Both Key Stage 1 and 2 represent the primary part of the school and concentrate on the three core subjects of Literacy (English), Numeracy (Mathematics) and Science plus the foundation subjects of History, Geography, Art, Design Technology, Music, Physical Education (including swimming) and Information Technology (Computers). In Year 1 Mandarin Chinese is introduced.

Primary Information Booklet (PDF)


Literacy in English is broken down into three basic areas:

I. Speaking and Listening

Pupils are given opportunities to talk for a range of purposes, including:

  • Exploring, developing and explaining ideas
  • Planning, predicting, and investigating
  • Sharing ideas, insights and opinions
  • Reading aloud, telling and enacting stories and poems
  • Reporting and describing events and observations
  • Presenting to audiences, live or on tape

Pupils learn to change the way they speak to different audiences, are given the opportunity to listen and respond to different people and are given opportunities to participate in a range of drama activities.

II. Reading

Pupils are encouraged to develop as enthusiastic, independent and reflective readers. They are exposed to literature from a range including the following categories:

  • A range of modern fiction by significant children’s authors
  • Some long-established children’s fiction
  • A range of good quality modern poetry
  • Some classic poetry
  • Texts drawn from a variety of cultures and traditions
  • Myths, legends and traditional stories

III. Writing

Pupils learn to change the way they write to suit different audiences and situations. They explore the use of language in literary and non-literary texts and learn how language works. Children develop the understanding that writing is both essential to thinking and learning, and is enjoyable in its own right. They learn the main rules and conventions of written English and start to explore how the English language can be used to express meanings in different ways. They use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing. They are given the opportunity to write for an extended range of readers (the teacher, the class, other children, adults in the school or community, imagined audiences).


Numeracy is broken down into:

  • Using and applying mathematics
  • Number and algebra
  • Shape, space and measures
  • Handling data

Pupils learn to use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts. Increasing emphasis is placed on being able to verbalise methods of calculation, laying them out in ordered steps.


Science is broken down into:

  • Scientific enquiry
  • Life processes and living things
  • Materials and their properties
  • Physical processes

Pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to everyday things and to their personal health. They begin to think about positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.

Children follow science-orientated topics such as Myself, Colours and Light, Growing Things, Electricity, Staying Healthy, Life Processes and Living Things, The Earth and Beyond, Forces and Materials and Their Properties.

Information and Communication Technology

Pupils use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that suits its audience.


Pupils learn about change and continuity in their own area and in the wider world. They look at history in a number of ways, for example, from technological, cultural or aesthetic aspects. They use different sources of information to help them investigate the past, both in depth and in overview. They use historical vocabulary to describe people, events and developments. They also learn that the past can be interpreted and represented in different ways.

Children follow history units of study such as Inventors and Inventions, The Second World War, The History of Space Exploration, Dinosaurs, Ancient Civilizations and World Explorers Who Have Contributed to History.


Pupils investigate a wider range of peoples, places and environments. They make links between different places in the world. They find out how people affect the environment and how they are affected by it. They use a wider range of resources, such as atlases, CD-ROMs, maps and aerial photographs.

Children follow geographical units of study such as Rivers, Natural Hazards, Weather and Seasons, Physical and Political Features on Regional/World Maps and developing map work skills.

Physical Education

Children engage in a widening range of physical activities, including collaboration and competition. They learn new skills and practice putting them to use in team and individual scenarios. They develop an understanding of how to succeed in different situations and how to recognise and measure their own success.


Pupils play instruments and sing songs with increasing confidence. They improvise and develop their own musical compositions in response to a range of stimuli. They explore their thoughts and feelings through responding physically, emotionally and intellectually to a variety of music from different cultures and times.


Pupils are exposed to more complex situations and activities. They improve upon their control of materials, tools and techniques. They increase their awareness of the role and purposes of art in different times and cultures. They become more confident in using visual and tactile elements to communicate what they see, feel and think.

Design Technology

Pupils work on a range of different design activities, both individually and in collaborative groups. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved. They draw on knowledge and understanding from other areas of the curriculum.