Art and design
Key Stage 3
In art and design, pupils at Key
Stage 2 should develop their
understanding and investigating
skills in order to enrich and
inform their making.
In art and design, pupils at Key
Stage 3 should develop their
understanding and investigating
skills in order to enrich and inform
their making.
Understanding
Understanding
Pupils should be stimulated and
inspired, where appropriate, by:
Pupils should be stimulated and
inspired, where appropriate, by:
• other artists, craftworkers and
designers
• other artists, craftworkers and
designers
• methods and processes
• the work of their peers
• media
• methods and processes
• styles
• media
• ideas
• ideas
• local and Welsh art, craft and design
• styles
• images and artefacts from a variety
of historical and contemporary
cultures and contexts.
• local and Welsh art, craft and design
They should develop, where
appropriate, their understanding
through:
• books
• videos
• digital-based resources
• the internet
• galleries
• practising artist, craftworkers and
designers
• other resources.
• images and artefacts from a variety of
historical and contemporary cultures
and contexts.
They should, where appropriate,
develop their understanding through:
• books
• videos
• digital-based resources
• the internet
• galleries
• practising artist, craftworkers and
designers
• other resources.
Range
Art and design
Key Stage 3
Investigating
Investigating
Pupils should investigate:
Pupils should investigate:
• the properties of materials and
processes
• the properties of materials and
processes
• natural objects and environments
• natural objects and environments
• made objects and environments
• made objects and environments
• imagined objects and environments.
• imagined objects and environments.
They should, where appropriate,
apply to their own work findings
collected from:
They should, where appropriate,
apply to their own work relevant
findings collected from:
• books
• books
• videos
• videos
• digital-based resources
• digital-based resources
• the internet
• the internet
• galleries
• galleries
• practising artists, craftworkers and
designers
• practising artists, craftworkers and
designers
• other resources
• their own practical experimentations
and recordings
and from a variety of context
including:
• local and Welsh examples
• different cultures and periods.
• other resources
and from a variety of contexts
including:
• local and Welsh examples
• different cultures and periods.
Their investigations and information
collected should enrich and inform
their own work.
Range
Art and design
Key Stage 3
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, digitalbased processes, etc.
They should have opportunities to work
as:
• individuals
• group members.
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:
They should work in different contexts
such as:
• galleries
• galleries
• art room
• art room
• outdoors
• outdoors
• the home.
• 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 minimise risks
to themselves and others.
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 minimise risks to
themselves and others.
Range
Art and design
Key Stage 3
Understanding, Investigating and
Making should be regarded as
integrated activities.
Understanding, Investigating and
Making should be regarded as
integrated activities.
Understanding
Understanding
Pupils should be given opportunities
to:
Pupils should be given the 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.
1. use their knowledge about the work of
other artists, craftworkers and designers to
enrich and inform their work through:
• analysis
• comparison
• evaluation
e.g. collect information about an artist from
the internet, library, galleries or interviews
and use the information to influence their
own work
2. explore the diverse working practices of
artists, craftworkers and designers from
different:
• periods
• places
• cultures
considering their purpose and intentions
3. evaluate their work, methods and results
of their investigation, modifying and refining
their work through:
• discussion
• reading
• writing
• reflection.
Skills
Art and design
Key Stage 3
Investigating
Investigating
Pupils should be given
opportunities to:
Pupils should be given the
opportunities to:
1. select and record from:
1. develop specific skills for recording from:
• observation
• observation
• experience
• experience
• memory
• memory
• imagination
• imagination
2. investigate:
develop specific skills for investigating:
• the natural environment
• the natural environment
• the made environment
• the made environment
• the world of imagination using a
variety of materials
• the world of imagination using a variety of
media
3. organise:
2. explore and organise a:
• reference materials
• range of reference materials
• resources
• range of 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
to establish and develop ideas or themes
3.keep a sketchbook to address different
aspects of investigating to:
• develop ideas and feelings
4. keep a sketchbook to:
• explore themes
• develop ideas and feelings
• explore and experiment with materials and
processes
• explore themes
• experiment with processes and
media
• research and enquire.
Skills
• initiate and support independent work e.g.
after investigating organic forms, develop
ideas for sculptural forms to adorn the
body.
Art and design
Key Stage 3
Making
Making
Pupils should be given
opportunities to:
Pupils should be given the
opportunities to:
1. explore, experiment with and apply
the elements of the visual, tactile and
sensory language of art, craft and
design which include:
1. explore, experiment with and apply the
visual, tactile and sensory language of
art, craft and design
• line, e.g. long lines, short lines, wavy
lines, heavy lines
2. design and make images and artefacts
using a variety of materials, processes
and ideas
• tone, e.g. light, medium and dark
tones
3. experience a wide range of techniques
and media to:
• colour, e.g. primary and tertiary,
matching colours, cold, warm
• realise their ideas
• pattern, e.g. natural, made patterns,
patterns from other cultures, repetitive
patterns
• communicate meaning
• 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
2. 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 twoor three-dimensional representation
based on a poem or story
3. use their experience and knowledge
of different materials, tools and
techniques:
• experimentally
• expressively.
• express their feelings
e.g. produce a piece of site-specific
sculpture for a multi-sensory garden.
Skills
Design and technology
Key Stage 3
Pupils should be given
opportunities to develop their
design and technology capability
through:
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
• activities in which they investigate,
analyse and evaluate products in order to
acquire technological and health and
safety 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
• activities 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
• reflecting on the work of designers,
inventors, architects and chefs, including
those from Wales
• 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.
• activities in which they develop and
practise particular skills and techniques
that can be applied in their designing and
making
• activities in which they design and make
products, focusing on different contexts
and materials.
They should be given opportunities to:
• be creative
• be innovative and enterprising
• work independently and in groups.
Taken together, these activities should
cover a range of materials and
components, including food, resistant
materials, textiles, and include work with
systems and control.
Design and technology
Key Stage 3
Health and safety
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.
Pupils should be taught how to use
tools/utensils and equipment safely and
to consider the hazards and risks in their
activities. They should be able to follow
instructions to control risk to themselves
and others, e.g. electrical tools/utensils,
rotating machinery, sewing machines.
When designing and making, pupils
should take account of user safety, e.g.
the build quality of products, how hygiene
standards should be maintained in the
production of a food product.
They should be made aware of the
impact on their health and safety of
certain behaviour, e.g. healthy eating.
They should be made aware of the impact
on their health and safety of certain
behaviour, e.g. healthy eating.
Design and technology
Key Stage 3
Designing
Designing
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. use a range of information sources
to generate ideas for products
2. 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
1. use given design briefs, and where
appropriate, develop their own to clarify
their ideas for products
2. identify and use appropriate sources of
information to help generate and develop
their ideas for products
3. develop a simple specification/recipe
for their products indicating their
intentions and approach
3. be creative and innovative in their
thinking when generating ideas for their
products
4. 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
4. identify and apply knowledge and
understanding about technological,
sustainability and health and safety
issues to develop ideas for products that
are achievable and practical
5. develop and communicate their
design ideas in a variety of ways,
using ICT and models where
appropriate
6. 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
7. evaluate their design ideas as they
develop, considering the needs of
the user.
5. develop a specification/recipe for their
product
6. explore, develop and communicate
design ideas in a range of ways,
including annotation, drawings and CAD,
e.g. clip art libraries, internet resources,
scanners, digital cameras
7. model and refine their design ideas in 3D form or food prototyping where
appropriate
8. evaluate, refine and modify their design
ideas as they develop in relation to
aesthetics, sensory requirements,
healthy lifestyle, function, safety,
reliability, properties of materials,
ingredients, components, sustainability
and cost
9. evaluate their final design ideas against
theirinitial specification/recipe.
Design and technology
Key Stage 3
Making
Making
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. work to their specification/recipe to
make products
2. choose appropriate materials,
ingredients, equipment, tools/utensils
and techniques, from a range made
available to them
3. measure, mark out, cut, shape, join,
weigh and mix a range of materials
and ingredients, using appropriate
tools/utensils, equipment and
techniques
4. find alternative ways of making if the
first attempt fails
5. apply appropriate finishes to their
products
6. 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. develop the skills to select and work with
a range of materials and ingredients to
make products in a variety of contexts
2. use hand and machine tools/utensils, and
a range of equipment and processes, to
mix, shape, form and join materials and
ingredients
3. be creative in finding alternative ways of
making if the first attempt is not
achievable
4. develop techniques to ensure consistency
and accuracy including the use of CAM,
e.g. CAM software linked to a
cutter/plotter, lathe, milling machine or
sewing machine
5. test and evaluate their product against
their original specification/recipe
Food
6. use a broad range of skills, techniques
and equipment, as well as standard
recipes, to cook meals and products
7. plan and carry out a broad range of
practical food preparation tasks safely
and hygienically
7. plan and carry out a broad range of
practical cooking tasks safely and
hygienically
8. apply current healthy eating
messages and consider nutritional
needs when undertaking food
preparation tasks
8. apply current healthy eating messages in
relation to the nutritional needs of
different groups in society and consider
issues of sustainability in order to make
informed choices when planning,
preparing and cooking meals or products
9. 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
9. classify food by commodity/group and
understand the characteristics of a broad
range of ingredients, including their
nutritional, functional and sensory
properties
Design and technology
Key Stage 3
Making
Making
Rigid and flexible materials
Resistant materials and textiles
10. use a range of materials and
components, making choices
based on their developing
knowledge of how they should be
used, e.g. using square-section
timber or lollypop sticks to
strengthen a cardboard structure
11. learn about the efficient use of
materials, e.g. planning cutting
from sheet materials to minimise
waste
12. use techniques for reinforcing and
strengthening structures in their
products, e.g. use triangulation
and gussets in frame structures,
use fabric reinforcing in bags,
clothing and kites
Systems and control
13. 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
14. 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
15. 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.
10. learn about the properties and
characteristics of materials and apply this
knowledge and understanding when
designing and making products
11. undertake materials testing, to determine
suitability for intended use
12. combine and process materials in order to
create enhanced properties and desired
aesthetic characteristics
13. understand that loads can cause material
failures in structures by bending, twisting
and stretching
14. be aware of current developments in
materials technology, e.g. ‘smart’ materials
15. consider issues of sustainability when
choosing and using materials
Systems and controls
16. learn about the properties and
characteristics of electrical/electronic and
mechanical components and apply this
knowledge and understanding when
designing and making products
17. interconnect mechanisms to achieve
different kinds of movement in products
18. build electronic components into control
systems within products
19. understand feedback in control systems
20. design and interconnect systems and subsystems for application in products
21. build microprocessor and computer control
systems into products.
English
Key Stage 3
Oracy
Oracy
Pupils should be given
opportunities to develop their oral
skills through:
Pupils should be given
opportunities to develop their oral
skills through:
1. seeing and hearing different people
talking, including people with different
dialects
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
2. experiencing and responding to a
variety of stimuli and ideas: audio,
visual and written
3. communicating for a range of purposes,
e.g. presenting information, expressing
opinions, explaining ideas, questioning,
conveying feelings, persuading
3. communicating for a range of purposes,
e.g. argument, debate, analysis, formal
presentation, exploration and
consideration of ideas in literature and
the media
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,
choice and impact.
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,
choice and impact.
English
Key Stage 3
Reading
Reading
Pupils should be given
opportunities to develop their
reading/viewing skills through:
Pupils should be given
opportunities to develop their
reading/viewing skills through:
1. becoming enthusiastic and reflective
readers
1. becoming enthusiastic and reflective
readers
2. reading individually and collaboratively
2. reading individually and collaboratively
3. experiencing and responding to a wide
range of texts that include:
3. experiencing and responding to a wide
range of texts that include:
• information, reference and other nonliterary texts, including print, media,
moving image and computer-based
materials
• information, reference and other nonliterary texts including print, media,
moving image and computer-based
materials
• poetry, prose and drama, both traditional
and contemporary
• traditional and contemporary poetry
and prose
• texts with a Welsh dimension and texts
from other cultures
• drama, including Shakespeare
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 in language
use
• that reflect the diversity of society in the
twenty-first century
• that reflect individual pupils’ personal
choice of reading matter.
• texts with a Welsh dimension and texts
from other cultures
4. reading/viewing extracts and complete
texts
• that extend pupils’ intellectual, moral
and emotional understanding
• with a diverse range of structures,
forms, purposes, audiences and
presentational devices
• that show quality and variety in
language use
• that reflect the diversity of society in
the twenty-first century
• that reflect individual pupils’ personal
choice of reading matter.
English
Key Stage 3
Writing
Writing
Pupils should be given
opportunities to develop their
writing skills through:
Pupils should be given
opportunities to improve and
extend their skills in writing
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 a range of real or imagined
audiences
3. writing in a range of forms
4. writing in response to a wide range of
stimuli: visual, audio and written.
1. writing for a range of purposes, e.g.
engage, empathise, create effects,
analyse, persuade, explore ideas and
opinions in literature and the media
2. writing for a range of real or imagined
audiences
3. writing in a range of forms
4. writing in response to a wide range of
visual, audio and written stimuli.
English
Key Stage 3
Oracy
Oracy
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. listen and view attentively,
responding to a wide range of
communication
2. identify key points and follow up
ideas through question and comment,
developing response to others in
order to learn through talk
3. communicate clearly and confidently,
expressing opinions, adapting talk to
audience and purpose, using
appropriate gesture, intonation and
register in order to engage the
listener
4. develop their awareness of the social
conventions of conversation and
discussion
5. develop their ability to use a range of
sentence structures and vocabulary
with precision, including terminology
that allows them to discuss their work
6. develop their understanding of when
it is necessary to use standard
English, and use formal and informal
language appropriately
7. 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. listen and view attentively, responding
to a wide range of communication
2. identify key points and follow up ideas
through probing question and comment
in order to inform and moderate
opinions, ideas and judgements and to
learn through talk
3. communicate clearly and confidently,
expressing reasoned opinions, adapting
talk to audience and purpose, using
appropriate gesture, intonation and
register in order to engage the listener
4. extend their understanding of the social
conventions of conversation and
discussion
5. develop their ability to organise and
extend their talk using an increasing
range of sentence structures and
precise and effective vocabulary,
including terminology that allows them
to discuss their work
6. extend their understanding of the use of
standard English and their ability to
recognise and use formal and informal
language appropriately
7. evaluate their own and others’ talk and
drama activities, extending their
understanding of how to improve,
considering how speakers adapt their
vocabulary, tone, pace and style to suit
a range of situations.
English
Key Stage 3
Reading
Reading
Pupils should be given opportunities to:
1. develop phonic, graphic and grammatical
knowledge, word recognition and
contextual understanding within a
balanced and coherent programme
2. develop their ability to read with fluency,
accuracy, understanding and enjoyment
3. read in different ways for different
purposes, including:
Pupils should be given opportunities to:
1. consolidate phonic, graphic and
grammatical knowledge, word recognition
and contextual understanding within a
balanced and coherent programme
2. develop their ability to read with fluency,
accuracy, understanding and enjoyment
3. read in different ways for different
purposes, including:
• skimming, scanning and detailed reading
• using prediction, inference and deduction
• using prediction, inference and deduction
to gain meaning and enhance
understanding of texts
• distinguishing between fact and opinion,
bias and objectivity in what they
read/view
• distinguishing between fact and opinion,
bias and objectivity and the consideration
of alternative interpretations
4. recognise and understand the
characteristics of different genres in
terms of language, structure and
presentation
4. recognise and understand the
characteristic features of different genres
in terms of language, structure and
presentation
5. 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
5. 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 from text to
support their views
6a. use a range of appropriate information
retrieval strategies including ICT, e.g.
the alphabet, indexes and catalogues
6a. use a range of appropriate informationretrieval strategies, including ICT, e.g. the
alphabet, indexes and catalogues
6b.retrieve and collate information and
ideas from a range of sources including
printed, visual, audio, media, ICT and
drama in performance
6b.retrieve, collate and synthesise
information and ideas from a range of
sources including printed, visual, audio,
media, ICT and drama in performance
7. 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
7. 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
8. consider how texts change when they are
adapted for different media and
audiences.
8. consider how texts change when they are
adapted for different media and
audiences.
• skimming, scanning and detailed reading
English
Key Stage 3
Writing
Writing
Pupils should be given opportunities
to communicate in writing and to:
Pupils should be given
opportunities to communicate in
writing to:
1. use the characteristic features of literary
and non-literary texts in their own writing,
adapting their style to suit the audience
and purpose
2. use a range of sentence structures, linking
them coherently and developing the ability
to use paragraphs effectively
3. use punctuation to clarify meaning
including full stop, exclamation and
question marks, comma, apostrophe,
bullet points, speech marks
4. choose and use appropriate vocabulary
5. use the standard forms of English: nouns,
pronouns, adjectives, adverbs,
prepositions, connectives and verb tenses
6. develop and use a variety of strategies to
enable them to spell correctly
7. use appropriate vocabulary and
terminology to consider and evaluate their
own work and that of others
8. draft and improve their work, using ICT as
appropriate, to:
• plan
• draft
1. use the characteristic features of
literary and non-literary texts in their
own writing, adapting their style to suit
the audience and purpose
2. use the range of sentence structures
effectively to enhance the fluency and
coherence of their writing and develop
their ability to use paragraphs
effectively
3. use the full range of punctuation in
order to clarify meaning and create
effect
4. choose and use a wide range of
vocabulary with increasing precision
5. use the standard forms of English:
nouns, pronouns, adjectives, adverbs,
prepositions, connectives and verb
tenses
6. extend their range of strategies to
enable them to spell correctly
7. use appropriate vocabulary and
terminology to consider and evaluate
their own work and that of others
• revise
8. draft, edit and improve their work,
using ICT as appropriate to:
• proof-read
• plan
• prepare a final copy
• draft
9. present writing appropriately:
• revise
• developing legible handwriting
• proof-read
• using appropriate features of layout and
presentation, including ICT.
• prepare a final copy
9. present their writing appropriately:
• using legible handwriting with fluency
and, when required, speed
• using appropriate features of layout and
presentation, including ICT.
Geography
Key Stage 3
Pupils develop their geographical
skills, knowledge and understanding
through learning about places,
environments and issues.
Pupils should be given
opportunities to:
• study
Pupils develop their geographical
skills, knowledge and understanding
through learning about places,
environments and issues at a range of
scales in selected locations within
Wales, the European Union and the
wider world.
Pupils should be given opportunities
to:
– 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
• study
– living in other countries: two
contrasting localities* in countries at
different levels of economic
development outside the United
Kingdom
– the physical world: the processes and
landforms of coasts or rivers
– living in my world: caring for places and
environments and the importance of
being a global citizen
– the town and country: the variations and
changes in quality of life in rural and/or
urban environments
– people and the planet: population
patterns, change and movement
– people as consumers: the impacts on and
changes in economic activity
• 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
– the rich and poor world: economic
development in different
locations/countries
– the hazardous world: global distribution,
causes, and impacts of extreme tectonic
and other hazardous events
– threatened environments: characteristics
of, and possibilities for, their sustainable
development
– tomorrow’s citizens: issues in Wales and
the wider world of living sustainably and
the responsibilities of being a global
citizen
• carry out
– at least one group investigation and one
independent investigation into a
geographical question or issue
– investigations into ‘geography in the
news’, topical events and issues in the
locality and the wider world
– fieldwork to observe and investigate real
places and processes
Geography
Key Stage 3
• ask and answer the questions
• ask and answer the questions
– where is this place/environment? What
is it like and why? What is happening
and why?
– what are the features, the processes and
patterns of this place/environment and
why do they occur?
– 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 and why is this place/environment
changing? What might happen next, in the
short/long term and why?
– 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 than the school’s immediate
vicinity. It will normally contain the
homes of the majority of pupils in the
school. The contrasting localities
should be in areas of a similar size to
the local area.
– how and why is this place/environment/
feature connected to and interdependent
with other places/environment/features?
– how do environments and people interact?
– how can changes be sustainable and why is
it important for this place/environment?
– what are the geographical issues for people
living in this location? How and why do
people’s views on issues differ and what
do I think?
– how can my actions and those of other
people make a difference locally,
nationally and globally?
Geography
Key Stage 3
Locating places, environments
and patterns
Locating places, environments and
patterns
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. identify and locate places and
environments using globes,
atlases, and maps, e.g. use coordinates and four-figure
references
1. locate places and environments using
globes, atlases, maps and plans, e.g. use
six-figure grid references, OS 1:25,000
and 1:50,000 maps, and internet/satellite
imagery
2. follow directions, estimate and
calculate distances, e.g. follow map
and ground routes, calculate mapto-ground distances
2. use maps, plans and imagery of different
types and scales and ICT to interpret and
present locational information, e.g. use
relief maps, satellite images, GIS, draw
sketch maps
3. use maps, imagery and ICT to find
and present locational information,
e.g. draw sketch maps using
symbols and keys. Interpret maps,
and photographs including oblique,
aerial and satellite images
3. explain the spatial patterns of features,
places and environments at different
scales and how they are interconnected,
e.g. local traffic flows, global population
density.
4. identify and describe the spatial
patterns (distributions) of places
and environments and how they
are connected, e.g. a line of towns
in a valley, the pattern of areas
affected by a tsunami.
Understanding places,
environments and processes
Pupils should be given
opportunities to:
1. identify and describe natural and
human features, e.g. weather
conditions, types of buildings
2. identify similarities and differences
to describe, compare and contrast
places and environments
3. describe the causes and
consequences of how places and
environments change, e.g. by
season; from past to present; the
need for sustainability.
Understanding places, environments
and processes
Pupils should be given opportunities
to:
1. describe and explain physical and human
features, e.g. the features of a river,
characteristics of economic activity
2. explain the causes and effects of physical
and human processes and how the
processes interrelate, e.g. causes and
consequences of tectonic activity, impacts
of migration in Europe
3. explain how and why places and
environments change and identify trends
and future implications, e.g. population
increase, climate change, globalisation.
Geography
Key Stage 3
Investigating
Investigating
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. observe and ask questions about
a place, environment or a
geographical issue, e.g. Why does it
flood? How and why is our village
changing?
1. identify and establish sequences of
questions for investigation, e.g. What
are the processes? How can people
manage these processes? What are the
issues? What decision would I make?
2. 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
2. observe, measure, extract and record
data through carrying out practical
investigations and fieldwork and using a
variety of secondary sources, e.g. carry
out land use mapping, use GIS
3. organise and analyse evidence,
develop ideas to find answers and
draw conclusions, e.g. use a data
spreadsheet, compare weather data.
3. analyse and evaluate ideas and
evidence, answer questions and justify
conclusions, e.g. analyse trends over
time, evaluate causes and effects.
Communicating
Communicating
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. 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
2. make decisions about
geographical issues by distinguishing
between fact and opinion and
considering different arguments, e.g.
a traffic problem
3. communicate findings in a variety
of ways, e.g. using geographical
terms, annotated photographs,
maps, diagrams, or ICT.
1. develop opinions and understand that
people have different values, attitudes
and points of view on geographical
issues, e.g. about buying local or global
produce
2. assess bias and reliability of
geographical evidence to weigh
arguments, make decisions and solve
problems, e.g. about a proposed route
for a new bypass
3. communicate findings, ideas and
information using geographical
terminology, maps, visual images, a
range of graphical techniques and ICT,
e.g. use extended terminology,
construct graphs, conduct a debate,
produce a PowerPoint presentation.
History
Key Stage 3
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.
Range
Pupils should be given opportunities
to develop their historical skills and
to build on their knowledge and
understanding of the characteristics
of daily life in the past by focusing on
political, economic, social, religious
and cultural history in the following
contexts.
History
Key Stage 3
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?
Range
Pupils should be given opportunities
to:
• explore and interpret the following
historical contexts in chronological
order
• how the coming of the Normans affected
Wales and Britain between 1000 and
1500
• the change and conflict in Wales and
Britain between 1500 and 1760
• the changes that happened in Wales,
Britain and the wider world between
1760 and 1914 and people’s reactions to
them
• how some twentieth century individuals
and events have shaped our world today
• carry out
• investigations into historical issues on a
range of scales, from the local to the
international
• ask and answer the questions
• what historical knowledge do you have
about this period; how did you gain it
and what else would you like to know?
• what were the key changes in this
period; what impact did these changes
have on your locality, Wales, Britain and,
where relevant, the world?
• what are the different opinions about this
period? Why are there these differences?
Which do you consider most valid?
• what important links can you see within
this period and across other periods you
have studied?
• what significance does this period of
history have for our world today?
History
Key Stage 3
Chronological awareness
Chronological awareness
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. use timelines to sequence events
1. use a range of chronological frameworks
2. use appropriate key words to
estimate, measure and describe the
passage of time.
2. explain links between people, events
and changes within and across the
periods studied
3. use specialist vocabulary to describe
historical periods and the passage of
time.
Historical knowledge and
understanding
Historical knowledge and
understanding
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. identify differences between ways of
life at different times
2. identify significant people and
describe events within and across
periods
3. understand why people did things,
what caused specific events and
the consequences of those events.
Interpretations of history
Pupils should be given
opportunities to:
1. identify the ways in which the past
is represented and interpreted
2. distinguish between ‘fact’ and
‘opinion’, giving some
evidence/knowledge-based reasons
for this.
1. recognise the characteristic features of
the periods, situations and societies
studied and the diversity of experience
within each one
2. describe, analyse and explain patterns
and relationships, e.g. the causes and
consequences of the historical events,
situations and changes studied
3. evaluate the significance of the main
events, people and changes studied.
Interpretations of history
Pupils should be given
opportunities to:
1. consider differing views and
representations of some historical
events, people and changes, and
understand how and why they have
been
interpreted in these ways
2. apply their historical knowledge to
analyse and evaluate interpretations
3. identify and begin to assess why some
historical interpretations are more valid
than others.
History
Key Stage 3
Historical enquiry
Historical enquiry
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. ask and answer relevant questions
about the past
2. plan the investigative approach to
be used, suggesting how to find
relevant information
1. ask and answer significant questions
2. identify strategies for historical enquiry
3. 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
3. independently use a range of historical
sources in their historical context,
including documents, artefacts, visual
sources, buildings and sites, music and
oral accounts, statistical and numerical
data, interpretations and
representations, and a variety of ICT
sources
4. reflect on their findings and the
investigative approach used.
4. select and summarise information
accurately from sources
5. record and evaluate the information
acquired, reaching reasoned conclusions.
Organisation and
communication
Pupils should be given
opportunities to:
1. select, record, and organise
historical information
2. 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.
Organisation and communication
Pupils should be given opportunities
to:
1. select, recall and organise historical
information with increasing independence
and accuracy
2. begin to organise ideas and arguments to
help them to understand the historical
issues and developments studied
3. use the necessary vocabulary to
communicate findings, ideas and
opinions with increasing independence
in a variety of ways, including extended
writing, graphs, charts, diagrams visual
and oral presentations and a range of
ICT.
Information and
communication tecnhology
Key Stage 3
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 nonICT 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.
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 a range of information, from a variety
of sources, considering how its
characteristics, structure and purpose
influences its use with ICT
• use ICT to analyse and interpret data and
produce new information on which to draw
conclusions
• use their knowledge and understanding of
ICT to design information systems and
evaluate existing systems suggesting
improvements
• 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
• manage their workspace
• reflect on their work, evaluating outcomes
and learning
• become aware of new developments in ICT
and consider the social, economic, ethical
and moral issues raised by the impact and
use of ICT.
Information and
communication tecnhology
Key Stage 3
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.
They should be able to follow
instructions to minimise risk to
themselves and others and
understand that disclosing personal
details can put themselves and others
at risk.
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.
Information and
communication tecnhology
Key Stage 3
Find and analyse information
Pupils should be given
opportunities to:
1. plan tasks, including consideration of
purpose/audience and appropriate
resources
2. find relevant information efficiently from
a variety of sources for a defined
purpose
3. select relevant information and make
informed judgements about sources of
information
4. produce and use databases to analyse
data and follow particular lines of
enquiry, e.g. use simple and complex
queries (searches/sorts)
5. produce and use models and/or
simulations to analyse data and test
hypotheses, e.g. changing data and
formulas in spreadsheets
6. investigate more complex patterns and
relationships in models and/or
simulations.
Find and analyse information
Pupils should be given
opportunities to:
1. discuss the purpose of their tasks, the
intended audiences and the resources
needed
2. find information from a variety of
sources for a defined purpose
3. select suitable information and make
simple judgements about sources of
information
4. produce and use databases to ask
and answer questions, e.g. search,
sort and graph
5. 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
6. investigate the effect of changing
variables in models and/or simulations
to ask and answer ‘what if…?’ type
questions.
Information and
communication tecnhology
Key Stage 3
Create and communicate
information
Pupils should be given
opportunities to:
1. create and communicate information
in the form of text, images and
sound, using a range of ICT hardware
and software
2. create a range of presentations
combining a variety of information
and media, e.g. a poster combining
text and graphics, a multimedia
presentation
3. share and exchange information
safely through electronic means, e.g.
use of e-mail, virtual learning
environments.
Create and communicate information
Pupils should be given opportunities
to:
1. create and communicate information in
the form of text, images and sound,
using a range of ICT hardware and
software
2. create and develop a range of
presentations, combining a variety of
information and media, for specific
purposes and audiences, e.g. use higher
order functions in a presentation package
3. share and exchange information safely
through electronic means, e.g.
collaborative use of e-mail with
attachments, virtual learning
environments.
Mathematics
Key Stage 3
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 develop their mathematical
skills, knowledge and understanding
through learning about and using
Number, Measures and money,
Algebra, Shape, position and
movement, and Handling data. They
should use a variety of ICT resources
as tools whenever appropriate.
Number
Number
Pupils should be given opportunities
to:
Pupils should be given opportunities
to:
1. Understand number and number
notation
1. Understand number and number
notation
• count, read, write and order whole
numbers
• extend their knowledge of the number
system, including decimals, ratios,
fractions, percentages and the
relationships between them
• 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
Range
• use place value in whole numbers and
decimals in computation and metric
measurement
• use negative numbers in a variety of
contexts
2. Calculate in a variety of ways
• use a calculator efficiently to plan a
complex calculation
• calculate with whole numbers, negative
numbers, decimals, fractions,
percentages and ratios, understanding
the effects of the operations
Mathematics
Key Stage 3
3. Investigate patterns and
relationships
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
• examine features of numbers, including
primes, powers and roots
• explore the inverse relationships of
addition and subtraction, and of
multiplication and division
• deepen their understanding of oneto-one correspondence.
• explore number and geometric patterns
and sequences, e.g. patterns in the natural
world, Fibonacci sequences, and the Golden
ratio
• explore inverse number relationships, and
use these in computation strategies.
Algebra
Pupils should be given opportunities
to:
1.Understand and use algebraic
relationships, functions and graphs
• extend their knowledge of number
operations and relationships to develop
the ideas of algebra; appreciate the use of
letters to represent variables or unknowns
• experience ways in which algebra can be
used to model real-life situations and solve
problems
• generate and generalise simple number
sequences
• construct and interpret tables and graphs
of linear and simple quadratic functions;
explore the properties of linear functions
and their graphs
• construct, interpret and evaluate formulae
and expressions given in words or symbols
Range
• form, manipulate and solve linear
equations and inequalities and simple
linear simultaneous equations; solve
simple quadratic equations, including trialand-improvement methods where
appropriate.
Mathematics
Key Stage 3
Measures and money
Measures and money
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. Understand and use measures
1. Understand and use measures
• choose appropriate standard units of
length, mass, volume and capacity,
temperature, area and time
• extend their understanding of the
nature of measurement, including the
difference between discrete and
continuous measures
• 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.
Range
• make sensible estimates of length,
mass, capacity and time in everyday
situations, extending to less familiar
contexts; calculate time and
temperature differences
• develop their understanding of the
relationships between units, converting
from one metric unit to another
• know imperial measures in common use
and their approximate metric
equivalents
• use compound measures, including
metric or common imperial units where
appropriate
• use and interpret scale on graphs, maps
and drawings
• read and interpret scales on measuring
instruments and understand the degree
of accuracy that is possible, or
appropriate, for a given purpose
• find perimeters, areas and volumes of
common shapes
2. Understand and use money
• understand and use the conventional
way of recording money
• calculate with money and solve
problems related to budgeting, saving
and spending, and currency exchange
rates
• interpret a calculator display in relation
to money.
Mathematics
Key Stage 3
Shape, position and movement
Shape, position and movement
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. Understand and use the properties
of shapes
1. Understand and use the properties
of shapes
• make 2-D and 3-D shapes and patterns
with increasing accuracy
• explore properties of shapes through
drawing and practical work; construct 2D and 3-D shapes from given information
• understand the congruence of 2-D
shapes
• 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
• understand congruence of simple 2-D
shapes
• explain and use angle properties of 2-D
shapes
• explore the properties of polygons and
polyhedra; use these to classify shapes
2. Understand and use the properties
of position and movement
• use Pythagoras’ theorem to solve
problems
• recognise reflective and rotational
symmetries of 2-D shapes
2. Understand and use the properties
of position and movement
• use positive co-ordinates to specify
location
• use line and rotational symmetries to
solve problems in two and three
dimensions
• identify properties of position and
movement, and use these to classify
shapes
• use right angles, fractions of a turn and
degrees to measure rotation.
Range
• use Cartesian co-ordinates to specify
location
• develop their understanding of
tessellations and geometric patterns, e.g.
wallpaper patterns, Islamic and Celtic
designs, quilting patterns, and simple
transformations of translation, reflection,
rotation and enlargement.
Mathematics
Key Stage 3
Handling data
Handling data
Pupils should be given opportunities
to:
1. Collect, represent and interpret data
• collect data for a variety of defined
purposes, including those that arise from
their own questions, and from a variety of
sources
• 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
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.
Pupils should be given opportunities
to:
1. Collect, represent, analyse and
interpret data
• use a variety of means to collect data in
order to follow lines of enquiry or to test
hypotheses, e.g. the internet,
questionnaires, data collection sheets,
experiment
• begin to develop an understanding of
bias and reliability
• construct appropriate diagrams and
graphs to represent discrete and
continuous data, including bar charts,
line graphs, pie charts, frequency
polygons and scatter diagrams
• calculate or estimate values of the mode,
median, mean and range of sets of
discrete, grouped and continuous data
• interpret information given in a wide
range of graphs, diagrams and statistics,
especially real-life data
• compare sets of data and their
distributions, including methods that
involve correlation and lines of best fit
2. Understand and use probability
• understand and use the vocabulary of
probability and the probability scale from
0 to 1 through experience, experiment
and theory
Range
• recognise situations where probabilities
can be based on equally likely outcomes
and others where estimates must be
based on experimental evidence; use
relative frequency over a number of trials
as an estimate of probability
• identify all the outcomes of a
combination of two experiments or a
compound event.
Mathematics
Key Stage 3
Pupils should develop their
application and understanding of
their mathematical skills using
contexts and techniques from
across the Range.
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.
Skills
Pupils should develop their
application and understanding of their
mathematical skills using contexts and
techniques from across the Range.
1. Solve mathematical problems
Pupils should be given opportunities
to:
• select, organise and use the mathematics,
resources, measuring instruments, units of
measure, sequences of operation and
methods of computation needed to solve
problems
• identify what further information or data
may be required in order to pursue a
particular line of enquiry; formulate
questions and identify sources of
information
• develop and use their own mathematical
strategies and ideas and consider those of
others
• select, trial and evaluate a variety of
possible approaches; break complex
problems into a series of tasks
• use their knowledge of mathematical
relationships and structure to derive facts
that they have not yet learned, and to
solve numerical problems
• use a range of mental, written and
calculator computational strategies
• use a variety of checking strategies,
including mental estimation,
approximation and inverse operations
• develop their skills of estimating and
measuring; recognise limitations on the
accuracy of data and measurement; select
an appropriate degree of accuracy.
Mathematics
Key Stage 3
2. Communicate mathematically
Pupils should be given
opportunities to:
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
• use a wide range of mathematical
language, notation, symbols and
conventions to explain and communicate
their work to others
• recognise, and generalise in words,
patterns that arise in numerical,
spatial or practical situations
• generalise and explain patterns and
relationships in words and symbols;
express simple functions in words and
symbolically
• 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.
• visualise, describe and represent shapes,
movements and transformations, using
related mathematical language
• read mathematical forms of
communication, including tables,
diagrams, graphs, mathematical texts
and ICT
• present work clearly, using diagrams,
labelled graphs and symbols
• evaluate different forms of recording and
presenting information, taking account of
the context and audience
• explain strategies, methods, choices,
conclusions and reasoning to others in a
variety of ways, including orally,
graphically and in writing.
Skills
Mathematics
Key Stage 3
3. Reason mathematically
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 conclusions can
be uncertain or misleading
• make and investigate mathematical
hypotheses, predictions and
conjectures.
Skills
Pupils should be given opportunities
to:
• extend mental methods of computation
to consolidate a range of non-calculator
methods
• justify how they arrived at a conclusion
to a problem; give solutions in the
context of the problem; confirm that
results are of the right order of
magnitude
• interpret and use simple algebraic
relationships and functions; predict
subsequent terms or patterns in number
or geometric sequences
• understand general algebraic
statements; make and test
generalisations; recognise particular
examples of a general statement
• interpret mathematical information
presented in a variety of forms; draw
inferences from graphs, diagrams and
statistics; recognise that some
conclusions and graphical representations
of data can be misleading; examine
critically, improve and justify their choice
of mathematical presentation
• explain, follow and compare lines of
mathematical argument; make
conjectures and hypotheses, design
methods to test them, and analyse
results to see whether they are valid;
appreciate the difference between
mathematical explanation and
experimental evidence; recognise
inconsistencies and bias
• evaluate results by relating them to the
initial question or problem; develop an
understanding of the reliability of results;
recognise that inferences drawn from
data analysis may suggest the need for
further investigation.
Modern Foreign Languages
Key Stage 3
Pupils should have the opportunity to develop the skills of oracy, reading and
writing through the range of activities and experiences listed below.
Intercultural understanding
To increase their understanding and
appreciation of their own and other
cultures, 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
2. develop sensitivity towards different peoples,
their customs, values and perspectives
3. interact with native speakers and learners of
the target language who have a recent and
active experience of the language, e.g. visits,
exchanges, partner schools, foreign language
assistants, language students, texting, e-mail,
video conferencing
4. access authentic materials, e.g. film, DVD,
TV, drama, radio, magazines, adverts, internet,
books, realia, songs, newspapers, literature
5. appreciate the importance of languages in
the global society of the twenty-first century
and for the world of work
6. develop their awareness of current events,
news, people and issues in relation to the
countries and communities of the target
language.
Modern Foreign Languages
Key Stage 3
Pupils should have the opportunity to develop the skills of oracy, reading and
writing through the range of activities and experiences listed below.
Language learning strategies
To support learning a new language and to
become independent language learners,
pupils should have opportunities to:
1. take risks and experiment with language
2. acquire techniques for memorising and
recording words, phrases and structures
3. practise new language in and outside the
classroom
4. identify patterns in language, formulate rules
and test their findings
5. increase their confidence in language use
and triple literacy skills by building on skills
already acquired through their learning of
English and Welsh
6. make comparisons with English, Welsh and
other languages, exploring similarities and
differences in vocabulary and structure
7. use and apply positive techniques for self and
peer evaluation to encourage progress and
confidence in using the language
8. discuss their language learning
9. analyse what they need to know in order to
carry out a task.
Modern Foreign Languages
Key Stage 3
Pupils should have the opportunity to develop the skills of oracy, reading and
writing through the range of activities and experiences listed below.
Activities and contexts
Pupils should have opportunities to
develop their language skills through:
1. using language in a variety of relevant,
engaging and up-to-date contexts that may be
related to other areas of the curriculum
2. language games and solving puzzles, using ICT
as appropriate
3. working in pairs and groups to take part in face
to face dialogues, conversations and
discussions
4. responding to and joining in songs, rhymes,
story-telling activities and drama, interviews
and other spoken language
5. responding to a range of texts, including
stories, poems, literature, non-fiction, and
using the internet
6. producing factual, descriptive and narrative
texts as well as personal information/letters,
diaries and creative pieces
7. reading, viewing and listening to integrated
sources including video/DVD, audio, internet,
CD-ROM for personal interest and pleasure as
well as for information
8. using language creatively, independently and
for real purposes
9. activities in which they use two or more skills
in combination.
Modern Foreign Languages
Key Stage 3
Oracy
Pupils should have opportunities to:
1. listen attentively, for gist and detail, and
respond appropriately
2. use context, grammatical clues and
cognates to understand spoken language
3. relay the gist and relevant detail of spoken
language
4. develop correct pronunciation and intonation
5. initiate and develop conversations by asking
questions, responding to the contributions
of others, giving information, instructions
and explanations
6. communicate with each other and their
teacher, taking part in unscripted dialogues
and contributing to classroom discussion
7. make oral presentations, including
using visual support such as ICT
8. listen to and deal with unpredictable and
less familiar language
9. listen to and talk about past, present and
future actions and events
10. use what they hear to develop their own
productive language
11. adapt and vary previously learned language
to suit context, audience and purpose for
reuse in speech
12. express and justify personal opinions
and feelings
13. use language creatively and imaginatively.
Modern Foreign Languages
Key Stage 3
Reading
Pupils should have opportunities to:
1. understand and use the alphabet, common
letter strings and syllables, sound patterns,
punctuation, accents and other characters
2. read for gist and detail and respond
appropriately
3. read aloud
4. use glossaries, bilingual dictionaries and
other reference materials, including ICT
5. relay the gist and relevant detail of written
language
6. read independently for pleasure and
information
7. skim and scan texts
8. use context, grammatical clues and cognates
to understand text and deal with unfamiliar
language
9. read and respond to texts referring to past,
present and future actions and events
10. use what they read to enhance or develop
their own productive language
11. develop independent research skills
including using ICT.
Modern Foreign Languages
Key Stage 3
Writing
Pupils should have opportunities to:
1. understand and apply the grammar of the target
language
2. write for different purposes using ICT as
appropriate
3. acquire a repertoire of high-frequency words to
support sentence building and linking
4. expand a sentence by adding, e.g. adjectives,
adverbs, opinions, and changing, e.g. verb,
tense, subject
5. build sentences to form continuous text
6. produce more extended writing
7. write about past, present and future actions and
events
8. organise and present ideas and information
clearly in a range of forms using ICT as
appropriate
9. adapt and vary previously learned language to
suit context, audience and purpose
10. summarise and report from spoken and written
sources
11. express and justify personal opinions and
feelings
12. use language creatively and imaginatively,
using ICT as appropriate
13. evaluate and improve the quality of their
writing through drafting and redrafting.
Music
Key Stage 3
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.
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, other
musical traditions and cultures, and
music that evolves during the twenty-first
century. 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 part songs, and be
appropriate for pupils’ vocal range.
Each pupil should gain experience of
playing a wide range of instruments.
Music
Key Stage 3
Composing
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.
Composing activities should involve
the use of a wide variety of vocal,
instrumental and electronic sound
sources. The activities should be
based on a wide range of stimuli,
include individual and group work,
and incorporate vocal and
instrumental improvisation.
Appraising
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.
The repertoire for listening should
include live and recorded music,
including pupils’ own compositions
and performances and the music of
others, of varied genres and styles,
from different periods and cultures,
composed for different media and
for various purposes. It should link
with and extend pupils’ musical
experience and include examples
taken from the European ‘classical’
tradition from its earliest roots to
the present day, folk and popular
music, the music of Wales, and
other musical traditions and
cultures, including those that
evolve during the twenty-first
century.
Music
Key Stage 3
Performing
Performing
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. sing with increasing control of
breathing, posture, diction,
dynamics, phrasing, pitch and
duration
2. play instruments, using appropriate
playing techniques and with
increasing dexterity and control of
sound
3. practise and evaluate their
performing in order to improve
during which they should:
4. maintain a part as a member of a
group in a part song
5. maintain an individual instrumental
part in a group piece
6. imitate, memorise, internalise (hear
in their heads) and recall musical
patterns and songs
7. communicate with others when
performing
8. plan and make decisions about
which music to perform and how to
perform it.
1. sing with increasingly sophisticated
technique and with control of subtle
changes within the musical elements
2. play instruments, with increasingly
sophisticated technique and with control
of subtle changes within the musical
elements
3. practise and evaluate their performing in
order to improve
during which they should:
4. maintain a part as a member of a group
in a part song and/or sing a short solo
part
5. maintain an individual instrumental part
in a group piece and/or play a short solo
part
6. imitate, memorise, internalise and recall
increasingly complex sections of music
and perform by ear
7. develop ensemble skills and
communicate with other performers
8. rehearse and direct others and respond
to a conductor
9. plan and make decisions about which
music to perform and how to perform it
10. realise music using ICT and music
technology.
Music
Key Stage 3
Composing
Composing
Pupils should be given
opportunities to:
Pupils should be given
opportunities to:
1. improvise, compose and arrange
music
1. improvise, compose and arrange
music
during which they should:
during which they should:
2. explore, use, create, select and
organise sounds for a musical
purpose
2. explore, use, create, select, combine
and organise sounds for a musical
purpose
3. develop and refine musical ideas,
and evaluate their work in order to
improve it
3. develop and refine musical ideas,
and evaluate their work in order to
improve it
4. communicate ideas and emotions
through music.
4. communicate ideas and emotions
through music
5. compose using ICT and music
technology.
Appraising
Pupils should be given
opportunities to:
1. listen to and appraise music
during which they should:
2. make distinctions within the musical
elements
3. recognise and describe musical
characteristics
4. discuss and evaluate music, making
connections between their own and
others’ work.
Appraising
Pupils should be given
opportunities to:
1. listen to and appraise music with
perception and attention to detail
during which they should:
2. discriminate within the musical
elements
3. recognise and describe distinctive
musical characteristics
4. analyse music aurally, discussing,
evaluating and making connections
between their own and others’ work.
Physical Education
Key Stage 3
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 wellbeing.
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.
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.
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 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.
2. Creative activities:
activities that are composed or
choreographed and are generally artistic
and aesthetic in nature.
More complex sequence composition
might include variations in speed, shape,
level, direction and pathways; combining
and linking actions; relationships to
partners, apparatus or a musical
stimulus.
The use of compositional principles to
enhance performance might include
spatial awareness; relationship with
others such as working in unison or
canon; motif or sequence development.
The different qualities that contribute to
successful performance might include a
focus on mood, feelings, variations in
rhythm, timing and stimulus, use of
light, colour and sound, technical
efficiency, tension and focus and
communication with the audience.
Physical Education
Key Stage 3
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.
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.
3. Adventurous activities:
activities that are underpinned by problem
solving 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.
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 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.
They should engage in these competitive
activities against a background of
changing situations that can be analysed.
Through their adoption of different roles
such as leader, official or performer,
pupils could choose to develop these roles
in their lessons and competitions.
Physical Education
Key Stage 3
1. Health, fitness and well-being
activities
Pupils should be given
opportunities to:
1. Health, fitness and well-being
activities
Pupils should be given opportunities
to:
1. engage in frequent and regular
physical activity beneficial to their
health, fitness and well-being
1. engage in frequent and regular physical
activity beneficial to their health, fitness
and well-being
2. plan daily physical activity through
opportunities in school, at home and in
the community
2. investigate and plan for participation in a
range of daily activity opportunities at
school, home and in the local community,
and find ways of incorporating exercise
into their lifestyles
3. identify how to eat and drink healthily
in order to meet the energy
requirements of different activities
4. find out how exercise affects the body
5. 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:
6. follow relevant rules and safety
procedures when exercising, and begin
to understand risk and how to take
responsibility for actions
7. describe how they feel when doing
different activities
8. find out about opportunities in the
community to try different activities.
3. try different activities that affect their
fitness and find out how appropriate
training can improve fitness and
performance
4. identify how to eat and drink healthily in
order to meet the energy requirements of
different activities and levels of
performance.
Physical Education
Key Stage 3
2. Creative activities
Pupils should be given opportunities to:
1. develop, consolidate, and then apply, the
basic actions of travelling, balancing and
stillness, jumping and landing and rotation.
Actions should be developed using the floor
and apparatus, as appropriate
2. recognise the principles of simple
composition and choreography in order to
use them to plan sequences and a range of
movement patterns
3. respond to a range of stimuli and
accompaniment
and as their work develops:
4. determine success criteria relating to the
development of their performance using
key words related to their activity
5. represent and respond to information in
different forms including pictures, sounds,
symbols showing some awareness of the
audience and purpose
6. evaluate their own and others’
performances, using ICT when
appropriate, and ask relevant questions
in order to improve and make progress
7. perform and develop an appreciation of
movement from different traditions, times
and places, including some traditional
dances from Wales
8. communicate ideas and emotions using
gestures or other non-verbal signals to
convey and enhance meaning.
2. Creative activities
Pupils should be given
opportunities to:
1. create and perform more complex
movement patterns, techniques and
sequences in their activities
2. use compositional principles when
planning and performing their
activities
3. describe, analyse and interpret
performance, recognising different
qualities that contribute to successful
performance
4. develop and communicate a variety
of imaginative ideas and information
5. listen carefully to others’ contributions,
considering their ideas and responding
aptly
6. vary their presentations for different
audiences and purposes, using ICT
when appropriate, to improve the
impact of their work.
Physical Education
Key Stage 3
3. Adventurous activities
Pupils should be given opportunities to:
1. overcome challenges of a physical and
problem-solving nature with a partner or
in a small group
2. acquire the skills necessary for the activities
undertaken, e.g. reading a compass, map
or instructions, tying a rope or constructing
a shelter
3. identify why they should be mindful of
their own and others’ safety and how to
respect the environment.
Pupils should be taught to:
4. develop skills of water safety and personal
survival
5. swim unaided for a sustained period of time
and as their work develops:
6. plan and evaluate their individual or group
responses to challenges using key words
related to their activity
7. use what they find out to plan how to
improve their next attempts
8. apply their skills in familiar and unfamiliar
environments.
3. Adventurous activities
Pupils should be given
opportunities to:
1. develop a range of skills and techniques
in at least one of the following three
types of adventurous activities:
• outdoor and adventurous activities, e.g.
climbing, canoeing, orienteering
• problem-solving or initiative challenges,
e.g. following or designing trails, rope
courses
• journeys, e.g. hill walking and camping
2. plan, undertake and evaluate activities,
using what they find out to plan how
to improve their next attempts
3. take some responsibility for themselves,
others and the learning environment
4. apply and evaluate the principles and
practice of rescue and resuscitation
5. listen carefully to the contribution of
others, make individual and group
decisions to identify problems and
suggest alternative approaches.
Physical Education
Key Stage 3
4. Competitive activities
Pupils should be given opportunities to:
1. 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)
2. improve the efficiency and effectiveness of
these skills and specific techniques
3. explore the principles underpinning their
different activities, e.g. attack and defence;
outwitting an opponent; maximising speed,
distance, height or length
and as their work develops:
4. determine success criteria for the
development of their activity using key
words related to their activity
5. plan how to improve performance
through setting targets, e.g. a time,
distance, goals, points
6. evaluate their own and others’
performances and ask relevant questions
in order to improve and make progress
7. take part in, and design, small-sided,
modified versions of their competitive
activity
8. cooperate with others and observe the
conventions of fair play, equality and
appropriate conduct in individual and
team activities.
4. Competitive activities
Pupils should be given opportunities
to:
1. develop their techniques, skills,
strategies and tactics applicable to 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); application of spin;
attacking and defending (possession,
progression, scoring and change of
possession); running (different speeds);
jumping (for height or length); and
throwing (for distance)
2. refine, adapt and apply their skills
with consistent control and accuracy
under competitive conditions
3. analyse and evaluate the
effectiveness of increasingly complex
strategies and tactics against a
background of changing situations
4. use the information to modify,
develop and try out their plans and
identify other strategies and tactics
that might have been effective
5. adopt an alternative role in their
chosen activity, while working with
others to apply the rules of an activity
and ensure the conventions of fair play,
honest competition, good sporting
behaviour and informed spectatorship.
Science
Key Stage 3
Interdependence of organisms
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.
Pupils use and develop their skills,
knowledge and understanding by
investigating how humans are
independent yet rely on other
organisms for survival, applying this to
life in countries with different levels of
economic development.
They should be given opportunities
to study:
They should be given opportunities to
study:
1. the names, positions, functions and
relative sizes of a human’s main
organs
1. the basic structure and function of some
cells, tissues, organs and organ systems
and how they support vital life processes
2. the need for a variety of foods and
exercise for human good health
2. how food is used by the body as fuel
during respiration and why the components
of a balanced diet are needed for 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.
Range
3. the beneficial and detrimental effects of
some drugs on the organs of the human
body and other consequences of their use,
e.g. insulin, steroids, paracetamol, caffeine
4. the interdependence of organisms and
their representation as food webs,
pyramids of numbers and simple energyflow diagrams
5. how and why food webs are affected by
environmental factors, e.g. light intensity,
water availability, temperature, and their
fluctuations
6. how human activity affects the global
environment, e.g. acid rain, greenhouse
effect, and the measures taken to minimise
any negative effects and monitor them, e.g.
by Earth observation satellites
7. applications of science, medicine and
technology that are used to improve health
and the quality of life, including those in
countries with different levels of economic
development.
Science
Science
Key Stage 3
The sustainable Earth
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.
Pupils use and develop their skills,
knowledge and understanding by
investigating the materials in the
Earth and its atmosphere and how
they can change, and apply this in
contemporary contexts.
They should be given opportunities
to study:
1. the daily and annual movements of
the Earth and their effect on day
and year length
They should be given opportunities to
study:
1. the properties of solids, liquids and
gases and how the particle model can
be used to explain these properties
2. the relative positions and key
features of the Sun and planets in
the solar system
2. the physical and chemical properties of
some elements, compounds and
mixtures and how mixtures can be
separated by simple techniques
3. a comparison of the features and
properties of some natural and
made materials
3. the differences between physical and
chemical changes using some common
examples
4. the properties of materials relating
to their uses
4. investigations into the patterns of
behaviour of elements and compounds
and their use to describe and predict
their behaviour in chemical reactions
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.
Range
5. the properties of sustainable materials
and how these are related to their uses
in everyday life, e.g. in the construction
and manufacturing industries, and the
importance of sustainability.
Science
Key Stage 3
How things work
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.
Pupils should use and develop
their skills, knowledge and
understanding by investigating the
science involved in a range of
contemporary devices/machines
and evaluate different energy
resources and possibilities.
They should be given opportunities to
study:
They should be given opportunities to
study:
1. the uses of electricity and its control in
simple circuits
1. the behaviour of current in electrical
circuits
2. forces of different kinds, e.g. gravity
magnetic and friction, including air
resistance
2. the conservation of energy and ways in
which energy can be stored
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.
3. how familiar devices/machines work by
using electricity, light, sound and other
energy transfers
4. the forces in devices and their
relationship to work done and power
5. how renewable and non-renewable
energy resources are used to generate
electricity and the implications of
decisions made about their use
6. technologies under development,
which may lead to more efficient use
of energy resources or using them in
new ways, e.g. hydrogen-powered
cars, using cooking oil/gasohol, as
replacements for diesel/petrol.
Range
Welsh
Key Stage 3
Oracy
Pupils should be given
opportunities to:
Oracy
Pupils should be given opportunities to:
1. see and hear different people talking,
including those with different dialects
1. see and hear different people talking,
including those with different dialects
2. experience a range of audio, audiovisual, electronic, visual and written
stimuli, ideas and texts, e.g. DVDs,
tapes, interactive white board
material, a theatrical performance
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
3. communicate for a variety of
purposes including:
3. communicate for a variety of purposes
including:
• asking questions and offering
comments
• asking questions and offering extended
comments
• giving and following sets of
instructions
• giving and following sets of instructions
• presenting personal and imaginative
experiences and factual information
• expressing opinions, offering and
developing comments and arguments
• reporting back using notes
4. work independently, in pairs, in
groups and as members of a class
5. use a variety of methods to present
ideas, including ICT, e.g. drama
techniques, simulations, holding a
discussion
• presenting personal and imaginative
experiences, and factual information in a
detailed and coherent manner
• expressing opinions effectively, using
evidence to construct an argument and be
persuasive
• reporting back using notes
4. work independently, in pairs, in groups and
as members 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
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 of
Welsh and English and other
languages.
7. increase their confidence in language use
by drawing on their knowledge of Welsh
and English and other languages.
Welsh
Key Stage 3
Reading
Reading
Pupils should be given
opportunities to:
Pupils should be given opportunities
to:
1. develop as enthusiastic, independent
and reflective readers
1. develop as enthusiastic, independent
and reflective readers
2. read in a variety of situations
including reading:
2. read in a variety of situations including
reading:
• with support
• with support
• independently
• independently
• in pairs
• in pairs
• in a group
• in a group
• aloud
• aloud
and listen whilst following the print
and listen whilst following the printed text
3. experience a variety of texts and
forms including:
3. experience a variety of texts and forms
including:
• traditional and contemporary poetry
and prose
• traditional and contemporary poetry and
prose
• material which is challenging
• material which is challenging
• material that broadens horizons and
expands the mind
• material that broadens horizons and
expands the mind
• material that presents information and
reference material including media
texts and computer material
• material which presents information and
reference material, including formal,
official and public material and media
texts
• extracts and complete texts
• material with a variety of structural
and organisational features.
• extracts and complete texts
• material with a variety of structural and
organisational features.
Welsh
Key Stage 3
Writing
Writing
Pupils should be given opportunities
to:
Pupils should be given opportunities
to:
1. write for a variety of purposes
including:
1. write for a wide variety of purposes
including:
• to entertain
• to entertain
• to present information
• to present information
• to express opinions
• to express opinions
• to convey feelings and ideas
• to convey feelings and ideas
2. write for a variety of real and imaginary
audiences, e.g. oneself, fellow-pupils,
younger pupils, teachers, family and
friends
2. write for a wide variety of 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, articles,
speeches
3. write in a wide variety of forms, e.g.
stories, poems, scripts, leaflets,
posters, advertisements, reports,
diaries, notes, electronic texts,
portrayals, instructions, questionnaires,
reviews, articles, speeches, soliloquies
4. write in response to a variety of audio,
visual and audio-visual stimuli, e.g.
stories, poems, their interests, activities
and experiences in the classroom and
elsewhere, television programmes, a
statue.
4. write in response to a wide variety of
audio, visual and audio-visual stimuli,
e.g. stories, poems, their interests,
activities and their experiences in the
classroom and elsewhere, a television
programme, a statue.
Welsh
Key Stage 3
Oracy
Oracy
Pupils should be given opportunities to:
Pupils should be given opportunities
to:
1. view and listen carefully, extracting the
main points
2. respond extensively by:
• recognising the main points
• asking questions and offering comments
• taking and making use of notes based on
their enquiries
1. view and listen carefully, extracting the
main points
2. respond extensively by:
• recognising the main points
• asking questions and offering comments
• evaluating the opinions of others
• clearly and confidently
• considering the use of evidence,
suggestion and that which is implicit in
what is said
• in a manner that is suitable for the audience
and purpose
• taking and making notes based on their
enquiries
• using appropriate gesture and intonation
3. communicate:
4. develop their awareness of the social
conventions of conversation and
discussion
• clearly and confidently
3. communicate:
5. reinforce Welsh syntax by developing their
ability to:
• use a variety of sentence structures and
vocabulary with accuracy
• use language that is both refined and robust
and an increasing range of vocabulary
• avoid the unnecessary use of English words,
phrases and patterns and those of an
English nature
• in a manner suitable for the audience
and purpose
• using appropriate gesture and intonation
4. develop their awareness of the social
conventions of conversation; discuss
perceptively and extensively and move
a discussion forward
5. reinforce Welsh syntax by developing
their ability to:
• use a variety of sentence structures and
vocabulary with accuracy
• use language that is both refined and
robust and a wide range of vocabulary
• avoid the unnecessary use of English
words, phrases and patterns or those of
an English nature
Welsh
Key Stage 3
Oracy
Oracy
6. use spoken language appropriately and:
6. use spoken language appropriately and:
• understand that there are differences
between spoken and written language
• understand that there are differences
between spoken and written language,
and consider those differences
• identify differences in dialects
• consider the ways in which formal and
informal language varies according to
context and purpose
• 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
f. using noun gender
7. evaluate their own and others’ talk and
consider ways of improving by taking
account of the way in which speakers,
including themselves, adapt the vocabulary,
tone, pace and style of their conversation
to different circumstances.
• identify differences in the dialects and
accents of different areas
• consider the ways in which formal and
informal language varies according to
context and purpose
• 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
f. using noun gender
7. evaluate their own and others’ talk and
consider ways of improving by taking
account of the way in which speakers,
including themselves, adapt the
vocabulary, tone, pace and style of their
conversation to different circumstances.
Welsh
Key Stage 3
Reading
Pupils should be given opportunities to:
Reading
Pupils should be given opportunities
to:
1. use various strategies, e.g. phonics, word
recognition, as required in order to develop
as readers
1. use various strategies, e.g. phonics, word
recognition, as required in order to
consolidate their reading
2. read their own and others’ work:
• confidently
2. read their own work and the work of
others:
• meaningfully
• confidently
• fluently
• meaningfully
• with enjoyment
• fluently
3. use different strategies to establish meaning
and retrieve information in texts including:
• accurately
• skimming
• with appropriate expression in order to
maintain the audience’s interest
• scanning
• with enjoyment
• detailed reading
3. use different strategies to establish
meaning and retrieve information in
texts including:
• predicting
• using context and knowledge about language
to understand that which is implicit in a text
4. identify the characteristics of different
genres in terms of organisation, structure
and presentation; note how effects are
created by means of orthographical devices,
sounds and words and differentiate between
fact and opinion
5. respond intelligently, clearly and
appropriately both orally and in writing to
the:
• plot
• events
• characters
• ideas
• vocabulary
• style
• register
• presentation
• form
offering comments or opinions and using
relevant terms
• skimming
• scanning
• detailed reading
• predicting
• using context and knowledge about
language to understand that which is
implicit in a text
4. identify and discuss the characteristics of
different genres in terms of organisation,
structure and presentation; note how
effects are created by means of
orthographical devices, sounds and
words; differentiate between fact and
opinion and come to recognise an
author’s viewpoint
Welsh
Key Stage 3
Reading
6. look for information by using all kinds
of information organising systems,
including ICT, e.g. the alphabet,
indexes, catalogues
7. use the knowledge of language gained
from their reading to:
• reinforce the language presented to
them
• develop their understanding of the
structure of the language
• understand how a range of punctuation
helps to convey meaning
8. read, re-read and recall materials that
have been read, and retell the
passages that were particularly
enjoyable; memorise extracts
9. consider how texts change when
adapted for different media.
Reading
5. discuss and interpret texts both orally and
in writing by referring to the:
• plot
• events
• characters
• ideas
• vocabulary
• style
• register
• presentation
• form
with evidence to support comments or
opinions and using a variety of relevant
terms
6. look for information by using all kinds of
information organising systems including
ICT, e.g. the alphabet, indexes, catalogues
7. use the knowledge of language gained from
reading texts containing rich language to:
• reinforce the language presented to them
• develop their understanding of the structure
of the language
• understand how a range of punctuation
helps to convey meaning
8. read, re-read and recall materials that have
been read, and retell the passages that
were particularly enjoyable; memorise
extracts
9. consider how texts change when adapted
for different media, and draw comparisons.
Welsh
Key Stage 3
Writing
Pupils should be given opportunities
to:
1. use the characteristics of chosen forms,
adapting their style to the audience and
purpose
2. link sentences and clauses in an
intelligible and coherent manner; use
various Welsh constructions and use
paragraphs effectively
3. use punctuation to convey appropriate
meaning, including:
• commas
• full stops
• question marks
• quotation marks
• exclamation marks
• apostrophes
• circumflexes
• bullet points
4. choose and use appropriate vocabulary,
develop language that is both refined
and robust, and use it to create effects
5. develop accuracy by:
• using verb forms
• forming negative sentences
• using prepositions
• using mutations
• using noun gender
• differentiating between similar words
• differentiating between ‘i’, ‘u’ and ‘y’
• avoiding the unnecessary use of English
words, phrases and patterns and those
of an English nature
Writing
Pupils should be given opportunities to:
1. use the characteristics of chosen literary
forms, adapting their style to the audience
and purpose
2. link sentences and clauses and in an
intelligible and organised manner; use
various Welsh constructions and use
paragraphs effectively
3. use the full range of punctuation marks
4. choose and use appropriate vocabulary and
refined robust language, and use a range of
style techniques to create effects
5. develop accuracy by:
• using verb forms
• forming negative sentences
• using prepositions
• using mutations
• using noun gender
• differentiating between similar words
• differentiating between ‘i’, ‘u’ and ‘y’
• avoiding the unnecessary use of English
words, phrases and patterns or those of an
English nature
Welsh
Key Stage 3
Writing
6. use a range of strategies which enables
them to spell correctly; check spelling
by using various methods, including ICT
7. use appropriate vocabulary and
terminology when considering and
evaluating their own work and the work
of others
8. 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
9. present their work appropriately by:
• developing legible handwriting in
accordance with convention
• using appropriate presentation and
layout, including ICT.
Writing
6. use a range of strategies to enable them
to spell correctly; check spelling by using
various methods, including ICT
7. use appropriate vocabulary and
terminology when considering and
evaluating their own work and the work
of others
8. draft and improve their work, using ICT
as required, in order to:
• prepare and plan
• draft and redraft content and language
• proof-read
• prepare a final copy
9. present their work appropriately by:
• developing legible handwriting in
accordance with convention
• using appropriate methods in terms of
presentation and layout, including ICT.
Religious Education
Key Stage 3
Pupils should be given opportunities to develop their skills, and their knowledge and
understanding of Christianity and the other principal religions, and use these to raise and
respond to fundamental human and religious questions. This should be carried out through the
interrelationship of the three core skills of the subject.
• 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.
• 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. These core skills
inform one another and all three should be applied appropriately to the range studied.
Pupils should be given opportunities to
develop their skills by focussing on the
following contexts for study. These 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.
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
Range
Pupils should be given opportunities to
develop their skills by focussing on the
following contexts for study. These 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.
Pupils should be given opportunities to
develop skills through engaging with:
The world
• the origin and purpose of life – why
religions value living things and hold positive
views regarding the natural world: through
contemporary debates about the origin,
purpose and sanctity of life and the
relationship between the natural world,
human beings and God
• the natural world and living things – why
individual religions acknowledge the
importance of taking responsibility for the
natural world and living things and implement
their beliefs through action, e.g. life as a gift;
sustainability
Religious Education
Key Stage 3
Human experience
• 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
Human experience
• human identity – why religions believe
humans have a unique status amongst living
things and the implications of this belief on
human behaviour, values, freedom,
responsibility and consciousness, e.g. image
of God
• meaning and purpose of life – how and
why religion is considered to provide insight
into questions of truth, meaning, purpose
and value, e.g. life/death/life after death;
good/evil/suffering/hope, etc.
• belonging – how and why individuals, local
communities and society express religious
identity and demonstrate commitment
through worship, celebration, lifestyle, etc.
• authority and influence – how religious
authority conveys ideas regarding revelation,
wisdom and truth/interpretation and why
this influences believers, e.g. through sacred
texts and religious founders, and historical
and contemporary leaders
• relationships and responsibility – how
religions demonstrate rules for living, advise
on making difficult moral decisions,
recommend ways to develop and retain
relationships and provide reasons why these
are important, e.g. right/wrong;
justice/equality; tolerance/respect;
conflict/reconciliation
• the journey of life – how and why religious
people take on different roles,
responsibilities and commitments at different
stages of life, e.g. becoming an
adult/parent/ascetic; participating in
pilgrimage, etc.
Range
Religious Education
Key Stage 3
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 nonmaterial/spiritual – how
religious/spiritual experience is
developed and understood, e.g.
relationship with God; lifestyle,
commitment, worship, prayer, music,
dance, meditation and fasting.
Range
Search for meaning
• non-material/spiritual – how people
explore and express issues, ideas and
experiences of a transcendent/spiritual
nature and why this spiritual side of life is
important to them, e.g. the nature of
God/the soul; religious experience/spiritual
dimensions of human experience and
truth/meaning/interpretation
• knowledge and experience of the nonmaterial/spiritual – how and why people
develop, interpret and act on their
religious/spiritual experience, e.g.
relationship with and responses to God;
lifestyle/sacrifice; impact of religion/religious
commitment on individuals, communities
and society; identity/diversity within and
across religion.
Religious Education
Key Stage 3
Pupils should be given opportunities to develop their skills, and their knowledge and
understanding of Christianity and the other principal religions, and use these to raise and
respond to fundamental human and religious questions. This should be carried out through the
interrelationship of the three core skills of the subject.
• 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.
• 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. These core skills
inform one another and all three should be applied appropriately to the range studied.
Engaging with fundamental 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
Engaging with fundamental 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
• draw on their own experiences and on a
variety of informed religious and nonreligious sources, including other
disciplines, in order to gather evidence and
develop appropriate arguments
• use evidence from a range of sources
effectively in order to present and support
arguments and opinions
• use problem-solving techniques, critical,
creative and intuitive thinking to explore
preconceptions, possibilities/explanations
• develop alternative explanations and
suggest new possibilities
• formulate arguments and justify points of
view while recognising that the conclusions
are only partial, inconclusive and are open
to different interpretations.
• carry out investigation in an open-minded
way and be prepared to accept challenge
in the light of new information or
evidence.
Skills
Religious Education
Key Stage 3
Exploring religious beliefs, teachings
and practice(s)
Exploring religious beliefs, teachings and
practice(s)
Pupils should be given opportunities
to:
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
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.
• recall, describe, and explain the religious
beliefs, teachings and practices investigated
• make and investigate the links between
religious beliefs, teachings and practices to
demonstrate understanding of a range of
religious ideas/concepts
• describe and give explanations for the
similarities and differences within and across
religions
• explain how religion impacts on the lives of
individuals, local communities and wider
society, using a range of interpretations
• analyse and interpret the layers of meaning/
symbolism within religious stories, rituals,
art, dance and music.
Expressing personal responses
Pupils should be given opportunities to:
• communicate religious ideas and concepts
using reasoned argument, personal opinions
and ideas in a variety of creative ways, e.g.
orally, in writing, and through creative arts
• explain how what they have learned about
religious/spiritual experience and moral
decision-making might relate to their own
and other people’s lives
• appreciate, respect, empathise with and
evaluate the viewpoints of others,
acknowledging where they are similar to and
different from their own
• recognise, explore and reflect on the
spiritual side of life
• use a range of religious language
appropriately
Skills
• use ICT and other means to gain access to
information and to communicate religious
concepts.