Revised
Curriculum
2008
Range
Index
Subject Area
Page
Language Literacy and Communication FP
3
Language Literacy and Communication KS2
English
Modern Foreign Languages
4
4
5
Knowledge and Understanding of the World FP
6
Knowledge and Understanding of the World KS2
Science
Geography
History
IT
7
7
8
9
10
Mathematical Development FP
11
Mathematical Development KS2
13
Creative Development FP
15
Creative Development KS2
Art and Design
Music
Design and Technology
16
16
17
18
Personal and Social FP
19
Personal and Social KS2
20
Physical Development FP
21
Physical Development KS2
22
Index
continued
Subject Area
Page
Welsh Language Development FP
23
Welsh Language Development KS2
24
Religious Education FP
25
Religious Education KS2
27
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
Range
Children should be given opportunities to:
•
•
•
•
experience activities in the indoor and outdoor
learning environments
experience the different types of play and a range of
planned activities including those that are child
initiated
engage as individuals and in groups, talking to
different audiences including friends, the class,
teachers, practitioners and other familiar adults
and visitors
Range
Children should be given opportunities to:
•
hear lively readings from a variety of sources
•
be introduced extensively to books, stories and
words around them
•
read individually and collaboratively
•
read aloud their own work and other texts to
different audiences
•
experience and respond to a wide range of print and
fonts that include:
experience a range of stimuli including:
- picture books, plays, stories with familiar settings,
those based on imaginary or fantasy worlds,
retellings of traditional folk tales and fairy stories,
poems and chants, including those with patterned
and predictable
language
- simple rhymes, nursery rhymes, songs; stories and
poetry
- stories, both real and imagined
- information texts
- stories and poems from Wales and a range of
cultures
- media and ICT texts, such as children’s TV
programmes and animated tales on CD
•
talk/communicate, spontaneously and though
structures activities, for a variety of purposes,
including:
- repeating rhymes and poems, sometimes from
memory
- telling and retelling stories, both real and imagined
- talking of matters of immediate and personal
interest
- information, reference and non-literary texts,
including print and computer-based materials

read and share books and texts
- written by significant children’s authors
- including adaptations and translations
- including stories and poems that are challenging in
terms of length and vocabulary.
- discussing information texts
- asking and answering questions
- expressing thought, ideas and feelings, likes,
dislikes and needs
- expressing opinions
- predicting outcomes and discussing possibilities
•
participate in role play and drama activities,
imaginative play, improvisation and performances
of varying types
•
extend their vocabulary through activities that
encourage their interest in words.
Range
Children should be given opportunities to:
•
write in the indoor and outdoor learning
environments
•
write through a range of planned activities and those
that are child initiated
•
write independently and collaboratively , in response
to a variety of stimuli, on subjects that are of interest
and importance to them, including stories, poems,
class activities and personal experiences
•
write in range of genres, incorporating some of the
different characteristics of these forms, e.g. stories,
diaries, poems; notes, e.g. lists, captions; records,
e.g. observations; and messages; records, e.g.
observations; and messages, e.g. notices, invitations,
instructions
•
write for different audiences, including peers, adults,
members of their family and themselves.
3
Language, Literacy and Communication
Key Stage 2 - English
Range
Pupils should be given opportunities to develop
their oral skills through:
1.
seeing and hearing different people talking,
including people with different dialects
2.
experiencing and responding to a variety
of stimuli and ideas: visual , audio and written
3.
communicating for a range of purposes, e.g.
presenting information, expressing opinions,
explaining ideas, questioning, conveying feelings,
persuading
4.
speaking and listening individually, in pairs, in
groups and as members of a class
5.
using a variety of methods to present ideas,
including ICT, e.g. drama approaches, discussion
and debate
6.
presenting, talking and performing for a variety
of audiences
7.
increasing their confidence in language use
by drawing on their knowledge of English, Welsh
and other languages
8.
engaging in activities that focus on words, their
derivation, meanings, choices and impact.
Range
Pupils should be given opportunities to develop
their reading/viewing skills through:
1.
becoming enthusiastic and reflective readers
2.
reading individually and collaboratively
3.
experiencing and responding to a wide range of
texts that include:
- information, reference and other non-literacy
texts, including print, media, moving image
and computer-based materials
- poetry, prose and drama, both traditional and
contemporary
- texts with a Welsh dimension and texts from
other cultures
4.
reading/viewing extracts and complete texts:
- with challenging subject matter that broadens
perspectives and extends thinking, e.g.
environmental issues, sustainability, animal
rights, healthy eating
- with a variety of structural and organisational
features
- that show quality and variety of in language
use
- that reflect the diversity of society in the
twenty-first century
- that reflect individual pupils’ personal choice of
reading matter.
Range
Pupils should be given opportunities to develop
their writing skills through:
1.
writing for a range of purposes, e.g. to
entertain, report, inform, instruct, explain,
persuade, recount, describe, imagine and to
generate ideas
2.
writing for range of real or imagined audiences
3.
writing in a range if forms
4.
writing in response to a wide range of stimuli:
visual, audio and written.
4
Language, Literacy and Communication
Key Stage 2 – Modern Foreign Languages
Range
Range
Intercultural understanding
Language learning strategies
To increase their understanding and appreciation of
their own and other cultures, pupils should have
opportunities to:
To support learning a new language pupils should
have opportunities to:
1.
celebrate, compare and appreciate differences and
similarities between their own culture and community
and that of the target language, drawing upon work in
other areas of the primary curriculum
recognise basic approaches to learning a language,
e.g. imitating, repeating and practising
2.
use and apply techniques for memorising language
including rhyme, rhythm, mnemonics, physical
response and visualisation
2.
develop sensitivity towards different peoples, their
customs, values and perspectives
3.
3.
appreciate the importance of other language learning
in a global society
compare and appreciate differences and similarities
between English, Welsh and target language,
developing their triple literacy skills and confidence
in language use
4.
work with authentic materials
4.
5.
interact with native speakers and learners of the
language, e.g. visits to the country, town-twinning
links and Comenius Projects, the exchange of
materials with partner schools via letter, e-mail,
interactive use of ICT and class projects.
use self evaluation to encourage progress and
confidence in using the language.
1.
Range
Activities and contexts
Pupils should have opportunities to develop their
language skills through:
1.
languages games including using ICT, puzzles,
numeracy activities and playing with words
2.
responding to and joining in with songs, poems,
rhymes, drama and stories
3.
listening to video/DVD, audio, native speaker and
other language learners
4.
big books, the internet, and CD-ROM activities
5.
physical activities, including dance
6.
ICT to support independent learning
7.
art work including displays, signs and posters
8.
working in pairs and groups producing and practising
dialogues and sketches
9.
using language in a range of creative activities.
5
Knowledge and Understanding of the World
Foundation Phase
Range
Myself and other living things
Throughout the Foundation Phase children should be
given opportunities to:
Children should be given opportunities to:
•
explore a wide range of stimuli
•
engage with resources from a variety of contexts
including interactive forms
•
investigate indoor and outdoor learning environments,
as well as including natural conditions as they arise
•
participate in different types of play and a range of
planned activities, including those that are child
initiated and those that build on previous experiences
•
work on their own and in pairs and small groups.
•
learn the names and uses of the main external parts of
the human body and plants
•
observe differences between animals and plants,
different animals, and different plants in order to
group them
•
identify the similarities and differences between
themselves and other children
•
learn about the senses that humans and other animals
have and use to enable them to be aware of
the world around them
•
identify some animals and plants that live in the
outdoor environment
•
identify the effects the different seasons have some
animals and plants.
Myself and non-living things
Children should be given opportunities to:
•
experiment with different everyday objects and use
their senses to sort them into groups according to
simple features
•
experiment with different everyday materials and use
their senses to sort them into groups according to
simple properties
•
develop an awareness of, and be able to distinguish
between, made and natural materials
•
understand how some everyday materials change in
shape when stretched, squashed, bent and twisted, and
when heated or cooled
•
understand that light comes from a variety of sources,
such as the Sun, and that darkness is the absence of
light
•
understand that there are many kinds and sources of
sound, that sounds travel away from sources and that
they are heard when they enter the ear.
Places and people
Time and people
Children should be given opportunities to:
Children should be given opportunities to:
•
learn about where their locality is
•
•
learn about distance and how to follow directions and
routes
sequence events, routines and changes, e.g. in a
journey to school, in a story
•
•
use and make simple maps, to find where places are
and how places relate to other places
measure time, using simple measuring devices, clocks,
watches and calendars
•
•
identify natural features, e.g. rivers, hills, beaches, and
the human features, e.g. buildings, roads, bridges, of
their own locality
recognise the changes caused by time, e.g. to
themselves and to people and places familiar to them
•
recognise that there are reasons for, and consequences
of, some actions
•
begin to recognise differences between their own
locality, localities in other parts of Wales and in
different parts of the world
•
begin to identify differences between ways of life at
different times, e.g. by comparing a familiar place at
different times in the past
•
learn about how and why people and places are linked,
e.g. where they work and where they go on holiday,
where family and friends live
•
use a range of historical sources, including artefacts
and buildings, adults recalling their own past, and
visual sources
•
use atlases and globes
•
•
investigate how places change, e.g. the weather, the
seasons, buildings, people’s jobs
look at different representations and interpretations of
the past, e.g. different books/pictures/ICT sources
about the same person or event.
•
recognise how people’s actions can improve or damage
the environment
6
Knowledge and Understanding of the World
Key Stage 2 - Science
Interdependence of organisms
Pupils should use and develop their skills,
knowledge and understanding by investigating how
animals and plants are independent yet rely on each
other for survival.
They should be given opportunities to study:
1.
the names, positions, functions and relative sizes of a
human’s main organs
2.
the need for a variety of foods and exercise for
human good health
3.
the effect on the human body of some drugs, e.g.
alcohol, solvents, tobacco
4.
through fieldwork, the plants and animals found in
two contrasting local environments, e.g. identification,
nutrition, life-cycles, place in environment
5.
the interdependence of living organisms in those two
environments and their representation as food chains
6.
the environmental factors that affect what grows and
lives in those two environments, e.g. sunlight, water,
availability, temperature
7.
how humans affect the local environment e.g. litter,
water pollution, noise pollution.
The sustainable Earth
Pupils should use and develop their skills,
knowledge and understanding by comparing the
Earth with other planets, investigating materials
around them and considering the importance of
recycling.
They should be given opportunities to study:
1.
the daily and annual movements of the Earth and
their effect on day and year length
2.
the relative positions and key features of the Sun and
planets in the solar system
3.
a comparison of the features and properties of some
natural and made materials
4.
the properties of materials relating to their uses
5.
how some materials are formed or produced
6.
a consideration of what waste is and what happens to
local waste that can be recycled and that
which cannot be recycled.
How things work
Pupils should use and develop their skills,
knowledge and understanding by investigating the
science behind everyday things, e.g. toys, musical
instruments and electrical devices, the way they are
constructed and work.
They should be given opportunities to study:
1.
the uses of electricity and its control in simple circuits
2.
forces of different kinds, e.g. gravity magnetic and
friction, including air resistance
3.
the ways in which forces can affect movement and
how forces can be compared
4.
how different sounds are produced and the way that
sound travels
5.
how light travels and how this can be used.
7
Knowledge and Understanding of the World
Key Stage 2 - Geography
Range
Pupils develop their geographical skills, knowledge
and understanding through learning about places,
environments and issues.
Pupils should be given opportunities to:
•
study
- living in Wales: their local area* and an
investigation of at least one aspect of the
geography of the whole of Wales, e.g. national
parks, where people live
- living in other countries: two contrasting localities*
in countries at different levels of economic
development outside the United Kingdom
- living in my world: caring for places and
environments and the importance of being a
global citizen
 carry out
- investigations of ‘geography in the news’, topical
events and issues in the local area and the wider
world
- fieldwork to observe and investigate real places and
processes
 ask and answer the questions
- where is this place/environment? What is it like and
why? What is happening and why?
- how is this place the same as or different from
other places/environments and why? Is it always
the same? Why is it changing?
- how are places and environments linked/connected
to other places and environments? How am I
and/or other people linked to other parts of the
world?
- how have people affected this place/environment?
How can I and other people look after this
environment?
- how do people’s views differ about this
geographical issue and what do I think?
*
The local area should cover an area larger that the
school’s immediate vicinity. It will normally contain the
homes of the majority of the pupils in the school. The
contrasting localities should be in areas of a similar size to
the local area.
8
Knowledge and Understanding of the World
Key Stage 2 – History
Range
Pupils should develop their historical skills,
knowledge and understanding through learning
about a range of historical contexts. These should
be based primarily on the local area within the
wider context of Wales, but including examples
from Britain and other countries. The focus should
be on the characteristics of daily life during the
selected contexts. One aspect of daily life (either
houses and homes or food and farming or
transport) should be studied in all contexts.
Pupils should be given opportunities to:
• study
- the daily life of people living in either the time of
the Iron Age Celts or the Romans
- the daily life of people living either in the Age of
the Princes or in the time of the Tudors or the time
of the Stuarts
- changes to people’s daily lives in the locality in the
nineteenth century
- the differences in people’s daily lives in two
contrasting periods of the twentieth century
 carry out
- investigations into the history around them
and into the life of people at different times
and places in the past
 ask and answer the questions
- what do you know about life at this time; how do
you know this and how can you find out more?
- what was life like for rich and for poor people, for
men, women and children, e.g. houses, food and
farming, transport, education, clothes,
celebrations, pastimes?
- were there significant changes in people’s lives at
this time and, if so, why?
- how have the daily lives of people at this time been
represented and interpreted and why?
- what impact did people of this time have on their
environment?
9
Knowledge and Understanding of the World
Key Stage 2 – IT
Range
Pupils should be given opportunities to:
•
use ICT tools and suitable information sources safely
and legally, in accordance with LEA/school guidelines
•
use a range of ICT resources and equipment
independently and collaboratively, e.g. cameras,
scanners, CD/DVD players, MP3 players, mobile
phones, PDAs
•
use ICT sources of information and non-ICT sources
of information
•
use ICT to further their understanding of information
they have retrieved and processed
•
use ICT to explore and to solve problems in the
context of work across a variety of subjects
•
draw upon their experiences of using ICT to form
judgements about its value in supporting their work
•
store and retrieve information they have found or
created
•
evaluate their work and learning
•
discuss new developments in ICT and the use of ICT
in the wider world.
Health, safety and child protection
Pupils should be taught how to use ICT comfortably,
safely and responsibly, and to consider the hazards and
risks in their activities, e.g. the importance of not
disclosing personal details to strangers. They should be
able to follow instructions to minimise risk to themselves
and others.
10
Mathematical Development
Foundation Phase
Range
Measures and money
Children should develop their mathematical skills,
knowledge and understanding through learning
about and using Number, Measures and money,
Shape, position and movement, and Handling data.
Children should be given opportunities to:
•
- compare and order two or more objects in terms
of mass or length/height by direct observation,
and for capacity and volume by filling or emptying
containers
Number
Children should be given opportunities to:
•
develop an interest in numbers
•
recognise that some numbers/numerals will have
personal meaning/significance to them and others
•
understand number and number notation:
- use uniform non-standard units for comparison,
and see the need for standard units of measure;
use standard metric units of length, mass and
capacity
- choose units and measuring equipment
appropriate to a relevant measuring task; read a
scale with some accuracy
- use number names accurately, matching the
symbol to the sound
- count, read, write, compare and order numbers,
and appreciate the conservation of number
- recognise the time of day in relation to regular
daily activities; understand the passage of time in
relation to daily activities and life events
- use numbers naturally in their play and daily
activities, including number rhymes, songs,
stories and counting activities from Wales and
around the world
- know and order days of the week, the months and
seasons of the year
- sequence two or more familiar events
- experiment with numbers, and observe numbers
and patterns in the environment and everyday life

calculate in a variety of ways:
- begin to develop their mental calculation
strategies during counting and grouping
activities, games and through day-to-day
classroom activities
- progress from counting on or back in steps, to
mental mathematics involving all four operations
with small numbers, using their own methods to
record their calculations

understand and use measures:
- gradually read the time to the quarter hour on an
analogue clock, and relate this to digital time

understand and use money:
- develop an awareness of the use of money and its
value, initially through role play
- recognise, sort and use coins; find totals, and give
change.
investigate patterns and relationships:
- explore patterns in number tables and sequences
- begin to understand the relationships between
addition and subtraction, between multiplication
and division, and between halving and doubling
- match pairs of objects in practical contexts,
leading to an understanding of one-to-one
correspondence.
11
Mathematical Development
Foundation Phase
Handling data
Children should be given opportunities to:
• collect, represent and interpret data:
- sort and classify sets of objects using one or more
criteria
Shape, position and movement
Children should be given opportunities to:
•
play with shapes; make models and pictures
•
recognise shapes in their environments
•
understand and use the properties of shapes:
- collect data for a variety of defined purposes and
from a variety of sources, including ICT
- recognise similarities and differences of 2-D
and 3-D shapes; know the names of more
common 3-D and 2-D shapes
- represent collected data initially using real
objects, pictures or diagrams, progressing to a
variety of simple charts, graphs, diagrams, tables
or databases.
- make increasingly more complex or accurate
models and patterns of shapes
- sort shapes according to one or more criteria

understand and use the properties of position
and movement:
- develop an awareness of position and movement
during their own physical activities
- follow instructions and give directions for simple
movements
- fit together and move shapes and solids in
various ways
- recognise translations and rotations as
movements and combine them in simple ways
- begin to understand angle as a measure of turn,
and recognise whole, half and quarter turns.
12
Mathematical Development
Key Stage 2 - Mathematics
Range
Measures and money
Pupils develop their mathematical skills,
knowledge and understanding through learning
about and using Number, Measures and money,
Shape, position and movement, and Handling data.
They should use a variety of ICT resources as tools
whenever appropriate.
Pupils should be given opportunities to:
Number
Pupils should be given opportunities to:
1.
Understand number and number notation
•
count, read, write and order whole numbers
•
understand place value in relation to the position of
digits; multiply and divide numbers by 10 and 100
•
identify negative numbers and decimals on a
number line
•
use negative numbers in the context of temperature,
and decimals in the context of money and measures
2.
Calculate in a variety of ways
•
use a variety of mental methods of computation;
extend informal written methods to non-calculator
methods
•
round answers to calculations to an appropriate
degree of accuracy
•
use the relationships between the four operations,
including inverses; recognise situations to which the
different operations apply
•
use fractions and percentages to estimate, describe
and compare proportions of a whole; calculate
fractions and percentages of quantities
3.
Investigate patterns and relationships
•
explore features of numbers, including number
bonds, factors, multiples, even and odd numbers,
primes, squares and square roots, and sequences of
whole numbers
•
explore the inverse relationships of addition and
subtraction, and of multiplication and division
•
deepen their understanding of one-to-one
correspondence.
1.Understand and use measures
•
choose appropriate standard units of length, mass,
volume and capacity, temperature, area and time
•
understand the relationships between units, and
convert one metric unit to another
•
read times on analogue and digital clocks; use
timetables and convert between the 12- and 24-hour
clocks; calculate time differences
•
know the rough metric equivalents of imperial units
still in daily use
•
interpret numbers on scales and read scales to an
increasing degree of accuracy; understand and use
scale in simple maps and drawings
•
draw and measure angles
•
find perimeters of simple shapes; find areas and
volumes by counting and other practical methods
2.
Understand and use money
•
know and use the conventional way to record money
•
find approximate solutions to, and use the four
operations to solve, problems involving money
•
understand a calculator display in relation to money,
e.g. that a display of 21.4 (pounds) means £21.40
•
be aware of other currencies.
13
Mathematical Development
Key Stage 2 - Mathematics
Shape, position and movement
Handling data
Pupils should be given opportunities to:
Pupils should be given opportunities to:
1.
Understand and use the properties of shapes
1.
Collect, represent and interpret data
•
make 2-D and 3-D shapes and patterns with increasing
accuracy
•
•
understand the congruence of 2-D shapes
collect data for a variety of defined purposes, including
those that arise from their own questions, and from a
variety of sources
•
name and classify 2-D shapes according to side and angle
properties
•
•
know and use the properties of 2-D (polygon) and
common 3-D (polyhedron) shapes
use and present data in a variety of ways including tables,
pictograms, charts, bar charts, line graphs, diagrams, text
and ICT
•
calculate and use the mode, median, mean and range of a
set of discrete data
Understand and use the properties of position and
movement
•
recognise reflective and rotational symmetries of 2-D
shapes
•
use positive co-ordinates to specify location
•
identify properties of position and movement, and use
these to classify shapes
•
use right angles, fractions of a turn and
degrees to measure rotation.
2. Understand and use probability
•
use everyday language for early ideas of probability
•
know that the likelihood of an event lies between
impossible and certain.
14
Creative Development
Foundation Phase
Range
Children should have opportunities to:
•
explore, investigate and use the indoor and outdoor
learning environments
•
be involved in different types of play and a range of
planned activities, including those that are child
initiated
•
be involved in activities that allow them to work as
individuals and in groups
•
use a wide range of resources and stimuli
•
experience traditions and celebrations of different
cultures
•
experience art, craft, design, music and dance from
Wales and other cultures.
15
Creative Development
Key Stage 2 – Art and Design
In art and design, pupils at Key Stage 2 should
develop their understanding and investigating
skills in order to enrich and inform their making.
Understanding
Pupils should be stimulated and inspired, where
appropriate, by:
• other artists, craftworkers and designers
• methods and processes
• media
• styles
• ideas
• local and Welsh art, craft and design
• images and artefacts from a variety of historical and
contemporary cultures and contexts.
They should develop, where appropriate, their
understanding through:
• books
• videos
• digital-based resources
• the internet
• galleries
• practising artist, craftworkers and designers
• other resources.
Investigating
Pupils should investigate:
• the properties of materials and processes
Making
Pupils should design and make both imaginatively and
expressively:
• objects
• artefacts
• images.
They should use a variety of:
• tools and equipment
• materials, e.g. paints, pencils, crayons, pastels,
charcoal, inks, resistant materials, clays, sustainable
materials, textiles, digital-based media,
etc.
• processes, e.g. drawing, painting, printing,
multimedia, craft processes, three-dimensional
processes, digital-based processes, etc.
They should have opportunities to work as:
• individuals
• group members.
They should work in different contexts such as:
• galleries
• art room
• outdoors
• the home.
Pupils should be taught to consider the hazards and the
risks in their art and design activities. They should be
able to follow instructions to minimize risks to
themselves and others.
• natural objects and environments
• made objects and environments
• imagined objects and environments
They should, where appropriate, apply to their own work
findings collected from:
• books
• videos
• digital-based resources
• the internet
• galleries
• practising artists, craftworkers and designers
• other resources
and from a variety of contexts including:
• local and Welsh examples
• different cultures and periods.
16
Creative Development
Key Stage 2 – Music
Performing
The repertoire for performing should be taken from the
past and present. This repertoire should include music
from the European ‘classical’ tradition, folk and popular
music, the music of Wales and other musical traditions
and cultures. It should extend pupils’ musical
experience, be progressively more demanding and take
account of pupils’ needs, interests, backgrounds and
stages of musical development.
The repertoire for singing should include unison and
simple part songs, e.g. rounds, songs with a descant,
cerdd dant arrangements, etc. and be appropriate for
pupils’ vocal range.
Each pupil should gain experience of playing a wide
range of tuned and untuned instruments, e.g.
percussion, recorders, electronic keyboards, etc.
Composing
Composing activities should involve the exploration and
use of a wide range of sound sources, e.g. pupils’ voices
and bodies, sounds from the environment, instruments
and music technology. The stimuli for composing should
be musical, e.g. a five-note scale or sampled sound, and
extra-musical, e.g. a picture, sculpture or poem.
Appraising
The repertoire for listening should include pupils’ own
compositions and performances and the music of others,
of varied genres and styles, from different times and
cultures. It should link with and extend pupils’ musical
experiences and include examples taken from the
European ‘classical’ tradition, folk and popular music, the
music of Wales, and other musical traditions and
cultures.
17
Creative Development
Key Stage 2 – Design and Technology
Pupils should be given opportunities to develop
their design and technology capability through:
•
tasks in which they explore and investigate simple
products in order to acquire technological knowledge
and understanding that can be applied in their
designing and making
•
tasks in which they learn about the responsible use of
materials, considering issues of sustainability
•
tasks in which they develop and practise particular
skills and techniques that can be applied in their
designing and making
•
tasks in which they design and make products,
focusing on different contexts and materials.
They should be given opportunities to:
• be creative
• be innovative
• work independently and in groups.
Taken together, these tasks should cover a range of
materials and components, including food, rigid and
flexible materials and systems and control.
Health and safety
Pupils should be taught how to use tools/utensils and
equipment safely and to consider the hazards and risks in
their activities, behaviour and lifestyle. They should be
able to follow instructions to control risk to themselves
and others, e.g. ensure that food preparation areas are
scrupulously clean; risk associated with hand tools.
They should be made aware of the impact on their health
and safety of certain behaviour, e.g. healthy eating.
18
Personal and Social – Well being and Cultural
Diversity
Foundation Phase
Throughout the Foundation Phase, children should
be given opportunities to develop their skills,
knowledge and understanding through being
involved in a range of experiences including:
Social development
Personal development
•
•
•
•
activities in the indoor and outdoor learning
environments
different types of play and a range of planned
activities, including those that are child initiated
•
•
activities that allow them to adopt a range of roles,
including leadership within a small group, paired
learning or working within a team
different resources such as those in print and
interactive forms
activities that allow them to become independent
learners
activities that allow them to use their senses, to be
creative and imaginative
Moral and spiritual development
Well-being
•
•
•
•
•
•
activities that allow them to communicate their ideas,
values and beliefs about themselves, others and the
world
activities that allow them to solve problems and
discuss outcomes
activities that allow them to begin to understand how
they can protect the environment and become
environmentally friendly in their everyday lives
activities that allow them to feel safe and secure and
feel that they are valued
activities that contribute to their own safety
activities that allow them to make healthy choices and
to develop and understand their own bodies and how
to keep them safe and healthy
19
Personal and Social – Well being and Cultural
Diversity
Key Stage 2 - PSE
Active citizenship
Health and emotional well-being
Learners should be given the opportunities to:
Learners should be given the opportunities to:
•
•
•
•
•
develop respect for themselves and others
value families and friends as a source of mutual
support
value diversity and recognise the importance of
equality of opportunity
participate in school life
•
and to understand:
and to understand:
•
•
•
•
•
•
•
•
•
•
their rights, e.g. the UN Convention on the Rights of
the Child, and responsibilities
the importance of democratic decision-making
the benefits of families and friends and the issues that
can arise
situations which produce conflict and the nature of
bullying
aspects of the cultural heritage and diversity in Wales
how injustice and inequality affect people’s lives
what is meant by disability
the challenges learners might have in accessing
earning opportunities in school
take increasing responsibility for keeping the mind
and body safe and healthy
feel positive about themselves and be sensitive
towards the feelings of others
•
•
•
•
•
the features and physical and emotional benefits of a
healthy lifestyle, e.g. food and fitness
the harmful effects, both to themselves and others, of
tobacco, alcohol and other legal and illegal substances
the reasons for the physical and emotional changes
which take place at puberty, to include conception,
pregnancy and birth
the range of their own and others’ feelings and
emotions
the importance of personal safety
how to distinguish between appropriate and
inappropriate touching
what to do or to whom to go when feeling unsafe
Moral and spiritual development
Preparing for lifelong learning
Learners should be given opportunities to:
Learners should be given opportunities to:
•
•
•
•
explore their personal values
be honest and fair and have respect for rules, the law
and authority
and to understand:
•
•
•
how cultural values and religious beliefs shape the
way people live
that people differ in what they believe is right and
wrong
that personal actions have consequences
enjoy and value learning and achievements
take increasing responsibility for their learning
and to understand:
•
•
•
the range of jobs carried out by people in their
community
that money is earned through work and can buy
goods and services
the importance of looking after their money and
benefits of regular saving
Sustainable development and global citizenship
Learners should be given opportunities to:
•
•
•
appreciate the natural world as a source of inspiration
take an active interest in varied aspects of life in
school and the wider environment
develop a positive attitude on issues of poverty and
fairness
and to understand:
•
•
•
how the environment can be affected by the decisions
we make individually and collectively
that local actions have global effects because of
connections between places and people
how poverty and inequality can cause problems
20
Physical Development
Foundation Phase
Range
Throughout the Foundation Phase, children should
have opportunities to develop their skills,
knowledge and understanding through:
•
exploring and investigating their indoor and outdoor
learning environments
•
exploring, investigating and using a wide range of
stimuli and resources
•
involvement in the different types of play and a
range of planned activities including those that are
child initiated
•
practising different types of games play
•
developing their gross and fine motor skills through
their practical activities and use of varied tools,
equipment and apparatus, including ICT
•
being involved in physical activities that allow them
to work as individuals, with a partner
and in small groups, sharing ideas and helping each
other to improve their work.
21
Physical Development
Key Stage 2
Range
1. Health, fitness and well-being activities:
activities that are non-competitive forms of exercise and
chosen for what they contribute to general health, fitness
goals and feelings of well-being.
Daily physical activity is an important goal for young
people and opportunities for this to be achieved may be
found not only in lessons, but also before and after
school and during the lunchtimes. Finding activities that
are enjoyable and sustainable is important at this early
stage of physical development if the goals of a healthy
and active lifestyle are to be realised. Planning to
increase participation in activity might include walking or
cycling to school, joining a sports club, or swimming with
the family and friends.
3. Adventurous activities: activities that are
underpinned by problem solving, communication,
leadership and teamwork and often have an outdoor
living and learning focus.
Participation in outdoor activities provides opportunities
to increase awareness of the natural environment and
understand the importance of issues such as
conservation and sustainable development. Adventurous
activities may be pursued in curriculum time, after
school, or as part of an out-of-hours residential
experience in new and challenging environments away
from the local area.
2. Creative activities: activities that are composed
or choreographed and are generally artistic and
aesthetic in nature.
In gymnastic activities, developing means of travelling
should include transferring weight from hands and feet
and climbing activities. Rotation should include rolling
and turning.
The composition of sequences and choreographed
dance motifs should include features such as variations
in rhythm, speed, shape, level, direction and
pathways; combining and linking actions; relationships
to partners, an audience, apparatus or a stimulus.
4. Competitive activities: activities that are learned
for the purpose of competition between an individual,
group or team and others. The principles underpinning
the application of these types of activity are generally
strategic and tactical, such as game strategies and
athletic tactics and involve competing against others.
A variety of activities should be chosen to teach the
programme of study, enabling pupils to learn the
application of strategies and tactics. During these
activities pupils need to understand why there is a
need for rules in a competitive situation, and why they
should take responsibility for their actions.
22
Welsh Language Development
Foundation Phase
Range
Range
Oracy
Reading
Children should be given opportunities to:
Children should be given opportunities to:
•
experience activities in the indoor and outdoor
learning environments
•
hear lively readings from a variety of sources
•
experience the different types of play and a range of
planned activities including those that are child
initiated
•
appreciate books, stories and words around
them
•
read individually and collaboratively
•
read and respond to imaginative material, as
appropriate, which should include:
•
talk/communicate for a variety of purposes
including:
- prose and poetry for young children
- joining in with simple rhymes and stories
- stories, poems and chants containing patterned and
predictable language
- speaking, substituting words in familiar patterns
- reciting or singing Welsh poems, songs and raps
- work written for learners
- presenting simple information
- talking of matters of immediate and personal
interest
- asking and answering questions
- expressing feelings, likes, dislikes and needs
- information resources

read and make use, for different purposes, of a
variety of printed and ICT resources

choose from a wide range of books and immerse
themselves in them.
- conveying personal and imaginative experiences
using familiar language patterns

participate as individuals, pairs and in different size
groups

experience a range of stimuli including:
- simple rhymes, nursery rhymes, songs, stories
and poetry
- stories, both real and imagined
- information texts
- media and ICT texts, such as children’s TV
programmes animated tales on CD

be involved in spontaneous and active learning
activities, including dialogue and role-playing
activities.
Range
Writing
Children should be given opportunities to:
•
write in the indoor and outdoor learning
environments
•
write through a range of planned activities and
those that are child initiated
•
write independently and collaboratively , in response
to a variety of stimuli including:
- simple creative pieces
- factual information
- short passages that express an opinion, e.g.
Rwy’n hoffi…’

write for different audiences, including peers, adults,
members of their family and themselves.
23
Welsh Language Development
Key Stage 2
Range
Range
Oracy
Reading
Pupils should be given opportunities to:
Pupils should be given opportunities to:
1.
see and hear different people talking, including
those with different dialects.
1.
develop as enthusiastic, independent and
reflective readers
2.
experience a variety of audio, audio-visual,
electronic, visual and written stimuli, ideas and
texts, e.g. DVDs, tapes, interactive white board
material, a theatrical performance
2.
read in a variety of situation including reading:
3.
- with support
- independently
communicate for a variety of purposes including:
- in pairs
- asking questions and offering simple comments
- in a group
- giving and following sets of simple instructions
- aloud
- presenting personal and imaginative experiences
and straightforward factual information
- expressing opinions and offering a brief
explanation
- reporting back using notes
4.
work independently, in pairs, in groups and as a
member of a class
5.
use a variety of methods to present ideas,
including ICT, e.g. drama techniques, simulations,
holding a discussion
6.
converse with a variety of audiences including
teachers, peers and familiar adults
7.
increase their confidence in language use by
drawing on their knowledge if Welsh and English
and other languages.
and listen whilst following print
3.
experience a variety of texts and forms
including:
- traditional and contemporary poetry and prose
including some material written specifically for
learners
- material which is challenging
- material that broadens horizons and expands
the mind
- material that presents information and
reference material including media texts and
computer material
- extracts and complete texts
- material with a variety of structural features.
Range
Writing
Pupils should be given opportunities to:
1.
write for a variety of purposes including:
- to entertain
- to present information
- to express opinions
- to convey feelings and ideas
2.
write for a variety if real and imaginary audiences,
e.g. oneself, fellow-pupils, younger pupils,
teachers, family and friends
3.
write in a variety of forms, e.g. stories, poems,
scripts, leaflets, posters, advertisements, reports,
diaries, notes, electronic texts, portrayals,
instructions, questionnaires, reviews
4.
write in response to variety of audio, visual and
audio-visual stimuli, e.g. stories, poems, their
interests, activities and experiences in the
classroom and elsewhere, a television programme,
a statue.
24
Religious Education
Foundation Phase
Range
Range for nursery settings
Throughout the Foundation Phase children
should have opportunities to:
The range is further illustrated in Annex 2.
•
explore a wide range of stimuli
•
engage with resources from a variety of contexts
including interactive forms
•
investigate indoor and outdoor learning
environments including natural conditions as they
arise
•
participate in different types of play and a range
of planned activities, including those that are
child-initiated and those that are built on previous
experiences
•
work on their own and in small and large groups
Range for the rest of Foundation Phase
The range is further illustrated in Annex 2.
Children should (through stories, activities and
experience) be given opportunities to:
•
gain insight into religion, religious people and
religious aspects of life
•
explore how religion, has influenced and guided
people’s lives, past and present, including the
emphasis of religion on spirituality and religious
experience, in Wales and the wider world
•
pose questions about beliefs, values and actions
that arise form exploration
•
investigate and express meaning (including
religious meaning) through signs, symbols artefact
and imagery
•
Children should (through stories, activities and
experiences) be given opportunities to:
•
gain insight into their own and other people’s
spiritual, moral and cultural identities, lifestyle
and traditions
•
consider the influence of the spiritual, moral and
cultural aspects of life that have guided people’s
lives, past and present, locally in Wales.
•
ask questions about their own and other people’s
beliefs, actions and viewpoints
•
explore and express meaning in creative ways
(through art, dance, ritual, artefacts)
•
share their personal responses to important
personal, spiritual and moral questions
•
show responsibility, care and/or concern for
living things for the natural world.
Annex 2 – Religious education in the Foundation
Phase
Suggested topics for People beliefs and questions
People, beliefs and questions for nursery settings
Within nursery settings children will concentrate on
accessing cultural and traditional stories and practical
experiences relating to spiritual and moral endeavour.
These stories and experiences will encourage children
to become aware of and ask questions about:
Themselves
•
their homes, families and experiences in order to
explore their identity (including Curriculum
Cymreig, Cultural diversity)
•
their likes, dislikes and feelings (including hopes,
dreams, opinions and sense of fun)
express personal responses to personal,
religious and moral questions
•
their role and place in the community (as a
member of their family, out of school activities)
•
explore our responsibility and the responsibility
of religion for living things and for the natural
world
•
choices that they make (sharing, kindness,
behaviour)
•
ask and explore more complex questions
(including personal, religious, spiritual, and moral
questions) about the world, human experience,
and aspects of religion.
•
deeper spiritual/ moral meaning expresses in
stories, poems, artefact, art, movement, rituals
and celebration (birthdays, St. David’s Day,
traditional stories about people who help others,
dealing with happy and sad times)
25
Religious Education
Foundation Phase
Other people
Living things
•
other people’s homes, families and experiences in
order to explore similarities and differences of lifestyle
and traditions (family celebrations and traditions)
•
•
special people and people who help them (stories
about influential people past and present such as
Jesus and St. David, children’s families, teachers ,
and people in the community)
the ways in which they and others show care, concern
and respect for living things, the environment and the
natural world (taking responsibility for animals/
plants, asking questions and sharing opinions)
•
responsibility/ recycling/ global concern for the world
(finding out how people can make a difference)
•
likes, dislikes and feelings (including sharing hopes,
dreams, opinions and a sense of fun with others)
•
awe/ wonder (investigation of nature, the natural
world and the seasons).
•
people’s roles and place in the community (as
members of families and groups)
•
decisions other people make (rules, routines,
consequences of choice, as part of a community)
•
reasons why other people express a deeper spiritual/
moral empathy towards other people (exploring why
people help others in their work and free time)
•
the need to respect/ challenge their own ideas/ beliefs
and those of other people (ask questions, share ideas
and opinions)
People, beliefs and questions for the rest of the Foundation
Other people
Through developing their skills of enquiry, investigation and
experimentation across all the Areas of Learning of the
Foundation Phase, children should have opportunities to
prepare for Key Stage 2 by extending their knowledge and
understanding of:
•
other people’s homes, families and experiences in order to
explore similarities and difference of lifestyle and
traditions (experience of religious festival, worship, rules,
food)
•
special people and people who help them (stories about
Jesus and other influential religious people past and
present)
•
personal responses (including sharing feelings, ideas,
experiences, opinions and a sense of fun with others)
•
people’s roles and place in the community (as members of
families, religious groups, local religious leaders)
•
decisions other people make and resulting consequences
rules, routines, choices, being part of a community)
•
reasons why other people express a deeper spiritual/
moral empathy towards other people (exploring why people
help others in their work and free time – do their beliefs
influence their lives?)
•
the need to respect/challenge their own ideas/ beliefs
and those of other people (ask questions, share ideas and
opinions)
Themselves
•
their homes, families and experiences in order to explore
their identity and belonging (personal experiences of
festivals celebrations rite of passage including Curriculum
Cymreig, cultural diversity)
•
their personal responses (in times of joy and sadness,
their hopes, dreams, opinions and sense of fun)
•
their role and place in the community (as a member of
their family, group activities including religious activities
and charity work)
•
the decisions that they make and resulting consequences
(behaviour, choice, attitudes)
•
deeper spiritual/ moral meaning expressed in the stories,
poems, artefacts, art, movement, rituals and celebrations
(religious stories, dealing with happy and sad times, asking
about big questions)
Living things
•
they ways in which they and others show care, concern
and respect for living things, the environment and the
natural world (taking responsibility for animals/plants,
asking questions and sharing opinions)
•
responsibility/ recycling/ global concern for the world
(finding out how people can make a difference)
•
awe/ wonder (investigation of nature, the natural world
and the seasons).
During this phase of education children should also extend
their skills so they can begin to:
•
develop insights into religion and religious people
•
understand about belief and action
•
recognise and appreciate how religion has influenced and
guided people’s lives past and present, including an
emphasis on spirituality and religious experience
•
raise increasingly complex religious and moral questions
and issues about human experience, the world and aspects
of religion
26
Religious Education
Key Stage 2
Range
Human experience
Pupils should be given opportunities to develop their skills
by focussing on the following contexts for study. Theses
should not be regarded as discrete topics but rather as
interwoven areas of study that provide opportunities for
pupils to engage, explore, and express ideas and
responses. During the course of a whole key stage it
would be reasonable to expect every aspect of the range
to have been embraced.
•
human identity – the ways in which religions
understand human existence, e.g. the image of God;
uniqueness, spirituality
•
meaning and purpose of life – how religious ideas,
values and beliefs influence people’s responses to life
and death
•
belonging – how local believers , through home/
community celebrations, share a sense of identity and
commitment
•
authority and influence – how different forms of
authority such as sacred texts, religious leaders and
codes guide and influence people’s lives
•
relationships and responsibility – how the
importance of personal relationships and
responsibility to others is demonstrated by religions
•
the journey of life – how the various stages of life
and natural occurrences are acknowledged,
responded to and celebrated in religion, e.g. rites of
passage; challenging and inspiring experiences
Pupils should be given opportunities to develop
skills through engaging with:
The world
•
•
the origin and purpose of life – how
interpretations of the origins of the world and life
influence people’s views, e.g. meaning and values
the natural world and living things – how
religions show concern and responsibility, e.g.
stewardship; sustainability
Search for meaning
•
non-material/spiritual – how religions indicate (through
stories, celebrations and activities) that life is spiritual
(more than material/physical)
•
knowledge and experience regarding the non-material/
spiritual – how religious/spiritual experience is developed
and understood, e.g. relationship with God; lifestyle,
commitment, worship, prayer, music, dance, meditation
and fasting.
27