q Curriculum by Subject - Montpelier Primary School

Curriculum by Subject

In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process.

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should 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 rigorous 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.

The rationale behind the sequencing and structure of Art and Design curriculum at Montpelier

Key points to note:

  • Drawing, painting, sculpture and other art, craft and design techniques and skills are integrated into units and pupils develop these further each year
  • The school ethos of BASICS is a positive undercurrent and is referenced throughout units
  • Pupils have opportunities in each phase to use visual and tactile elements and materials with a focus on developing increased confidence.
  • All units support pupils to develop the ability to control materials, tools and techniques;
  • All units include understanding the work of great artists, craft makers or designers, and the historical and cultural development of their art forms
  • Evaluation and analysis of creative works using the language of art, craft and design is incorporated and pupils develop these further each year
  • Pupils have the opportunity to record from the first-hand experience and from imagination.
  • Pupils develop creativity and imagination through a range of complex activities and have opportunities to select their own ideas for use in their work.
  • Each phase builds on previous experiences to foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers
  • Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning in art and design

For more information regarding the Art & Design Overview – click here

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

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

The rationale behind the sequencing and structure of the computing curriculum at Montpelier

  • The aim of the computing curriculum is to instil a passion for technology and reinforce our BASICS where children will face challenging tasks where they will aspire to succeed. Additionally, they will understand how to keep themselves and others safe online and celebrate their individual identities through their creativity.

The Computing curriculum is divided into three key areas:

  • Computer Science will introduce children of all ages to understanding how computers and networks work.
  • Digital Literacy is about safe and responsible use of technology, including recognising its advantage for collaboration and communication.
  • Information Technology is about the use of computers for functional purposes such as collecting and presenting information or using search technology. 
For more information regarding progress across these three key areas – click here
For more information regarding the Computing Overview – click here
For more information regarding the progression in E-safety awareness – click here

Design and technology programmes of study: key stages 1 and 2 National curriculum in England

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

The rationale behind the sequencing and structure of the design and technology curriculum at Montpelier

Key points to note:

  • During each phase (KS1, LKS2 and UKS2) all pupils will have the opportunity to develop their skills and knowledge in design, structures, mechanisms, electrical control and a range of materials including food.
  • Pupils will be given the opportunity to develop skills, knowledge and understanding of designing and making functional products.
  • In each design and technology project, there will be three core activities which are combined into a sequence to create a project: activities which involve investigating and evaluating existing products; focused tasks in which children develop particular aspects of knowledge and skills; designing and making activities in which children design and make ‘something’ for ‘somebody’ for ‘some purpose’.
  • The school ethos of BASICS is a positive undercurrent and is referenced throughout units
  • Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning in design and technology

For more information regarding the Design & Technology Overview – click here

Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

The rationale behind the sequencing and structure of the geography curriculum at Montpelier

Key points to note:

  • All units are planned to develop these key geographical (Geography’s big ideas) concepts ‘ big ideas’: Place, space, scale, environmental impact and sustainability, interconnections, cultural awareness and diversity
  • The school ethos of BASICS is a positive undercurrent that is referenced throughout units
  • All pupils should develop a depth of understanding behind the difference between human and physical geography
  • Each unit develops pupils’ locational knowledge and understanding of geographical similarities and differences between places
  • Pupils develop an understanding of interconnections between features, places, events and people over units across each phase
  • Knowledge of and ability to use geographical vocabulary correctly to communicate knowledge of human and physical features is developed
  • All units develop pupils’ ability to enquire, question and discover geographical knowledge collaboratively with peers and independently
  • Fieldwork and map skills are integrated into units and pupils develop these further each year.
  • Each phase revisits and deepens knowledge of the school’s locality and compares this with a range of other localities and geographical themes
  • Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning in geography

For more information regarding the Geography Overview – click here

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, 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.

The rationale behind the sequencing and structure of the history curriculum at Montpelier

Key points to note:

  • Pupils develop an understanding behind how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present
  • All units build on pupils’ previous knowledge of significant events and people, situations and developments
  • All pupils should develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people
  • All units of history begin with an enquiry question and are designed to stimulate pupils’ curiosity and encourage them to question historical events, viewpoints and evidence
  • Pupils develop an understanding behind 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 and analyses
  • All units refer to and develop pupils’ understanding of the historical chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain and how Britain has influenced and been influenced by the wider world
  • The school ethos of BASICS is a positive undercurrent and is referenced throughout units
  • All units integrate methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Knowledge of and ability to use historical vocabulary correctly to communicate knowledge and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning in history

For more information regarding the History Overview – click here

Purpose of study

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Key stage 1 – years 1 and 2

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete 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

Lower key stage 2 – years 3 and 4

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 memorised 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.

Upper key stage 2 – years 5 and 6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.



Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.

Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

Teaching for mastery


Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others


Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics


Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.


To support the teaching of mathematics, we use a mastery programme called Power Maths.

Power Maths is a whole-class mastery programme designed to spark curiosity and excitement and help nurture pupil’s confidence in maths.  The Power Maths programme is written specifically for UK classrooms by leading mastery experts and is recommended by the DfE.

In Reception,  Power Maths Reception is used.  This supports the teaching of the Early Learning Goals.

In years 1 to 6, pupils use Power maths textbooks which provide a coherent structure through the curriculum and support children on their journey towards deeper understanding.

Each child also has a termly Power Maths Practice book which gives them the right amount of intelligent practice for children to complete independently.

At Montpelier Primary School, our MFL is French

Purpose of study

Learning a foreign 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 should enable 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 should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

The rationale behind the sequencing and structure of the MFL curriculum (French) at Montpelier

Key points to note:

  • The MFL curriculum is delivered in blocks of learning that develop pupils’ knowledge of topic vocabulary underpinned by the learning of key grammatical structures and skills relevant to the Key Stage that underpin all learning.
  • There is a sequential approach to language learning and pupils need to be able to make the links between current and prior learning.
  • The school ethos of BASICS is a positive undercurrent and is referenced throughout units
  • Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning a modern foreign language

For more information regarding the French Overview – click here 

Year Group Knowledge Organisers

Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

The rationale behind the sequencing and structure of the music curriculum at Montpelier

Our music curriculum at Montpelier Primary School aims to engage and inspire pupils to develop a deep love and appreciation of music. Our aim is not only to develop a subject-specific skill set that explores the interrelated dimensions of music but also challenges children to consider their understanding of history, art, technology and culture; therefore reinforcing our global and local themes.

Our aim is to develop musicians who are able to express themselves as composers, performers, improvisers and communicators.

The units are available to view on PDF here.

Other units are taught by class teachers using units from Charanga Musical School. All our music units provide pupils with the opportunity to sing, listen and appraise, compose and improvise and perform.

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way that supports their health and fitness.

Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The rationale behind the sequencing and structure of the PE curriculum at Montpelier

  • We are committed to quality provision in PE which develops the pupils’ knowledge, skills and understanding so that they can perform with increasing competence and confidence in a broad range of physical activities
  • The school ethos of BASICS is a positive undercurrent and is referenced throughout the curriculum
  • Pupils have opportunities in each year group to build upon skills developed in a range of activities
  • Pupils are provided with the opportunity to develop their personal and social skills by promoting character building, cooperation, teamwork, leadership and self-esteem
  • Physical Education and sporting activities are valued: pupils are provided with sporting opportunities during lessons, school clubs, breaktimes and lunchtimes
  • Our PE lessons promote inclusion, empathy and the importance of pupils leading healthy active lives

For more information regarding the Physical Education Overview for EYFS – click here

For more information regarding the Physical Education Overview for KS1 – click here

For more information regarding the Physical Education Overview for KS2 – click here

real PE programme

At Montpelier we use the real PE programme to deliver a high-quality PE curriculum. Link

real PE is an inclusive approach with the ambition that PE is a positive experience for EVERY child. It teaches children Fundamental Movement Skills (FMS) and key learning behaviours to help achieve that ambition.

The ambitious real PE curriculum enables all children to flourish and experience success throughout their primary school phase. Through a carefully planned and sequenced curriculum, which starts in EYFS, children build, revisit, and develop skills and knowledge as they progress through school, thereby developing a strong sense of self-efficacy.

real PE is a curriculum that includes:

  • structured and progressive physical development challenges
  • skill application opportunities that involve rules
  • strategies and tactics that are age and stage appropriate
  • integrated review sessions that focus on healthy participation.

Purpose of Study

The programmes of study for reading at key stages 1 and 2 consists of 2 dimensions:

  • word reading
  • comprehension (both listening and reading)

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Teaching of phonics

The school follows the Read Write Inc phonics programme. This is introduced in Nursery and taught consistently throughout Reception and Year 1. Phonics continues to be taught throughout the rest of the school, for those children who require this intervention. Parent support makes a significant difference to children’s progress, therefore phonic homework is often sent home to consolidate learning.

Guided Reading Reception & KS1

  • Guided reading is a small, focused group, led by an adult, that supports children to make progress towards a key reading objective
  • This will include teaching explicit strategies to decode unfamiliar words, read sight words, use context to understand new vocabulary etc
  • This will also include an opportunity for children to discuss the text chosen and their understanding of the story or topic etc. Children will discuss literal understanding and deeper layers of meaning such as inferring from the text and identifying themes, character traits, motivations etc

Reading in KS2

  • Pupils participate in whole-class reading lessons, where a range of reading skills are taught. Year groups generally focus on one quality text each half term, although there will be opportunities for pupils to read poetry, non-fiction texts and self-selected texts. Pupils are also taught skills associated with using a library effectively and making choices to expand their breadth and depth of reading selections when visiting the school library.

Independent reading

  • A selection of age-specific ‘essential reads’ are in the library and are assigned to pupils to read independently. These are examples of high-quality literature and offer a breadth of genres and authors. These should be read at home and maybe discussed in school with peers, adults.

Reading across the curriculum

  • Reading for pleasure and enjoyment is given a high priority and enough time is set aside for this.
  • Opportunities are provided for pupils to practise and extend their reading in other subjects across the curriculum. For example, pupils read aloud the learning objective, success criteria and other texts visible on the whiteboard.
  • Additional adults, including teaching assistants and parent or community volunteers, are used to provide further support.

Home/school reading

  • Reading is seen as a gateway to all learning and therefore the communication about reading between school and home is essential, throughout the primary years. A reading record is maintained by every parent/pupil throughout the school. This is brought to school daily with comments written by the pupil/parent depending upon the year group. Parents/Carers should sign the reading record once a week to indicate that they have discussed their child’s reading at home.

Purpose of study

Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society.

Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.

RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others.

It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.

The rationale behind the sequencing and structure of The Religious Education (RE) curriculum at Montpelier

  • Teaching and learning in Religious Education will inevitably focus on different facets of human experience as it manifests itself in a range of faith and non-religious belief traditions.
  • This will include learning about not only the beliefs and convictions that religious people may have.
  • It will also involve an examination of the ways in which these beliefs shape the actions and practices of believers in a variety of domains, such as the home, places of worship and within wider society.
  • Furthermore, Religious Education will also need to consider the way in which religious traditions influence community life and cultivate a sense of collective identity.
  • The three dimensions of religion – believing, behaving and belonging – form the basis for the organisation of the modules within the Ealing Locally Agreed Religious Education Syllabus.
  • The teaching of Religious Education within the EYFS will normally focus on approaches that start with the experience of the child and develop this so that beliefs, practices and community identity within different religious traditions can be explored.
  • Religious Education in Key Stage 1 will build on the exploration of different religions and worldviews, which was introduced in the Foundation Stage. Children in Key Stage 1 will be provided with opportunities to reflect upon the human religious quest in its many expressions and consider the value of a range of different religions and worldviews. They should be encouraged to raise and investigate a variety of questions about meaning, purpose and value and come to appreciate that there are many different responses to these questions. They should also be invited to make connection between different religions and worldviews, identifying those elements that are similar and distinctive, and to draw on their own insights, reflections and perspectives as these are provoked by the studies that they engage in.
  • Pupils in Key Stage 2 will be invited to move beyond recall and recognition with respect to religions and worldviews and be expected to demonstrate more advanced skills. These may include the ability to retell religious narratives; describe with greater accuracy and detail the key elements of believing, behaving and belonging that are associated with the religious traditions being investigated; communicate an understanding of the links between sources of authority, beliefs, practices, and forms of worship; utilise a wider range of religious terms; investigate questions of meaning, purpose and value as these pertain to their own and others’ experiences; show that they can understand a range of points of view on questions of religion and belief, and provide reasoned arguments for their own perspectives.

For more information regarding the Religious Education Overview – click here

Purpose of study

The rationale behind the sequencing and structure of the Science curriculum

Key points to note:

All pupils are enabled to experience and observe phenomena, looking closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice.

Pupils are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer questions, including observing changes over time, noticing patterns, grouping and classifying, comparative and fair tests, and finding things out using secondary sources of information.
Children are encouraged and equipped to use scientific language to talk about what they have found out and to communicate their ideas

Each unit of learning builds on pupils previous of scientific concepts and skills whilst integrating scientific enquiry

The school ethos of BASICS is a positive undercurrent that is referenced throughout units Building Learning Power skills are incorporated in all units to support pupils to reflect and evaluate on their own habits of learning in science

For more information regarding the Science Overview – click here

Purpose of study

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing)

It is essential that teaching develops pupils’ competence in these 2 dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

The importance of writing to the curriculum

Writing is a primary means of expression, both for personal cognitive purposes and for communicating meaning with others. Pupils learn how to write with confidence, fluency, imagination and accuracy by orchestrating their knowledge of context and composition (text level), grammatical knowledge (sentence level) and knowledge of phonemes, graphemes, word recognition, and a wider range of spelling strategies at Key Stage 2 (word level).


  • Daily opportunities to experiment with different types of writing through play activities are given.
  • Teachers model writing during shared writing sessions daily.
  • Opportunities for pupils to familiarise themselves with writing movements are given before pupils apply them independently.
  • Pupils are given directed writing time once their skill level is sufficient.
  • Pupils are given opportunities to write through guided and independent writing sessions.
  • Pupils have opportunities to write for a variety of purposes and audiences.
  • Links between spoken language, reading and writing are made explicit.
  • Pupils in EYFS will work towards the development matters statements.
  • A ‘Talk for writing’ model is followed in nursery and reception. Pupils have the opportunity to engage in choral storytelling with familiar texts.

Key Stage 1

At Key Stage 1 pupils become increasingly competent as writers. They write a range of text types (narrative and non-fiction) and develop their degree of control according to the complexity of the task. Purposes, audiences and appropriate forms are identified and (through shared and guided writing) the pupils have opportunities to plan, develop and review/redraft their writing both on paper and on-screen.

They write stories of different types based on known texts, focusing on elements, e.g. building character profiles, ascribing appropriate dialogue to characters and creating recognisable settings. Poetry, rhyme and language play provide models for the pupils’ own writing through adaptation, mimicry or substitution. Some of the organisational and linguistic features of non-fiction texts are evident in the pupils’ own writing of recounts, reports, instructions and explanations.

Key Stage 2

At Key Stage 2 pupils experience writing in different forms for a variety of audiences. They write for different purposes: to imagine and explore feelings and ideas, to inform and explain, to persuade and to review and comment. They also see how writing is concerned with process as well as product, being an aid to thinking, organisation and learning. They are taught to plan, draft, revise, proofread and present their writing on paper and on screen, and to discuss and evaluate their own writing and that of others. There is an emphasis on using real models for writing, e.g. newspaper reports, advertisements and websites.

The links between reading and writing in fiction and non-fiction continue to be made explicit. Pupils use their knowledge of texts they have studied to construct their own writing and have greater control over the organisation, language features, vocabulary and spelling.

Montpelier writing model

  • The Montpelier writing model of imitate, innovate and independent application of writing is used within a writing unit to develop pupils oracy, use of language and structure of writing.
  • Teachers establish the purpose and audience for writing and make teaching objectives explicit to pupils, so they know why they are studying a particular text or text type, the kind of writing activities they need to undertake and the nature of proposed outcomes.
  • Teachers provide an environment that encourages children to be creative, confident and skilled in all areas of English.
  • Teachers plan a mixture of whole class, group, paired and individual writing opportunities.


  • Through their own play and experimental writing pupils are given the opportunity to make sense of written text and recognise sentences.
  • Pupils write simple sentences based on speech and begin to use significant punctuation, for example, capital letters for their own name and at the beginning of a sentence.

Key Stage 1

At Key Stage 1 the emphasis is on developing pupils’ general awareness of language, both written and spoken.

  • Pupils are encouraged to attempt more complex spoken language and to observe the use of punctuation in written texts as a pointer for pausing, intonation and as an aid to meaning.
  • Pupils recognise sentences, expect them to make sense and use basic sentence structures in their own writing.
  • Pupils are taught to use some punctuation marks in context. More complex sentences are developed through the use of an increasing range of conjunctions.
  • Pupils use the Kung Fu punctuation actions to illustrate where punctuation is or is needed.
  • In Y1 and 2, pupils are introduced to some grammatical functions of different types of word and they begin to explore how sentences are constructed.
  • Teachers focus on exploring the function of words, i.e. what words can be made to do and on grammatical labelling (the naming of parts of speech) in line with the NC (National Curriculum).

Key Stage 2

In Years 3 and 4 pupils continue to develop their understanding of grammatical functions of different types of word and they begin to explore how sentences are constructed.

  • Teachers focus on exploring the function of words, i.e. what words can be made to do and on grammatical labelling (the naming of parts of speech) in line with the NC (National Curriculum).
  • Pupils receive explicit teaching in relation to a wider range of punctuation marks and this is reflected in pupils’ writing.
  • Punctuation is taught within the context of what is being read and what the pupils need to use in their own writing.
  • Pupils use the Kung Fu punctuation actions to illustrate where punctuation is or is needed.

In Years 5 and 6 this basic knowledge is extended through the close reading and discussion of carefully chosen examples from a range of text-types.

  • Teachers focus on exploring the function of words, i.e. what words can be made to do and on grammatical labelling (the naming of parts of speech) in line with the NC (National Curriculum).
  • Pupils are encouraged to draw on their understanding of grammar and punctuation to develop a sense of style.
  • Pupils experiment with the construction of complex sentences, restructure sentences for clarity and effect and develop an authorial voice.
  • Teachers model for pupils how to use a wider range of punctuation marks, including punctuation within a sentence in context.
  • Pupils use the Kung Fu punctuation actions to illustrate where punctuation is or is needed.

The learning environment

Classrooms use wall charts, grammatical word boards and examples of pupils’ investigations to stimulate and provide information. Pupils have good access to a range of appropriate dictionaries and thesauruses.

The importance of grammar and punctuation to the curriculum

Grammar is concerned with the way in which sentences are used in spoken language, in reading and in writing. Sentences are the construct which help give words their sense. The purpose of grammar teaching is to enable pupils to become conscious of patterns of language which they can apply in their own work to enhance meaning.

The purpose of punctuation is to clarify the meaning of texts. Readers use punctuation to help make sense of written texts while writers use punctuation to help communicate intended meaning to the reader.

Teaching and Learning

To teach pupils about grammar and punctuation, the emphasis is on the close consideration of examples of language in use, including pupils’ own writing and on the exploration of language as a system.  The aim is to develop pupils’ curiosity about language and their capacity to observe and reflect which. This will enable them to develop more control and choice in their use of language.

Personal, social, health, and economic (PSHE)

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.

PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need an additional central prescription.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

For more information regarding the PSHE Overview – click here