagination, good listening skills and the ability to
express personal thoughts and feelings. Music develops children’s ability to take part in practical
activities, both individually and in groups, that encourages and cultivates an enjoyment of different
genres of music. The Music curriculum provides breadth and balance, is relevant and engaging and
is differentiated to match needs and abilities.
How is Music taught?
At Roger de Clare, we believe that singing lies at the heart of good music teaching. As a school, we
follow the Voices Foundation which enables children to learn a repertoire of songs to which they will
then acquire and develop specific musical skills from. Our teaching focuses on developing the
children’s ability to sing in tune and with other people. Through singing songs, children learn about
the structure and organisation of music. We teach them to listen to and appreciate different forms of
music. As children get older, we expect them to maintain their concentration for longer, and to listen
to more extended pieces of music. Children develop descriptive skills in music lessons when learning
about how music can represent feelings and emotions. We also teach children to make music
together, to understand musical notation, and to compose pieces. Children will also learn about the
history of music, which where possible will link to the children’s history topics. We encourage all
children to participate in a variety of musical experiences at Roger de Clare. We have our own
School choir and pupils can also learn to play a musical instrument.
Early Years Foundation Stage
Within the Early Years Foundation Stage children develop musical skills through daily singing and
exploring with musical instruments. Through following the Voices Foundation, children will begin to
learn a range of songs from memory. They will then use these songs to begin to develop an
understanding of musical skills, such as pitch and dynamics.
Key Stage 1
Children will continue to learn songs from the Voices Foundation, using their voices expressively and
creatively by singing songs, speaking chants and rhymes. From this they will explore many interrelated dimensions of music such as pitch, dynamics, tempo, timbre, texture and structure. Pupils will
also learn to play tuned and untuned instruments musically, as well as listen to a variety of live and
recorded music.
Key Stage 2
As children enter Year 3, they will have developed a bank of songs which they will be able to sing
with confidence. As a result, pupils will have the opportunity to play and perform in solo and
ensemble contexts, using their voices and playing musical instruments with increasing accuracy,
fluency, control and expression. They will improvise and compose music for a range of purposes
using the inter-related dimensions of music, as well as using and understanding staff and musical
notation. Listening is also an integral part of the music curriculum and pupils within Key Stage 2 will
listen to a range of live and recorded music from different traditions, as well as from great composers
and musicians. Alongside The Voices Foundation programme, children enjoy learning about
classical music from the BBC Ten Pieces Scheme. This scheme inspires children to develop their
own creative responses to ten pieces of music through composition, dance or digital art. Teachers
also use a cross-curricular approach as children develop an understanding of the history of music
through topic work.
Ideas to support Music at home
Singing can also support children from an early age with their speech and language development.
This BBC website has lots of nursery rhymes and videos for children to sing along to:
http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/ nurserysongs
26
You can also access resources from the BBC Ten Pieces website:
http://www.bbc.co.uk/programmes/p01vs08w
If you have any queries, please do not hesitate to contact the subject leader: Alice Weller
27
Physical Education (PE)
What is PE?
Physical Education can enable children to move more efficiently and safely giving them confidence
about the control of their body and an understanding of the contribution it makes to their general wellbeing.





To encourage children to explore and develop their own capabilities, gaining knowledge, skills
and the confidence to apply these both in and out of school.
To develop a positive attitude and knowledge of the importance of health, hygiene and safety
principles.
To provide regular opportunities for children to work on their own and with others, fostering
independence, co-operation and competition.
To provide opportunities for children to plan and communicate ideas in a variety of settings.
To develop physical co-ordination, competence and skills.
How is PE taught?
Early Years
In Nursery and Reception the children will participate in PE lessons following the requirements stated
in the Early Years Foundation stage framework. They will have opportunities to learn and acquire
many different skills within Gymnastics, Dance and Games lessons. They will use the hall and the
outside area on a regular basis.
Key Stage 1
Pupils will develop fundamental movement skills, become increasingly competent and confident and
access a broad range of opportunities to extend 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 to:
 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.
Key Stage 2
Pupils will continue to apply and develop a broader range of skills, learning how to use them in
different ways and to link them to make actions and sequences of movement. They should enjoy
communicating, collaborating and competing with each other. They should develop an understanding
of how to improve in different physical activities and sports and learn how to evaluate and recognise
their own success.
Pupils will be taught to:
 Use running, jumping, throwing and catching in isolation and in combination
 Play competitive games, modified where appropriate [for example, basketball, cricket, football,
hockey, netball, rounder’s, multi skills, circuit training, tri golf and tennis], and apply basic
principles suitable for attacking and defending
 Shows a good awareness of other members of his/her team during team games and works
with them appropriately.
 Develop flexibility, strength, technique, control and balance [for example, through athletics and
gymnastics]
 Perform dances using a range of movement patterns
28

Compare their performances with previous ones and demonstrate improvement to achieve
their personal best.
Ideas to support at home
 Take them to the local park to practise their running, skipping, jumping and hopping
 Take them to a park so they can practise their balance and coordination on the climbing
equipment
 Play throwing and catching games with various sized balls
 Get the whole family to play a team game such as football, rounders, basketball, netball etc
 Put some music and practise your dance skills
 Go for a walk in the woods
If you have any queries, please do not hesitate to contact the subject leader: Sarah Ellerbeck
29