Download Knowledge and Understanding of the World

Revised
Curriculum
2008
Skills
Index
Subject Area
Page
Language Literacy and Communication FP
3
Language Literacy and Communication KS2
English
Modern Foreign Languages
5
5
7
Knowledge and Understanding of the World FP
8
Knowledge and Understanding of the World KS2
Science
Geography
History
IT
9
9
10
11
12
Mathematical Development FP
13
Mathematical Development KS2
14
Creative Development FP
15
Creative Development KS2
Art and Design
Music
Design and Technology
Physical
16
16
17
18
19
Personal and Social FP
20
Personal and Social KS2
21
Physical Development FP
22
Physical Development KS2
23
Index
continued
Subject Area
Page
Welsh Language Development FP
25
Welsh Language Development KS2
26
Religious Education FP
28
Religious Education KS2
30
Guide to Symbols
Developing ICT
Learners develop their ICT skills across the curriculum
by finding, developing, creating and presenting
information and ideas and by using a wide range of
equipment and software.
Developing number
Learners develop their number skills across the
curriculum by using mathematical information,
calculating, and interpreting and presenting
findings.
Developing thinking
Learners develop their thinking across the curriculum
through the processes of planning, developing and
reflecting.
Developing communication
Learners develop their communication skills across the
curriculum through the skills of oracy, reading, writing
and wider communication.
1
Guide to Symbols continued
Curriculum Cymreig (7-14) and
Wales, Europe and the World (14-19)
Learners aged 7 – 14 should be given opportunities to
develop and apply knowledge and understanding of the
cultural, economic, environmental and linguistic
characteristics of Wales. Learners aged 14-19 should
have opportunities for active engagement in
understanding the political, social, economic and cultural
aspects of Wales as part of the world as a whole.
Personal and social education
Learners should be given opportunities to promote their
health and emotional well-being and moral and spiritual
development; to become active citizens and to promote
sustainable development and global citizenship; and to
prepare for lifelong learning.
Careers and the world of work
Learners aged 11-19 should be given opportunities to
develop their awareness of careers and the world of
work and how their studies contribute to their readiness
for a working life.
2
Language, Literacy and Communication
Foundation Phase
Oracy
Skills
Reading
Skills
Children’s oracy skills should be fostered and
promoted through first-hand sensory experiences.
Speaking, listening and viewing activities in the
Foundation Phase should enable children to make
progress in their ability to:
Opportunities throughout the Foundation Phase
should enable children to enjoy reading and to
make progress in their ability to:
•make themselves understood
•listen to and carry out instructions
•use appropriate language in spontaneous and structured
play activities and when conveying meaning
•view and listen carefully to a variety of visual and audiovisual stimuli
•listen to a variety of stories, traditional folk tales and
poems from Wales and around the world
•listen and respond appropriately and effectively, with
growing attention and concentration
•build on previous experience, speak confidently, and
make themselves clear by:
•organising what they say
•choosing words deliberately
•relating their contributions in discussion to
what has gone on before by taking
similar/different views into account, using the
conventions of discussion and conversation
•speak clearly with appropriate intonation in their own
accents, modifying their talk to the requirements of the
audience
•recognise the importance of clarity, fluency and interest
in effective communication
•in their explanations, descriptions and narratives,
incorporate relevant detail and identify what is essential
•understand that there is a variety in the language they
hear around them
•adopt a role, making a conscious use of movement,
gesture and speech using language appropriate to a role
or situation
•respond to a drama they have watched, as well as that in
which they have participated.
•show an interest in books and enjoy their content
•follow stories read to them and respond as appropriate
•look at books with or without an adult, handling them
as a reader
•understand that written symbols have sound and
meaning and develop phonological, graphic and
grammatical knowledge, word recognition and contextual
understanding within a balanced and coherent
programme]read with increasing fluency, accuracy,
understanding and independence, building on what they
already know
•be aware of different types of books
•read their own work and other texts aloud and respond
in different ways for different purposes, being able to
talk about characters, events, language and information
as they predict events and explore meaning
•respond appropriately to books, considering what they
read in terms of content, ideas, presentation,
organisation and the language used.
3
Language, Literacy and Communication
Foundation Phase
Writing
Skills
The Foundation Phase should enable children to
enjoy experimenting with written communication
and to make progress in their ability to
communicate by:
•experimenting with mark-making, using a variety of
media
•producing pieces of emergent writing
•understand the connections and differences between:
•writing and communication
•speech and language
•print and pictures
•recognise the alphabetic nature of writing and
discriminate between letters
•communicate by using symbols, pictures and words
•play with language, as a means of developing their
interest in language
•begin to write in a conventional way, communications by
using words, phrases and short sentences, linked to
familiar patterns
•understand the different purposes and function of written
language as a means of :
•remembering
•organising
•developing ideas and information and as a
source of enjoyment
•organise and present imaginative and factual writing in
different ways, e.g. a cumulative pattern in a poem, a list
of ingredients for a cake, helpful to the purpose, task and
reader, using ICT as appropriate, and incorporating some
of the different characteristics of forms that are used
•plan and review their writing, assembling and developing
their ideas on paper, using ICT as appropriate, and
presenting their writing clearly and neatly in order
communicate their meaning effectively
•writing with increasing confidence, fluency and accuracy,
making choices about vocabulary
•use a dictionary
•recognise that punctuation is essential to help a reader
understand what is written
•develop their ability to spell common and familiar words
in a recognisable way
•develop a legible style of handwriting in order to follow
the conventions of written English and Welsh.
4
Language, Literacy and Communication
Key Stage 2 - English
Reading
Skills
Oracy
Skills
Pupils should be given opportunities to:
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
listen and view attentively, responding to a
wide range of communication
identify key points and follow up ideas
through question and comment, developing
response to others, in order to learn
through talk
communicate clearly and confidently,
expressing opinions, adapting talk to
audience and purpose, using appropriate
gesture, intonation and register in order to
engage the listener
develop their awareness of the social
conventions of conversation and discussion
develop their ability to use a range of
sentence structures and vocabulary with
precision, including terminology that allows
them to discuss their work
develop their understanding of when it is
necessary to use standard English, and use
formal and informal language appropriately
evaluate their own and others’ talk and
drama activities and develop understanding
of how to improve, considering how
speakers adapt their vocabulary, tone,
pace and style to suit a range of situations.
1.
2.
3.
4.
5.
6.
7.
8.
9.
develop phonic, graphic and grammatical
knowledge, word recognition and
contextual understanding within a balanced
and coherent programme
develop their ability to read with fluency,
accuracy , understanding and enjoyment
read in different ways for different
purposes, including
•
skimming, scanning and detailed
reading
•
using prediction, inference and
deduction
•
distinguishing between fact and
opinion, bias and objectivity in
what they read/view
recognise and understand the
characteristics of different genres in terms
of language, structure and presentation
consider what they read/view, responding
orally and in writing to the ideas,
vocabulary, style, presentation and
organisation of image and language, and
be able to select evidence to support their
views
use a range of appropriate information
retrieval strategies including ICT, e.g. the
alphabet, indexes and catalogues
Retrieve and collate information and ideas
from a range of sources including printed,
visual, audio, media, ICT and drama in
performance
Use the knowledge gained from reading to
develop their understanding of the
structure, vocabulary, grammar and
punctuation of English and of how these
clarify meaning
Consider how texts change when they are
adopted for different media and audiences
5
Language, Literacy and Communication
Key Stage 2 - English
Writing
Skills
Pupils should be given opportunities to
communicate in writing and to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
use the characteristic features to literary and
non-literary texts in their own writing,
adapting their style to suit the audience and
purpose
use a range of sentence structures, linking
them coherently and developing the ability to
use paragraphs effectively
use punctuation to clarify meaning including
full stop, exclamation and question marks,
comma, apostrophe, bullet points, speech
marks
choose and use appropriate vocabulary
use the standard forms of English: nouns,
pronouns, adjectives, adverbs, prepositions,
connectives and verb tenses
develop and use a variety of strategies to
enable them to spell correctly
use appropriate vocabulary and terminology
to consider and evaluate their own work and
that of others
draft and improve their work, using ICT as
appropriate, to:
•
plan
•
draft
•
revise
•
proof-read
•
prepare a final copy
present writing appropriately:
•
developing legible handwriting
•
using appropriate features of
layout and presentation, including
ICT.
6
Language, Literacy and Communication
Key Stage 2 – Modern Foreign Languages
Reading
Skills
Oracy
Skills
Pupils should have opportunities to:
Pupils should have opportunities to:
1.
2.
3.
4.
5.
6.
7.
use and respond to incidental language in
everyday classroom activities
listen carefully and respond appropriately to
different types of spoken language
speak with correct pronunciation and intonation
communicate with each other and their teacher
understand and take part in simple
conversations
use and respond to language relevant to their
personal interests and immediate environment
use previously learnt structures and language
patterns to create new language.
1.
2.
3.
4.
5.
recognise the relationship between sounds and
the written word including learning the
alphabet
read aloud in a familiar language
read words, phrases and simple texts for
consolidation and interest
use dictionaries, glossaries, ICT and other
reference materials as appropriate
read and respond to a variety of written
language.
Writing
Skills
Pupils should have opportunities to:
1.
2.
3.
copy words and phrases for a real purpose
write words, phrases and simple texts for
consolidation and interest
use language creatively, including ICT as
appropriate.
7
Knowledge and Understanding of the World
Foundation Phase
Skills
To experience the familiar world through
investigating the indoor and outdoor environment,
children should be encouraged to be curious and find
out by:
•
exploring and experimenting
•
thinking about questions and then asking them and
listening to the answers
•
listening to others’ ideas
•
identifying what they want to find out and how to do it
•
thinking about what might happen if…
•
becoming aware of human achievements and the ‘big
ideas’ that have shaped the world
•
investigating sources and issues
•
thinking about how they will know if something has
worked
•
making observations and measurements and keeping
records
•
making comparisons and identifying similarities and
differences
•
sorting and grouping information using ICT on some
occasions
•
seeing links between cause and effect
•
making links within the different elements of
Knowledge and Understanding of the world
•
thinking creatively and imaginatively
•
communicating observations and measurements
•
recognising simple patterns in their findings
•
describing what they have found out and offering
simple explanations
•
expressing their own opinions and feelings, and making
decisions while considering the viewpoints of others
• using and becoming familiar with common words and
phrases for their world reflecting on and evaluating their
own and others’ work
8
Knowledge and Understanding of the World
Key Stage 2 - Science
Enquiry
Developing
Pupils should be given opportunities to
carry out different types of enquiry, e.g.
pattern-seeking, exploring, classifying and
identifying, making things, fair testing,
using and applying models, by:
Pupils follow the planned
approach/method, revise it where
necessary, and where appropriate:
Planning
1.
2.
3.
4.
5.
6.
7.
8.
Pupils turn ideas suggested to them, and their
own ideas, into a form that can be investigated.
They outline the planned approach/method
recognising, deciding upon and giving some
justification for each of the following when
appropriate:
the choice of success criteria
predictions using some previous knowledge and
understanding
where and how to find relevant information and
ideas
when carrying out a fair test, the key variables
that need to be controlled and how to change
the independent variable whilst keeping other
key variables the same
the observations or measurements that need to
be made
the equipment and techniques required for the
enquiry
any hazards and risks to themselves and others
Reflecting
1.
2.
3.
4.
5.
6.
7.
Communication
Pupils think about what they have done in
order to consolidate learning and transfer
skills, knowledge and understanding to
other contexts by:
1.
2.
3.
4.
5.
6.
beginning to evaluate outcomes against success
criteria
deciding whether the approach/method was
successful
describing any amendments made to the
planned approach/method
suggesting how the approach/method could
have been improved
describing how they have learned and
identifying the ways that worked the best
linking the learning to similar situations, within
and outside school
use apparatus and equipment correctly and
safely
make careful observations and accurate
measurements, using digital and ICT
equipment at times
check observations and measurements by
repeating them in order to collect reliable data
make comparisons and identify and describe
trends or patters in data and information
use some prior knowledge to explain links
between cause and effect when concluding
consider different interpretations and distinguish
between ‘facts’, beliefs and opinions, giving
reasons and begin to recognise bias
form considered opinions and make informed
decisions
Pupils should be given opportunities to:
1.
2.
3.
Search for, access and select relevant scientific
information, from a range of sources, including
ICT
Communicate clearly by speech, writing,
drawings, diagrams, charts, tables, bar charts,
line graphs, videos, and ICT packages, using
relevant scientific vocabulary
Use standard measures and S.I. Units,
e.g. kg, s, N, m.
9
Knowledge and Understanding of the World
Key Stage 2 - Geography
Investigating
Locating places, environments and patterns
Pupils should be given opportunities to:
1.
2.
3.
observe and ask questions about a place,
environment or geographical issue, e.g. Why
does it flood? How and why is our village
changing?
measure, collect and record data through
carrying out practical investigations and
fieldwork, and using secondary sources, e.g. use
instruments to measure rainfall, use GIS, design
questionnaires
organise and analyse evidence, develop ideas to
find answers and draw conclusions, e.g. use a
data spreadsheet, compare weather data.
Understanding places, environments and processes
Pupils should be given opportunities to:
1.
2.
3.
4.
Communicating
Pupils should be given opportunities to:
1.
2.
3.
identify and describe natural and human
features, e.g. weather conditions, types of
buildings
identify similarities and differences to describe,
compare and contrast places and environments
describe the causes and consequences of how
places and environments change, e.g. by
season; from past to present; the need for
sustainability.
identify and locate places and environments
using globes, atlases, and maps e.g. use coordinates and four-figure references
follow directions, estimate and calculate
distances, e.g. follow map and ground routes,
calculate map-to-ground distances
use maps, imagery and ICT to find and present
locational information, e.g. draw sketch maps,
and photographs including oblique, aerial and
satellite images
identify and describe the spatial patterns
(distributions) of places and environments and
how they are connected, e.g. line of towns in a
valley, the pattern of areas affected by a
tsunami.
Pupils should be given opportunities to:
1.
2.
3.
express their own opinions and be aware that
people have different points of view about
places, environments and geographical issues,
e.g. about wind farms, fair trade
make decisions about geographical issues by
distinguishing between fact and opinion and
considering different arguments, e.g. a traffic
problem
communicate findings in a variety of ways,
e.g. using geographical terms, annotated
photographs, maps, diagrams, or ICT.
10
Knowledge and Understanding of the World
Key Stage 2 – History
Historical enquiry
Chronological awareness
Pupils should be given opportunities to:
Pupils should be given opportunities to:
1.
2.
3.
4.
ask and answer relevant questions about the
past
plan the investigative approach to be used,
suggesting how to find relevant information
use a range of sources, including ICT, e.g.
artefacts, buildings and sites, adults talking
about their own past, visual sources, data and
appropriate written sources
reflect on their findings and the investigative
approach used.
1.
2.
Historical knowledge and understanding
Pupils should be given opportunities to:
1.
2.
3.
Interpretations of history
2.
identify the ways in which the past is
represented and interpreted
distinguish between ‘fact’ and ‘opinion’, giving
some evidence/knowledge-based reasons for
this.
Identify differences between ways of life at
different times
Identify significant people and describe events
within and across periods
Understand why people did things, what caused
specific events and the consequences of those
events.
Organisation and communication
Pupils should be given opportunities to:
1.
use timelines to sequence events
use appropriate key words to estimate, measure
and describe the passage of time.
Pupils should be given the opportunity to:
1.
2.
Select, record, and organise historical
information
Communicate ideas, opinions and conclusions
with increasing independence in a variety of
ways, including ICT, e.g. graphs, charts,
extended writing, visual and oral presentations.
11
Knowledge and Understanding of the World
Key Stage 2 – IT
Find and analyse information
Create and communicate information
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
discuss the purpose of their tasks, the
intended audiences and the resources needed
find information from a variety of sources for a
defined purpose
select suitable information and make simple
judgements about sources of information
produce and use databases to ask and
answer questions, e.g. search, sort and graph
produce and use models and/or simulations
to ask and answer questions, e.g. use a
spreadsheet to calculate and graph sales in a
shop
investigate the effect of changing variables
in models and/or simulations to ask and
answer ‘what if…?’ type questions.
Pupils should be given opportunities to:
1.
2.
3.
create and communicate information in the
format of text, images and sound, using a
range of ICT hardware and software
create a range of presentations combining a
variety of information and media, e.g. a poster
combining text and graphics, a multimedia
presentation
share and exchange information safely through
electronic means, e.g. use of e-mail, virtual
learning environments.
12
Mathematical Development
Foundation Phase
Children should develop their application and
understanding of their mathematical skills using
contexts and techniques from across the range.
They should be given opportunities to:
Solve mathematical problems
•select and use appropriate mathematical ideas,
equipment and materials to solve practical problems
•identify, collect and organise information in purposeful
contexts
•develop a variety mathematical approaches and
strategies
•estimate solutions to calculations; check their answers
in various ways
•estimate the sixe of a measure
Communicate mathematically
•develop their mathematical language across the range
of mathematics, and use it in their role play and in
communicating/talking to adults about their work
•present their work orally, pictorially and in written
form, moving on to using more formal methods of
recording when they are developmentally ready
•extract information from variety of ways to represent
collected data
•use a variety of ways to represent collected data
•devise and refine informal, personal methods of
recording mental calculations, gradually moving to using
words and symbols in number sentences
Reason mathematically
•develop a variety of mental and written strategies of
computation
•interpret solutions to calculations within the context of
the given problem
•recognise patterns, sequences and relationships
through practical activities and discussion
•investigate repeating patterns and relationships and
make simple predictions
•interpret information presented in simple graphs or
diagrams.
13
Mathematical Development
Key Stage 2 - Mathematics
1.Solve mathematical problems
Pupils should be given opportunities to:
•select and use the appropriate mathematics, materials,
units of measure and resources to solve problems in a
variety of contexts
•identify, obtain and process information needed to carry
out the work
•develop their own mathematical strategies and ideas
and consider those of others
•try different approaches; use a variety of strategies,
sequences of operation and methods of calculating
•use their prior knowledge to find mathematical facts
that they have not learned, and to solve numerical
problems
•use flexible and effective methods of computation and
recording
•estimate solutions to calculations; use alternative
strategies to check the accuracy of answers
•appreciate the continuous nature of measures, and that
measurement is approximate; estimate measures, and
measure to an appropriate degree of accuracy in a range
of contexts.
2. Communicate mathematically
Pupils should be given opportunities to:
•use correct mathematical language, notation, symbols
and conventions to talk about or to represent their work to
others
•recognise, and generalise in words, patterns that arise in
numerical, spatial or practical situations
•visualise and describe shapes, movements and
transformations
•read information from charts, diagrams, graphs and text
•use a variety of methods to represent data
•devise and refine their own ways of recording
•explain strategies, methods, choices and conclusions to
others in a variety of ways – verbally, graphically, using
informal written methods.
3. Reason mathematically
Pupils should be given opportunities to:
•develop a variety of mental and written strategies of
computation
•check results and interpret solutions to calculations,
including calculator displays; check against the context
of the problem that solutions are reasonable
•develop early ideas of algebra and mathematical
structure by exploring number sequences and
relationships; explain and predict subsequent terms
•investigate and generalise repeating patterns and
relationships; search for pattern in their own results
•present and interpret a wide range of graphs and
diagrams that represent data; draw conclusions from this
data; recognise that some can be uncertain or
misleading
•make and investigate mathematical hypotheses,
predictions and conjectures.
14
Creative Development
Foundation Phase
Art ,craft and design
Music
Children’s art, craft and design skills
should be fostered and promoted through
using their senses, imagination and
experience. Creative art, craft and design
activities in the Foundation Phase should
enable children to express themselves
freely and make progress in their ability
to:
1.
2.
3.
4.
5.
6.
7.
8.
explore and experiment with a variety of
techniques and materials
make choices when choosing materials and
resources
mix, shape, arrange and combine materials to
create their own images and objects that
communicate and express their ideas, feelings
and memories creatively
develop and use their understanding of colour,
line, tone, texture, pattern, shape and form
develop their understanding of planning,
designing, modelling, modifying and reflecting
use a variety of materials and tools for
experimentation and problem solving
design and make simple products and
mechanisms
reflect on their own and others’ work.
Children’s musical skills should be
fostered and promoted through using
their senses, imagination and
experience. Creative music activities in
the Foundation Phase should enable
children to make progress in their
ability to:
1.
2.
3.
4.
5.
6.
7.
8.
explore a range of sound sources and
experiment with different ways of making
and organising sounds
create their own musical ideas and
contribute to simple compositions
sing a range of songs with others
play simple rhythmic and melodic patterns
on a variety of instruments
recognise and describe sounds, and listen
and respond to music
reflect on their own and others’ music
develop increasing control of the musical
elements when making music
make broad distinctions within the musical
elements when listening to music
Creative movement
Children’ s creative movement skills
should be fostered and promoted through
using their senses, imagination and
experience. Creative movement activities
in the Foundation Phase should enable
children to make progress in their ability
to:
1.
2.
3.
4.
5.
6.
explore and express a range of moods and
feelings through a variety of movements
develop their responses to different stimuli
such as music, pictures, words and ideas
develop their control by linking movements to
create a series of changing body shapes and
pathways
work on their own and with other to pretend,
improvise and think imaginatively
work on their own, with a partner or in a small
group to develop their own and others’ ideas
and help them to reflect on them
perform movements or patterns, including
some from traditional Welsh dances and from
other cultures
15
Creative Development
Key Stage 2 – Art and Design
Understanding
Investigating
Pupils should be given opportunities to:
1.
describe and make comparisons:
between their own work and that of others
2.
experiment with and examine the methods
used by other artists, craftworkers and
designers from different:
•
periods
•
places
•
cultures
e.g. consider how work from unfamiliar
cultures may influence pattern design for their
own textile project
3.
evaluate the methods and results of their own
work and that of their fellow pupils through:
•
discussion
•
reading
•
writing
•
Reflection
Pupils should be given opportunities to:
1.
select and record from:
•
observation
•
experience
•
memory
•
imagination
2.
investigate:
•
the natural environment
•
the made environment
•
the world of imagination
•
using a variety of materials
organise:
•
reference materials
•
resources
•
to develop ideas themes and
feelings, e.g. collect information
for a design project from the
internet, library or local gallery
about endangered species.
keep a sketchbook to:
•
develop ideas and feelings
•
explore themes
•
experiment with processes and
media
•
research and enquire.
3.
4.
Making
Pupils should be given opportunities to:
1.
2.
3.
•
•
•
explore, experiment with and apply
the elements of the visual, tactile and
sensory language of art, craft and
design which include:
•
line, e.g. long lines, short lines,
wavy lines, heavy lines
•
tone, e.g. light, medium and dark
tones
•
colour, e.g. primary and tertiary,
matching colours, cold, warm
•
pattern, e.g. natural, made
patterns, patterns from other
cultures, repetitive patterns
•
texture, e.g. rough and smooth
textures in a range of materials
•
shape, e.g. shapes from nature,
from the made world, and from
their imagination
•
form, e.g. various three-dimensional
shapes
design and make:
•
two-dimensional images
•
three-dimensional objects and
artefacts using a range of various
materials for a variety of purposes
e.g. use a range of media to make a
two- or three-dimensional
representation based on a poem or
story
use their experience and knowledge
different materials, tools and techniques:
experimentally
expressively.
16
Creative Development
Key Stage 2 – Music
Performing
Composing
Pupils should be given opportunities to:
1.
2.
3.
sing with increasing control of breathing,
posture, diction, dynamics, phrasing, pitch and
duration
play instruments, using appropriate playing
techniques and with increasing dexterity and
control of sound
practise and evaluate their performing in order
to improve
during which they should:
1.
2.
3.
4.
5.
Pupils should be given opportunities to:
1.
improvise, compose and arrange music
during which they should:
1.
2.
explore, use, create, select and organise
sounds for a musical purpose
develop and refine musical ideas, and evaluate
their work in order to improve it
maintain a part as a member of a group in a
part song
maintain an individual instrumental part in a
group piece
imitate, memorise, internalise (hear in their
heads) and recall musical patterns and songs
communicate with others when performing
plan and make decisions about which music to
perform and to perform it.
Appraising
Pupils should be given opportunities to:
1.
listen to and appraise music
during which they should:
1.
2.
3.
make distinctions within the musical elements
recognise and describe musical characteristics
discuss and evaluate music, making
connections between their own and others’
work.
17
Creative Development
Key Stage 2 – Design and Technology
Designing
Making
Pupils should be given opportunities:
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
use a range of information sources to generate
ideas for products
investigate how existing products look and
function as a source of ideas for their own
products, e.g. examine a range of products
related to their task, toys, healthy eating
develop a simple specification/recipe for their
products indicating their intentions and
approach
demonstrate their creative thinking when
considering and recording solutions to problems
that arise during their designing and making,
e.g.realise that it would be quicker and easier to
use ready-made materials, components and
ingredients rather than make their own
develop and communicate their design ideas in
a variety of ways, using ICT and models where
appropriate
consider the safety, reliability and sustainability
of their activities/ products, e.g. consider how
use or misuse of their products might cause
injury, damage or poor health
evaluate their design ideas as they develop,
considering the needs of the user.
1.
2.
3.
4.
5.
6.
work to their specification/ recipe to make
products
choose appropriate materials, ingredients,
equipment, tools/utensils and techniques, from a
range made available to them
measure, mark out, cut, shape, join, weigh and
mix a range of materials and ingredients, using
appropriate tools/ utensils, equipment and
techniques
find alternative ways of making if the first attempt
fails
apply appropriate finishes to their products
discuss their products, and evaluate their work,
e.g. explain why and how they made their product
and what they think about its function, features,
performance taste
Food
1.
2.
3.
plan and carry out a broad range of practical food
preparation tasks safely and hygienically
apply current healthy eating messages and
consider nutritional needs when undertaking food
preparation tasks
classify food by commodity/group and understand
the characteristics of a broad range of ingredients,
including their nutritional, functional and sensory
properties, e.g. meat, fish, fruit vegetables
Rigid and flexible materials
1.
2.
3.
use a range of materials and components, making
choices based on their developing knowledge of
how they should be used, e.g. using squaresection timber or lollypop sticks to strengthen a
cardboard structure
learn about the efficient use of materials, e.g.
planning cutting from sheet materials to minimise
waste
use techniques for reinforcing and strengthening
structures in their products, e.g. use triangulation
and gussets in frame structures, use fabric
reinforcing bags, clothing and kites
Systems and control
1.
2.
3.
4.
construct simple mechanisms to produce different
types of movement, e.g. use simple levers to
move the wings on a bird made from flat card
build simple low-voltage electrical circuits within
products, e.g. add a simple lighting system to a
model house that includes a battery, switch
and bulbs
use programmable/computer control systems that
can create, test, modify and store instructions to
control events, e.g. enter and store instructions in
a programmable toy, write a simple programme
for a floor turtle, control their products using
computer hardware/software.
18
Creative Development
Key Stage 2 – Physical
Creative activities
Pupils should be given opportunities to:
1.
2.
3.
develop, consolidate, and then apply, the basic
actions of travelling, balancing and stillness,
jumping and landing and rotation. Action
should be developed using the floor and
apparatus, as appropriate
recognise the principles of simple composition
and choreography in order to use them to plan
sequences and a range of movement patterns
respond to a range of stimuli and
accompaniment
and as their work develops:
1.
2.
3.
4.
5.
determine success criteria relating to the
development of their performance using key
words relates to their activity
represent and respond to information in
different forms including pictures, sounds,
symbols showing some awareness of the
audience and purpose
evaluate their own and others’ performances,
using ICT when appropriate, and ask relevant
questions in order to improve and make
progress
perform and develop an appreciation of
movement from different traditions, time and
places, including some traditional dances form
Wales
communicate ideas and emotions using gestures
or other non-verbal signals to convey and
enhance meaning.
19
Personal and Social – Well being and Cultural
Diversity
Foundation Phase
Personal development
Children should be given opportunities to:
•become independent in their personal hygiene needs and
to be more aware of personal safety
•express and communicate different feelings and emotions
– their own and those of others
•show curiosity and develop positive attitudes to new
experience and learning
•take risks and become confident explorers of their indoor
and outdoor environment
•experiment with new learning opportunities, including ICT
•become independent thinkers and learners
•develop an awareness of what they are good at and
understand how they can improve their learning and use
feedback to improve their work
•concentrate for lengthening periods
•value the learning, success and achievements of
themselves and other people.
Moral and spiritual development
Children should be given opportunities to:
•respond to ideas and questions enthusiastically,
sensitively , creatively and intuitively
•communicate about what is good and bad, right and
wrong, fair and unfair, caring and inconsiderate
•communicate and reflect on the decisions made in stories,
situations or personally, suggesting alternative responses
•respond personally to simple imaginary moral situations
giving reasons for decisions made
•use stories or situations to raise questions about why
some things are special
•express ideas and feelings creatively, explaining why they
are significant
•talk about the choices available to individuals and discuss
whether the choices available make a decision easier or
more complex
•ask questions about how and why special things should
be treated with respect and respond personally
•ask questions about what is important in life from a
personal perspective and from the perspective of others.
Social development
Children should be given opportunities to:
•be aware of and respect the needs of others
•take responsibility for their own actions
•consider the consequences of words and actions for
themselves and others
•develop an understanding of the behavioural
expectations of the setting/school and understand that
rules are essential in an ordered community
•develop an understanding of what is fair and unfair and
to be willing to compromise
•form relationships and feel confident to play and work
cooperatively
•value friends and families and show care and
consideration
•appreciate what makes a good friend
•develop a positive self-image and a sense of belonging as
part of different communities and have an understanding
of their own Welsh identity
•develop an awareness of different cultures and the
differing needs, views and beliefs of other people in their
own and in other cultures
•treat people from all cultural backgrounds in a respectful
and tolerant manner
•develop an understanding of the diversity of roles that
people play in different groups and communities
•begin to question stereotyping.
Well-being
Children should be given opportunities to:
•value and contribute to their own well-being and to the
well-being of others
•be aware of their own feelings and develop the ability to
express them in an appropriate way
•understand the relationship between feelings and actions
and that other people have feelings
•demonstrate care, respect and affection for other
children, adults and their environment
•develop a growing interest in the world around them and
understand what their environment has to offer when
playing alone and with others
•understand and recognise the changes that happen to
their bodies as they exercise and describe the changes to
their breathing, heart rate, appearance and feelings
•develop an understanding that exercise and hygiene and
the right types of food and drink are important for healthy
bodies
•ask for assistance when needed
•develop an understanding about dangers in the home and
outside environment
•understand that medicines are taken to make them feel
better and that some drugs are dangerous.
20
Personal and Social – Well being and Cultural
Diversity
Key Stage 2 - PSE
Improving own learning
Learners should be given opportunities to:
•experience various learning styles and recognise the ways
in which they learn best
•reflect on progress, identify strengths and weaknesses
and set targets for improvement
•apply learning to similar situations within school
•develop practical skills necessary for everyday life.
Developing communication
Learners should be given opportunities to:
Develop thinking
Learners should be given opportunities to:
•identify links between cause and effect
•distinguish between ‘facts’, beliefs and opinions
•form personal opinions and make informed decisions
•use appropriate techniques for personal reflection.
Developing ICT
Learners should be given opportunities to:
•listen carefully, question and respond to others
•express their views and ideas confidently through a range
of appropriate methods
•contribute to class discussions and take part in debates.
•find and develop information and ideas
•create and present information and ideas
•use ICT safely with appropriate support and guidance.
Working with others
Developing number
Learners should be given opportunities to:
•work cooperatively to solve problems
•make and maintain friendships and other relationships
•resist unwanted peer pressure and behaviour
•empathise with others’ experiences and feelings
•manage different emotions and develop strategies to
resolve conflict and deal with bullying
•ask for personal support and advice.
Learners should be given opportunities to:
•select data from given information presented in a range
of numerical and graphical ways
•gather information in a variety of ways, including
simple questionnaires or databases to support
understanding of PSE-related issues.
21
Physical Development
Foundation Phase
Personal
Health, fitness and safety
Children should be given opportunities to:
Children should be given opportunities to:
•develop coordination
•develop gross motor skills
•develop fine manipulative skills
•develop confidence
•control body movements
•develop muscle tone, appropriate tension and balance
•develop sensory awareness
•use a range of small and large equipment and stimuli
•link the basic actions in sequence and gradually
improve their control and use of different shapes, levels
and direction of travel
•use and handle a range of tools
•recognise the effects exercise has on their bodies as
they move
•describe what happens to their breathing and how
they look and feel after exercise
•begin to understand that regular exercise improves
health and fitness and that it helps body parts to work
well
•use both large apparatus and small equipment
•become aware of dangers and safety issues in their
environment
•begin to understand how important it is to lift, carry,
place and use equipment safely.
Adventurous and physical play
Children should be given opportunities to:
•develop and understanding of how their bodies move
•be able to move safely with increasing control and
coordination
•become proficient at the basic actions of travelling,
including stepping, jumping and landing, transferring
weight from feet to hands, balancing, rolling, turning,
climbing and swinging, both on the floor and when using
a range of equipment and apparatus
•link the basic actions in sequence and gradually
improve their control and use of different shapes, levels
and direction of travel
•understand, appreciate and enjoy the differences
between running, walking, skipping, jumping, climbing
and hopping
•become knowledgeable about spatial awareness and
relationships such as behind, underneath, below, over,
under and on top of
•understand rules and elements of games and be able to
play simple cooperative and competitive games
•be able to apply knowledge, e.g. dodging to avoid
others and how to attack and defend a target
•work out and practise a variety of ways of sending,
receiving and travelling with small equipment
•solve simple problems with a partner, such as how to
use, find, retrieve or carry objects, score points, etc.
22
Physical Development
Key Stage 2
Competitive activities
Pupils should be given opportunities to:
1.
2.
3.
develop, consolidate and then apply the skills
and techniques needed to take part in a
variety of competitive activities, including
sending (throwing, tossing, bowling); receiving
(catching, fielding); striking (hitting, batting,
volleying, serving); travelling (with a ball or
other equipment); running (different speeds);
jumping (for height or length); and throwing
(for distance)
improve the efficiency and effectiveness of
these skills and specific techniques
explore the principles underpinning their
different activities, e.g. attack and defence;
outwitting an opponent; maximising speed,
distance, height or length
Adventurous activities
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
8.
and as their work develops:
1.
2.
3.
4.
5.
determine success criteria for the development
of their activity using key words related to
their activity
plan how to improve performance through
setting targets, e.g. a time, distance, goals,
points
evaluate their own and others’ performances
and ask relevant questions in order to improve
and make progress
take part in, and design, small-sided, modified
versions of their competitive activity
cooperate with others and observe the
conventions of fair play, equality and
appropriate conduct in individual and team
activities.
9.
10.
overcome challenges of a physical and
problem-solving nature with a partner or in a
small group
acquire the skills necessary for the activities
undertaken, e.g. reading a compass, map or
instructions, tying a rope or constructing a
shelter
identify why they should be mindful of their
own and others’ safety and how to respect
the environment
Pupils should be taught to:
develop skills of water safety and personal
survival
swim unaided for a sustained period of time
and as their work develops:
plan and evaluate their individual or group
responses to challenges using key words
related to their activity
use what they find out to plan how to
improve their next attempts
apply their skills in familiar and unfamiliar
environments.
23
Physical Development
Key Stage 2
Health, fitness and well-being activities
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
engage in frequent and regular physical
activity beneficial to their health, fitness and
well-being
plan daily physical activity through
opportunities in school, at home and in the
community
identify how to eat and drink healthily in order
to meet the energy requirements of different
activities
find out how to exercise affects the body
sustain activity over appropriate periods of
time in a range of different activities, e.g. a
short walk, a longer run, cycle ride or swim, a
short dance, etc.
and as their work develops:
1.
2.
3.
follow relevant rule and safety procedures
when exercising, and begin to understand risk
and how to take responsibility for actions
describe how they feel when doing different
activities
find out about opportunities in the community
to try different activities.
24
Welsh Language Development
Foundation Phase
Oracy
Skills
Reading
Skills
Children’s oracy skills should be fostered and
promoted through first-hand sensory experiences.
Through taking part in speaking, listening and
viewing activities, both structured and
spontaneous, the Foundation Phase should enable
children to make progress in their ability to:
Opportunities throughout the Foundation Phase
should enable children to enjoy reading and to make
progress in their ability to:
•make themselves understood
•show that they understand basic instructions
•listen to familiar and unfamiliar voices
•use appropriate language in spontaneous and structures
play activities and when conveying meaning
•view and listen carefully to a variety of visual and
audio-visual stimuli
•listen and respond simply to what they hear in familiar
circumstances, with growing attention and concentration
•speaking clearly, using simple words, greetings and
expressions
•listen to increasingly complex phrases and instructions
and respond as appropriate
•building on previous experience, speak with confidence
•speak using correct punctuation and appropriate
intonation
•understand that there is variety in the language they
hear around them
•adopt a role, making a conscious use of movement,
gesture and speech, using language appropriate to a role
or situation
•respond to drama they have watched, as well as that in
which they have participated.
•follow stories read to them and respond as appropriate
•listen to others reading appropriate imaginative material
•look at books, handling them a s a reader, with or
without an adult
•listen to a story being read by following the print
•understand the significance of the printed word and the
relationship between printed symbols and sound patterns
•use context to perceive the meaning of familiar words
and decode new words by means of clues in pictures,
letter sounds and word forms
•read aloud their own work and other printed resources
•re-read extracts that have been enjoyed and memorise
passages
•begin to read independently
•show an understanding of what they or others have read
by responding orally or non-verbally to the content.
Writing
Skills
Activities undertaken throughout the Foundation
Phase in Welsh should enable children to enjoy
experimenting with written communication and to
make progress in their ability to:
•communicate by:
•experimenting with mark-making, using a variety of
media
•producing emergent writing
•understand the connections and difference between:
•writing and communication
•speech and language
•print and pictures
•recognise the alphabetic nature of writing and
discriminate between letters
•communicate by using symbols, pictures, words, phrases
and short sentences
•play with language, as a means of developing their
interest in the language
•begin to write in a conventional way, communicating by
using words, phrases and short sentences, linked to
familiar patterns
Writing
Skills continued
•understand the different purposes and functions of
written language as a means of:
•remembering
•communicating
•organising and developing ideas and information and as
a source of enjoyment
•plan and review their written work
•organise and present imaginative and factual writing in
different ways, e.g. a cumulative pattern in a poem, a
list of ingredients for a cake, helpful to the purpose, task
and reader, using ICT as appropriate
•write with increasing confidence, fluency and accuracy
•spell simple words correctly and check their spelling by
using vocabularies or ICT
•recognise the importance of punctuation as a way of
communicating meaning
•develop their ability to spell common and familiar words
in a recognisable way
•develop a legible style of handwriting in order to follow
the conventions of written Welsh.
25
Welsh Language Development
Key Stage 2
Oracy Skills
Pupils Should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
view and listen carefully responding orally, in
writing and non-verbally
respond by asking questions and offering
comments
communicate clearly and confidently and use
intelligible Welsh pronunciation and
intonation
respond courteously and begin to establish a
relationship when conversing
reinforce Welsh syntax by the accurate use
of a variety of:
•
vocabulary
•
phrases
•
questions
•
sentence patterns
use accurate and clear language and words
and patterns that are appropriate for the
situation, e.g. the correct use of ‘ti’ and ‘chi’,
and develop accuracy by:
•
a.using verb forms (tense and
person)
•
b. forming negative sentences
•
c. using prepositions
•
d. using mutations
•
e. differentiating between similar
words
evaluate their own talk and that of others
and consider ways of improving.
Reading Skills
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
use various strategies, e.g. phonics, word
recognition, as required in order to develop
readers.
read their own and others’ work
•
confidently
•
meaningfully
•
with enjoyment
use different strategies to establish meaning and
gather information in texts including:
•
skimming
•
scanning
•
detailed reading
•
predicting
•
using context and knowledge of
language
identify the characteristics of different genres in
terms of organisation, structures and
presentation, and differentiate between
fact and opinion.
use the characteristics of chosen forms
use and link a variety of phrases, questions and
sentences accurately, reinforcing Welsh syntax
and using paragraphs as appropriate
use punctuation to convey appropriate meaning,
including:
•
commas
•
full stops
•
question marks
•
quotation marks
•
exclamation marks
•
apostrophes
•
circumflexes
•
bullet points
Choose and use appropriate vocabulary, and use
language to create effects.
26
Welsh Language Development
Key Stage 2
Writing Skills
Pupils should be given opportunities to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
use the characteristics of chosen forms
use and link a variety of phrases, questions
and sentences accurately, reinforcing Welsh
syntax and using paragraphs as appropriate
use punctuation to convey appropriate
meaning, including:
•
commas
•
full stops
•
question marks
•
quotation marks
•
exclamation marks
•
apostrophes
•
circumflexes
•
bullet points
choose and use appropriate vocabulary, and
use language to create effects
develop accuracy by:
•
using verb forms (tense and
person)
•
forming negative sentences
•
using prepositions
•
using mutations
•
using noun gender
spell simple words correctly, check spelling
by using various methods, including ICT
consider their own and others’ work
draft and improve their work, using ICT as
required to:
•
prepare and plan
•
draft and redraft content and
language
•
proof-read
•
prepare a final copy
present their work appropriately by:
•
developing legible handwriting in
accordance with convention
•
using appropriate presentation
and layout including ICT.
27
Religious Education
Foundation Phase
Knowledge and Understanding of the World
•
•
•
•
•
•
•
•
•
•
•
To experience the familiar world through
investigating the indoor and outdoor
environment, children should be encouraged
to be curious and find out by:
exploring and experimenting with new
learning opportunities, including role play,
visiting special/religious places, making and
using artefacts and foods and ICT
thinking about and asking questions about
themselves, other people and living things,
and listening to the answers
responding to their own ideas and the ideas
of others, including their hopes, dreams,
opinions, rules and ways in which they
approach happy and sad times
becoming aware of human achievements
including influential religious people past and
present and the ‘big ideas’ that have shaped
the world
investigation sources and issues raised
through stories, holy books, festivals,
celebrations and rights of passage
making comparisons and identifying
similarities and differences of identity,
lifestyle, community and tradition
thinking creatively and imaginatively about
important human and religious questions
describing what they have found out about
People, beliefs and questions and offering
simple explanations
expressing their own opinions and feelings,
and making decisions while considering the
viewpoints of others
using and becoming familiar with common
words and phrases for their world and the
ways in which people express ideas, beliefs
and meaning.
Moral and spiritual development
Children should be given opportunities to:
•
•
•
•
•
•
•
•
•
respond to ideas and questions
enthusiastically, sensitively, creatively, and
intuitively
communicate about what is good and bad,
right and wrong , fair and unfair, caring and
inconsiderate
communicate and reflect on the decisions
made in stories and situations, or personally,
suggesting alternative responses, including
those from religious perspectives
respond personally to simple imaginary
moral situations, considering them from
religious perspectives and giving reasons for
decisions made
experience exciting, wonderful, inspirational,
creative and/or quiet times and express
ideas and feelings about these times
creatively, explaining why they are
significant
consider why people, including religious
people, value and seek times of creativity,
inspiration, awe and wonder, peace and
tranquillity and revelation
talk about the choices available to
individuals and discuss whether the choices
available make a decision easier or more
complex
ask questions about what is important in life
from a personal perspective and from the
perspective of other people
communicate ideas, values and beliefs about
themselves, others and the world.
*Where duplication occurs, statements are in italics
28
Religious Education
Foundation Phase
Personal and Social Development, Well-Being and
Cultural Diversity
Well-being
Personal development
Children should be given opportunities to:
•
•
•
•
express and communicate different feelings
and emotions - their own and those of other
people
show curiosity and develop positive attitudes
to new experiences and learning particularly
when learning about people from other
religions and cultures
become independent thinkers and learners
by using well-considered ideas and
strategies
value the learning, success and
achievements of themselves and other
people
Social development
Children should be given opportunities to:
•
•
•
•
•
•
•
•
•
•
Children should be given opportunities to:
•
•
•
•
•
•
value and contribute to their own well-being
and to the well-being of others
be aware of their own feelings and opinions
and develop the ability to express them in an
appropriate balanced way
understand the relationship between
feelings, beliefs and actions
understand that other people have feelings
and beliefs that affect the way they think
and behave
demonstrate care, respect and affection for
other children, adults, other living things and
their environment
develop a growing interest in the world
around them and develop understanding and
responsibility for living things and the
environment.
be aware of and respect the needs of others
take responsibility for their own actions
consider the consequences of words and
actions on themselves and others
develop an understanding of what is fair and
unfair, while showing mutual respect
value friends and families and show care and
consideration
develop a positive self-image and a sense of
belonging as part of different communities
and to have an understanding of their own
identity
develop an awareness of different cultures
and the differing needs, views and beliefs of
other people on their own and in other
cultures
treat people from all cultural backgrounds in
a manner that shows respect and
understanding
develop an understanding of the diversity of
roles that people play in different religious
groups and communities
begin to question stereotyping
*Where duplication occurs, statements are in italics
29
Religious Education
Key Stage 2
Engaging with fundamental questions
Fundamental questions are human and
religious questions that focus on the
search for meaning, significance and
value in life. They have a profundity and
intensity that underpins any aspect of
study in religious education.
Exploring religious beliefs, teachings and
practice(s)
this includes exploring religious stories,
sacred texts, lifestyle, rituals and
symbolism, which provide insight
regarding these fundamental questions
and raise further religious and human
questions.
Pupils should be given opportunities to:
•
•
•
•
•
ask, discuss and respond to fundamental
questions raised by their own experiences,
the world around them and aspects of
religion
interrogate a range of evidence from
religious and non-religious sources, including
other disciplines, in order to consider the
issues raised
use evidence from a range of sources
effectively in order to present and support
arguments and opinions
develop alternative explanations and suggest
new possibilities
carry out investigation in an open-minded
way and be prepared to accept challenge in
the light if new information or evidence.
Pupils should be given opportunities to:
•
•
•
•
•
recall, describe and begin to explain religious
beliefs, teachings and practices
explore and make links between religious
beliefs, teachings and practices
describe and begin to explain the impact
that religion has on the lives of believers
identify the similarities and differences within
and across religions
recognise and begin to interpret layers of
meaning/symbolism within religious stories,
rituals, art dance and music.
Expressing personal responses
this includes relating the issues raised
during study to pupils’ own experiences
and allowing the development of
personal responses to, and evaluations
of, beliefs, teachings and practice(s)
and fundamental questions.
*Where duplication occurs, statements are in italics
Pupils should be given opportunities to:
•
•
•
•
•
•
express and begin to justify their own
feelings and opinions in different ways, e.g.
orally, in writing, and through creative arts
demonstrate how what they have learned
has impacted on their own views/ideas
consider, appreciate, empathise with and
respect the viewpoints of others
recognise, explore and reflect on the
spiritual side of life
use a range of religious language
appropriately
use ICT and other means to gain access to
information and to communicate religious
concepts.
30