English

English 

Intent

At Frenchwood, we believe that reading, writing and oracy are central to a high-quality education for all children. Our curriculum is designed to facilitate a love of reading, imagination for writing and a confidence to speak and listen, in order to learn to talk and talk to learn. The children at Frenchwood will leave with a wide vocabulary, an understanding of grammar and a toolkit to support their reading, writing and spoken language as they continue their education. 

Implementation

Our scheme of work is designed to enable children to become confident and independent writers, readers and speakers, ensuring that children develop the skills necessary to support them throughout school and beyond. 

We acknowledge that due to the diverse and transient nature of our intake, some of our children face barriers to learning, meaning that they need some additional provision.  

Impact

We expect our curriculum to be exciting and engaging for all children, developing a love of reading, an imagination for creative writing and the ability to communicate effectively with others. We provide the skills children need, relevant to our context and ensuring that we set ambitious targets and children are successful. 

Oracy

Intent

At Frenchwood, we promote high-quality talk within our classrooms. Children learn to talk and understand how to talk to learn. We strive to ensure children have a vocabulary rich environment and appropriate speaking and listening strategies are modelled throughout the school. Oracy is a part of the culture at Frenchwood, weaving through all curriculum areas and is an integral part of the teaching and learning of our children. By the time they leave Frenchwood, children will be able to confidently express themselves, articulate ideas and speak using appropriate language, whilst listening to others with understanding. 

Implementation 

Oracy is a key part of learning at Frenchwood, enabling children to communicate their own wants, needs and feelings as well as using speaking and listening as a skill for learning, applying this across all subjects and in the wider world. Teachers provide children with opportunities to talk to peers and adults through all lessons. They are supported and encouraged to share their ideas and ask questions to deepen their understanding, share their knowledge and extend their thinking. 

Oracy is carefully planned into English lessons, giving children the opportunity to participate in role play, debates, discussions and share their learning in whole class forums as well as small group work opportunities.   

Impact

At Frenchwood, children will use oracy as an integral tool in their education. Children will be able to speak and listen with a high standard of English. Children will be confident to communicate their needs and feelings, express their emotions and converse effectively and appropriately, whether this be with teachers and peers, whilst out on trips or with visitors to school. 

Reading

Intent

Our reading curriculum is designed to meet the needs of all children in our school community and is a highly-valued part of our curriculum. We aim to ensure that children leave Frenchwood as enthusiastic, lifelong readers, with an appreciation for a diverse range of authors and text types. By teaching our children to read fluently and with good understanding helps them develop the habit of reading widely and often, for both pleasure and information.   

Phonics is taught throughout EYFS and Key Stage 1, supporting children to identify and understand letters. Linking graphemes to phonemes and using this to decode a range of words, allowing them to read books that are closely matched to their phonetic knowledge.  

Implementation

Children are read to daily and are immersed in texts as well as a positive, vocabulary rich learning environment. High-quality texts are provided in libraries for all children with a range of challenging and decodable texts, children visit the library weekly to choose books and given time to read for pleasure. Daily reading takes place, and children are listened to read by adults throughout school.  

In EYFS and Key Stage children learn to read through Phonics, using Read Write Inc. Children are taught to decode words accurately before developing their fluency and pace, whilst learning to understand and comprehend texts. Children who have not passed the phonics screening test by year 2, are supported with high quality phonics intervention, supporting the gap to narrow and progress to be made.  

In Key Stage 2 reading and comprehension skills continue to be taught and developed across the curriculum. Children are exposed to high-quality texts and discussion with their teachers and peers to enhance comprehension skills and further develop a love of reading and an understanding of texts.  

Impact

Children in EYFS will develop a love of and an appreciation for a variety of texts and authors, as well as making good progress in phonics, securing the skills needed to continue their reading journey. 

It is expected that most children will be able to read fluently and with understanding by the end of Key Stage 1. Children will be able to read with accuracy, allowing them to pass the phonics screening test, but also with understanding, in order to develop their knowledge, the world, and an appreciation for different texts. 

In Key Stage 2, children will complete their National Curriculum Assessments, giving a measure of progress from KS1 to KS2. Children will be confident readers and will have found a style of text that suits them, allowing them the opportunity to get lost in reading.  

Ongoing formative assessment allows staff to plan for misconceptions and adapt teaching to suit the need of the learners, enabling more children to make progress and gaps to narrow.  

Throughout school, children will complete NFER assessments to give a measure of progress and inform teacher’s future planning. 

Writing

Intent

Our writing curriculum is designed to enable all pupils to make progress and become creative and independent writers, forming and articulating their own ideas and developing an appreciation for the skill of writing. Children are given the opportunity to develop independence when writing, creating pieces for a variety of different contexts, purposes and audiences and adapting language and style to suit the outcome. We aim to expose children to a range of different contexts and purposes for writing, enabling them to build on their prior knowledge in order to embed and develop their writing skills, whilst becoming competent and producing work for ‘real-life’ contexts’. At Frenchwood, children are taught spelling and handwriting, ensuring that they are not limited by their ability to communicate ideas. Where necessary, children are provided with alternative methods of communication to ensure progress is made and all children achieve success.  

Implementation

Through writing, we ensure that children are exposed to a variety of experiences, texts and vocabulary, ensuring that all children are able to make progress from their starting points. Writing is purposeful and planning carefully takes into account the context of our children, showing clear progress across school. Our writing curriculum focusses on teaching children to communicate fluently and express their ideas and emotions as well as apply key grammatical features to their work.  

Children are taught the statutory objectives and acquire the knowledge in composition, grammar and punctuation to become successful and independent writers. Writing is carefully planned and sequenced to ensure exposure to a variety of genres and opportunities for independent and creative writing, developing children’s love for writing and independence. Adaptations are made to ensure that aspirations are high for all children and to remove barriers, enabling them to be successful.  

Writing is moderated across year groups, with all staff taking part, ensuring that teachers are clear of expectations as well as confident in making judgements about progress and success.  

Impact

Children will leave Frenchwood as confident, independent writers, having made progress from their starting points. Children’s writing will show progress throughout the year and through different units of work. Work will be ‘published’ at points in the year, ensuring children take pride in what they produce, and this can be shared with peers, teachers and visitors to school.  

Children will leave each Key stage, having been taught the key skills for that year. Writing assessments, allow teachers to assess children’s prior learning and inform future planning, ensuring that teaching is adapted to suit the need of the children at Frenchwood, ultimately, allowing every child to make good progress. 

The English Curriculum has been carefully mapped across all year groups at Frenchwood. Texts have been chosen for their enjoyment and to ensure that texts progress appropriately as children develop their reading and writing skills. 

In mixed year groups, reading and writing objectives are mapped across both year groups so that children can strive for their maximum potential whilst embedding skills from earlier within the curriculum. 

Curriculum Maps

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Oracy

EYFS

Key Stage 1 

 EYFS Year 1 Year 2 
Physical

Speak audibly so they can be heard and understood.   

 

Use gestures to support meaning in play.  

Use the appropriate tone of -voice in the right context.  

  

Speak clearly and confidently in a range of contexts.  

 Start to use gestures to support the delivery of ideas  
Linguistic

Use talk in play to practise new vocabulary.  

  

Join phrases with words such as ‘because’, ‘is’, ‘so’, ‘could’, ‘but’.  

Use vocabulary that is appropriate to a specific topic.   

 

Take opportunities to try out new language, even if not always used correctly.   

 

Use sentence stems to link to other’s ideas in discussion. E.g. ‘I agree with... because...’.   

Use conjunctions to organise and sequence ideas. E.g. Firstly, secondly, finally.  

Adapt how they speak in different situations or according to audience.   

 

Use sentence stems to signal when they are building to challenging another's ideas.  
Cognitive

Use ‘because’ to develop ideas.   

 

Make relevant contributions and ask questions.   

 

Describe events that have happened in detail.  

Offer reasons for opinions.   

 

Recognise when they haven't understood something and ask a question to help.  

 

Disagree with someone else’s opinion politely.   

 

Explain ideas and events in chronological order.  

Ask questions to find out more about a subject.   

 

Build on others' ideas in discussions.  

  

Make connections between what has been said and their own experiences.  
Social and Emotional

Look at someone who is speaking to them.   

 

Take turns to speak when working in a group.

Listen to others and be willing to change their mind on the basis of what has been said.  

  

Organise group discussions independently of an adult.  

Start to develop an awareness of audience.   

Be aware of others who have not spoken and invite them into discussion.  

 

Be confident in the delivery of short, pre-prepared material.  

 

 

Key Stage 2 Year 3 Year 4 Year 5 Year 6
Physical 

Deliberately vary tone of voice in order to convey meaning.   

 

Consider position and posture when addressing an audience.  

Consider movement when addressing an audience.   

 

Use pauses for effect in presentational talk.  

Project their voice to a larger audience.  

  

Gestures begin to become more natural.  

Speak fluently in front of an audience.   

 

Have a stage presence.  

 

Consciously adapt tone, pace and volume of voice within a single situation.  
Linguistic 

Be able to use specialise language to describe the own and other’s talk.  

 

Use specialist vocabulary.   

 

Make precise language choices.  

 Carefully consider the words and phrasing used to express ideas.  

Use an increasingly sophisticated range of sentence stems with fluency and accuracy. 

Vary sentence structure and length for effect when speaking.   

 

Be comfortable using idioms and expression.  
Cognitive 

Offer opinions that aren’t their own.  

 

Reflect on discussions and identify how to improve them.  

 

Be able to summarise a discussion.  

  

Reach a shared agreement in discussions.  

Be able to give supporting evidence.  

 

Ask probing questions.   

 

Reflect on their own oracy skills and identify areas of strength and areas to improve.  

Draw upon knowledge of the world to support a point of view and explore different perspectives.   

 

Identify when a discussion is going off topic and be able to bring it back on track.  

Construct detailed arguments or a complex narrative.   

 

Spontaneously respond to increasingly complex questions, citing evidence where appropriate.  
Social and Emotional

Adapt the content of speech for a specific audience.   

 

Speak with confidence in front of an audience.  

Use more natural and subtle prompts for turn taking.   

 

Be able to empathise with an audience.   

Consider the impact of their words on others when giving feedback.  

Listen for an extended period of time.   

 

Speak with flair and passion.  

Use humour effectively.   

 

Be able to read a room or a group and take action accordingly.  

Reading

EYFS
Word reading

Say a sound for each letter in the alphabet and at least 10 digraphs. 

 

Read words consistent with their phonic knowledge by sound-blending. 

 

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. 
Comprehension 

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. 

 

Anticipate (where appropriate) key events in stories. 

 

Use and understand recently introduced vocabulary during discussions about stories, nonfiction, rhymes and poems and during role play. 

 

 

Key Stage 1
Word reading 

Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. 

 

Re-read books to build up fluency and confidence in word reading. 

 

Read frequently encountered words quickly and accurately without overt sounding and blending. 

 

Read accurately by blending the sounds in words, especially recognising alternative sounds for graphemes. 

 

Read accurately words of two or more syllables that contain alternative sounds for grapheme e.g. shoulder, roundabout, grouping. 

 

Read longer and less familiar texts independently. 

 

Apply phonic knowledge and skills to read words until automatic decoding has become embedded and reading is fluent. 

 

Work out unfamiliar words by focusing on all letters in the word, e.g. not reading place for palace. 

 

Read words containing common suffixes e.g. –ness, -ment, -ful, -less -ly, -ing, -ed, -er, -est, -y. 

 

Read further common exception words, noting tricky parts. 
Comprehension

Developing pleasure in reading and motivation to read 

Listen, discuss and express views about a range of texts at a level beyond that at which they can read independently, including stories, non-fiction, and contemporary and classic poetry. 

 

Orally retell a wider range of stories, fairy tales and traditional tales. 

 

Sequence and discuss the main events in stories and recounts. 

 

Read a range of non-fiction texts which are structured in different ways, including information, explanations, instructions, recounts, reports. 

 

Recognise the use of repetitive language within a text or poem (e.g. run, run as fast as you can) and across texts (e.g. long, long ago in a land far away…). 

 

Learn and recite a range of poems using appropriate intonation. 

 

Make personal reading choices and explain reasons for choices. 

 

Understanding books which they can read themselves and those which are read to them 

Identify, discuss and collect favourite words and phrases. 

 

Introduce and discuss words within the context of a text, linking new meanings to known vocabulary. 

 

Use morphology to work out the meaning of unfamiliar words e.g. terror, terrorised. 

 

Uses tone and intonation when reading aloud. 

 

Activate prior knowledge and raise questions e.g. What do we know? What do we want to know? What have we learned? 

 

Check that texts make sense while reading and self-correct. 

 

Demonstrate understanding of fiction and non-fiction texts by asking and answering who, what, where, when, why, how questions. 

 

Explain and discuss their understanding, giving opinions and supporting with reasons e.g. Hansel was clever when he put stones in his pocket because… 

 

Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text. 

 

Make inferences about characters and events using evidence from the text e.g. what is the character thinking, saying and feeling? 

 

Make predictions based on what has been read so far. 

 

Identify how specific information is organised within a non-fiction text e.g. sub-headings, contents, bullet points, glossary, diagrams. 

 

Locate information from non-fiction texts using the contents page, index, labelled diagrams and charts. 

 

Participating in discussion 

Participate in discussion about what is read to them, taking turns and listening to what others say. 

 

Make contributions in whole class and group discussion. 

Consider other points of view. 

 

Listen and respond to contributions from others. 

 

Lower Key Stage 2
Word reading

Read books at an age appropriate interest level. 

 

Use knowledge of root words to understand meanings of words. 

 

Use prefixes to understand meanings e.g. in- , ir–, sub–, inter– super–, anti–, auto–. 

 

Use suffixes to understand meanings e.g.????–ation, - tion, –ssion, –cian, -sion. 

 

Read and understand words from the Year 4 list (selected from the statutory Year 3/4 word list – see below. 
Comprehension

Developing pleasure in reading and motivation to read 

Listen to, read and discuss a range of fiction, poetry, plays and non-fiction in different forms e.g. fairy tales, folk tales, classic poetry, kennings, advertisements, formal speeches, magazines, electronic texts. 

 

Regularly listen to whole novels read aloud by the teacher. 

 

Read books and texts, which are structured in different ways, for a range of purposes and respond in a variety of ways. 

 

Learn a range of poems by heart and rehearse for performance. 

 

Prepare poems and play scripts to read aloud, showing understanding through intonation, tone, volume and action. 

 

Orally retell a range of stories, including less familiar fairy stories, myths and legends. 

 

Understanding the text 

Identify, discuss and collect effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes. 

 

Explain the meaning of key vocabulary within the context of the text. 

 

Use dictionaries to check meanings of words in the texts that they read. 

 

Use punctuation to determine intonation and expression when reading aloud to a range of audiences. 

 

Make predictions based on information stated and implied. 

 

Demonstrate active reading strategies e.g. generating questions, finding answers, refining thinking, modifying questions, constructing images. 

 

Justify responses to the text using the PE prompt (Point + Evidence). 

 

Identify, analyse and discuss themes e.g. safe and dangerous, just and unjust, origins of the earth, its people and animals. 

 

Draw inferences around characters’ thoughts, feelings, actions and motives, and justify with evidence from the text using point and evidence. 

 

Identify main ideas drawn from more than one paragraph and summarise these e.g. character is evil because…1/2/3 reasons, Clitheroe Castle is a worthwhile place to visit because 1/2/3 reasons across a text. 

 

Analyse and evaluate texts looking at language, structure and presentation and how these contribute to meaning. 

 

Recognise and analyse different forms of poetry e.g. haiku, limericks, kennings. 

Retrieving and recording information from non-fiction 

Prepare for research by identifying what is already known about the subject and key questions to structure the task. 

 

Navigate texts, e.g. using contents and index pages, in order to locate and retrieve information in print and on screen. 

 

Record information from a range of non-fiction texts. 

 

Scan for dates, numbers and names. 

 

Analyse and evaluate how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams. 

 

Explain how paragraphs are used to order or build up ideas, and how they are linked. 

 

Participating in discussion 

Participate in discussion about what is read to them and books they have read independently, taking turns and listening to what others say. 

 

Develop, agree on and evaluate rules for effective discussion.  

 

Make and respond to contributions in a variety of group situations e.g. whole class, independent reading groups, book circles. 

 

 

Year 5
Word reading

Read books at an age appropriate interest level. 

 

Use knowledge of root words to understand meanings of words. 

 

Use suffixes to understand meanings e.g. -ant, -ance, -ancy, -ent, ence, -ency, -ible, -able, -ibly, -ably. 

 

Read and understand words from the Year 5 list (selected from the statutory Year 5/6 word list). 
Comprehension

Maintaining positive attitudes to reading 

Listen to and discuss a range of fiction, poetry and non-fiction which they might not choose to read themselves. 

 

Regularly listen to whole novels read aloud by the teacher from an increasing range of authors. 

 

Recommend books to their peers with reasons for choices. 

 

Read books and texts that are structured in different ways for a range of purposes. 

 

Express preferences about a wider range of books including modern fiction, traditional stories, myths and legends. 

 

Learn a wider range of poems by heart. 

 

Prepare poems and play scripts to read aloud and perform, showing understanding through intonation, tone, volume and action so the meaning is clear to an audience. 

 

Understanding texts they read independently and those which are read to them 

Explain the meaning of words within the context of the text. 

 

Use punctuation to determine intonation and expression when reading aloud to a range of audiences. 

 

Check that the book makes sense to them and demonstrate understanding e.g. through discussion, use of reading journals. 

 

Demonstrate active reading strategies e.g. generating questions to refine thinking, noting thoughts in a reading journal. 

 

Infer characters’ feelings, thoughts and motives from their actions and justify inferences with evidence. 

 

Predict what might happen from information stated and implied. 

 

Through close reading of the text, re-read and read ahead to locate clues to support understanding. 

 

Explore themes within and across texts e.g. loss, heroism, friendship. 

 

Make comparisons within a text e.g. characters’ viewpoints of same events. 

 

Distinguish between statements of fact and opinion within a text. 

 

Scan for key words and text mark to locate key information. 

 

Summarise main ideas drawn from more than one paragraph and identify key details which support this. 

 

Justify opinions and elaborate by referring to the text, e.g. using the PEE prompt - Point + Evidence + Explanation. 

 

Analyse the conventions of different types of writing e.g. use of first person in autobiographies and diaries. 

 

Identify how language, structure and presentation contribute to meaning e.g. formal letter, informal diary, persuasive speech. Evaluating the impact of the author’s use of language 

 

Explore, recognise and use the terms metaphor, simile, imagery. 

 

Explain the effect on the reader of the authors’ choice of language. 

 

Participating in discussion and debate 

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously. 

 

Explain and discuss their understanding of what they have read, including through formal presentations and debates. 

 

Prepare formal presentations individually or in groups. 

 

Use notes to support presentation of information. 

 

Respond to questions generated by a presentation. 

 

Participate in debates on an issue related to reading (fiction or non-fiction). 

 

Year 6
Word reading

Read books at an age-appropriate interest level. 

 

Work out unfamiliar words by focusing on all letters in the word, e.g. not reading invitation for imitation. 

 

Use knowledge of root words, prefixes and suffixes to investigate how the meanings of words change e.g. un+happy+ness, dis+repute+able, dis+respect+ful, re+engage+ment. 

 

Use suffixes to understand meanings e.g. –cious, -tious, -tial, -cial. 

 

Read and understand words from the Year 6 list (selected from the statutory Year 5/6 word list)  

 

Use etymology to help the pronunciation of new words e.g. chef, chalet, machine, brochure – French in origin. 
Comprehension

Maintaining positive attitudes to reading 

Listen to, read and discuss an increasingly wide range of fiction, poetry, plays and non-fiction. 

 

Regularly listen to novels read aloud by the teacher from an increasing range of authors, which they may not choose themselves. 

 

Independently read longer texts with sustained stamina and interest. 

 

Recommend books to their peers with detailed reasons for their opinions. 

 

Express preferences about a wider range of books including modern fiction, traditional stories, fiction from our literary heritage and books from other cultures. 

 

Learn a wider range of poems by heart. 

 

Prepare poems and play scripts to read aloud and perform using dramatic effects. 

 

Understanding texts they read independently and those which are read to them 

Explain the meaning of new vocabulary within the context of the text. 

 

Demonstrate active reading strategies e.g. challenging peers with questions, justifying opinions, responding to different viewpoints within a group. 

 

Use a reading journal to record on-going reflections and responses to personal reading. 

 

Explore texts in groups and deepen comprehension through discussion. 

 

Provide reasoned justifications for their views. 

 

Justify opinions and elaborate by referring to the text e.g. using the PEE prompt – Point+Evidence+Explanation. 

 

Infer characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence e.g. Point+Evidence+Explanation. 

 

Predict what might happen from information stated and implied. 

 

Through close reading, re-read and read ahead to locate clues to support understanding and justify with evidence from the text. 

 

Make comparisons within and across texts e.g. similar events in different books such as being an evacuee in Carrie’s War and Goodnight Mr Tom. 

 

Compare characters within and across texts. 

 

Compare texts written in different periods. 

 

Recognise themes within and across texts e.g. hope, peace, fortune, survival. 

 

Distinguish between statements of fact and opinion across a range of texts e.g. first-hand account of an event compared with a reported example such as Samuel Pepys’ diary and a history textbook. 

 

Skim for gist. 

 

Scan for key information e.g. identify words and phrases which tell you the character is frustrated, or find words/phrases which suggest that a theme park is exciting. 

Use a combination of skimming, scanning and close reading across a text to locate specific detail. 

 

Retrieve, record, make notes and present information from non-fiction, including texts used in other subjects. 

 

Analyse the conventions of different types of writing e.g. use of dialogue to indicate geographical and/or historical settings for a story. 

 

Identify how language, structure and presentation contribute to meaning e.g. persuasive leaflet, balanced argument. 

 

Evaluating the impact of the author’s use of language 

Explore, recognise and use the terms personification, analogy, style and effect. 

 

Explain the effect on the reader of the author’s choice of language and reasons why the author may have selected these words, phrases and techniques. 

 

Participating in discussion and debate 

Participate in discussions about books, building on their own and others’ ideas and challenging views courteously. 

 

Explain and discuss their understanding of what they have read, including through formal presentations and debates. 

 

Prepare formal presentations individually or in groups. 

 

Use notes to support presentation of information. 

 

Respond to questions generated by a presentation. 

Participate in debates on issues related to reading (fiction/non-fiction). 

 

Writing

EYFS
Vocabulary, Grammar and punctuation    Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.  
Composition  

Re-read what they have written to check that it makes sense.  

  

Write simple phrases and sentences that can be read by others.  

  

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.  

  

Anticipate (where appropriate) key events in stories.  

  

Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.  

  

Make use of props and materials when role playing characters in narratives and stories.  

  

Develop storylines in their pretend play.  

  

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps.  

  

Understand the past through settings, characters and events encountered in books read in class and storytelling.  
Spelling

Spell words by identifying the sounds and then writing the sound with letter/s.  

  

Spell words by identifying sounds in them and representing the sounds with a letter or letters.  

  

Say a sound for each letter in the alphabet and at least 10 digraphs.  
Handwriting

Form lower-case and capital letters correctly.  

  

Write recognisable letters, most of which are correctly formed.  

  

Develop their small motor skills so that they can use a range of tools competently, safely and confidently.  

  

Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.  

  

Develop the foundations of a handwriting style which is fast, accurate and efficient.  

  

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.  

  

Use a range of small tools, including scissors, paintbrushes and cutlery. Begin to show accuracy and care when drawing.  

 

Key Stage 1
Vocabulary, Grammar and punctuation   

Say, write and punctuate simple and compound sentences using the joining words and, but, so and or (co-ordination). 

 

Use sentences with different forms: statement, question, command, exclamation. 

 

Secure the use of full stops, capital letters, exclamation marks and question marks. 

 

Use commas to separate items in a list. 

 

Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll. 

 

Use apostrophes for singular possession in nouns, e.g. the girl’s name. 

 

Use subordination for time using when, before and after e.g. We went out to play when we had finished our writing. When we had finished our writing, we went out to play. 

 

Use subordination for reason using because and if e.g. I put my coat on because it was raining. Because it was raining, I put on my coat. 

 

Use the subordinating conjunction that in a sentence, e.g. I hope that it doesn’t rain on sports day. 

 

Select, generate and effectively use verbs. 

Explore the progressive form of verbs in the present tense (e.g. she is drumming) and past tense (e.g. he was shouting) to mark actions in progress. 

 

Use past tense for narrative, recount (e.g. diary, newspaper report, biography) historical reports. 

 

Use present tense for non-chronological reports and persuasive adverts. 

 

Select, generate and effectively use nouns. 

 

Add suffixes ness and er to craate nouns e.g. happiness, sadness, teacher, baker. 

 

Create compound words using nouns, e.g. whiteboard and football. 

 

Select, generate and effectively use adjectives. 

 

Identify, generate and effectively use noun phrases, e.g. the blue butterfly with shimmering wings (for description), granulated sugar (for specification). 

 

Add suffixes ful or less to create adjectives e.g. playful, careful, careless, hopeless. 

 

Use suffixes er and est to create adjectives e.g. faster, fastest, smaller, smallest. 

 

Select, generate and effectively use adverbs. 

 

Use suffix ly to turn adjectives into adverbs e.g. slowly, gently, carefully. 
Composition  

Planning 

Plan and discuss what to write about e.g. story mapping, collecting new vocabulary, key words and ideas. 

 

Drafting and Writing 

Orally rehearse each sentence prior to writing. 

 

Develop a positive attitude to writing. 

 

Develop stamina for writing in order to write at length. 

 

Write about real and fictional events. 

 

Write simple poems based on models. 

 

Make simple notes from non-fiction texts, e.g. highlighting and noting key words. 

 

Use specific text type features to write for a range of audiences and purposes e.g. to instruct, inform, entertain, explain, discuss, persuade. 

 

Evaluating and Editing 

Edit and improve own writing in relation to audience and purpose. 

 

Evaluate their writing with adults and peers. 

 

Proofread to check for errors in spelling, grammar and punctuation. 

 

Proofread to check for correct form of verbs within sentences, e.g. correcting he walking to the shop to he walked to the shop. 

 

Performing 

Read aloud their writing with intonation to make the meaning clear. 
Spelling

Segment spoken words into phonemes and represent these by graphemes, spelling many correctly. 

 

Learn new ways of spelling phonemes for which one or more spellings are already known. 

 

Learn to spell common exception words. 

 

Learn to spell more words with contracted forms, e.g. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll. 

 

Learn the possessive apostrophe (singular), e.g. the girl’s book. 

 

To spell correctly, distinguish between homophones (e.g. here and hear; sea and see; bear and bare; night and knight) and near-homophones (e.g. quite and quiet; one and won; are and our). 

 

Add suffixes ness and er e.g. happiness, sadness, teacher, baker. 

 

Add suffix ment to spell longer words, e.g. enjoyment. 

 

Add suffixes ful and less e.g. playful, careful, careless, hopeless. 

 

Use suffixes er and est e.g. faster, fastest, smaller, smallest. 

 

Use suffix ly e.g. slowly, gently, carefully. 

 

Spell words with: 

- the /d????/ sound spelt as ge and dge at the end (e.g. age, badge), and spelt as g elsewhere (e.g. magic, giant). 

- the /s/ sound spelt c before e, i and y, e.g. ice, cell 

- the /n/ sound spelt kn and gn at the beginning, e.g. knee, gnat. 

- the /????/ sound spelt wr at the beginning e.g. wrote, wrong. 

- the /l/ or /????l/ sound spelt –le at the end of words, e.g. table, apple. 

- the /l/ or /????l/ sound spelt –el at the end of words, e.g. camel, tunnel. 

- the /l/ or /????l/ sound spelt –al at the end of words, e.g. pedal, capital. 

- the ending –il e.g. pencil, fossil, nostril. 

- the /a????/ sound spelt –y at the end of words, e.g. try, reply. 

- The /????:/ sound spelt a before l and ll, e.g. call, walk 

- The /????/ sound spelt o, e.g. mother, Monday 

- The /i:/ sound spelt –ey, e.g. key, donkey 

- The /????/ sound spelt a after w and qu, e.g. wander, quantity 

- The /????:/ sound spelt or after w, e.g. word, worm 

- The /????:/ sound spelt ar after w, e.g. war, warm 

- The /????/ sound spelt s, e.g. television, usual 

 

Add –es to nouns and verbs ending in –y, e.g. copies, babies. 

 

Add –ed, –ing, –er and –est to a root word ending in – y with a consonant before it, e.g. copied, copier. 

 

Add the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it, e.g. hiking, hiked, hiker. 

 

Add –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter, e.g. patting, patted. 

 

Spell words ending in -tion, e.g. station, fiction  

 

Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. 
Handwriting

Form lower-case letters of the correct size relative to one another. 

 

Orientate capital letters correctly. 

 

Use capital letters appropriately e.g. not always writing A as a capital, not using capitals within words. 

 

Write capital letters and digits of the correct size relative to one another and to lower case letters. 

 

Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. 

 

Use spacing between words which reflects the size of the letters. 

 

Lower Key stage 2
Vocabulary, Grammar and punctuation   

Create complex sentences with adverb starters e.g. Silently trudging through the snow, Sam made his way up the mountain. 

 

Use commas to mark clauses in complex sentences. 

 

Create sentences with fronted adverbials for when e.g. As the clock struck twelve, the soldiers sprang into action. 

 

Create sentences with fronted adverbials for where e.g. In the distance, a lone wolf howled. 

 

Use commas after fronted adverbials. 

 

Identify, select and use determiners including: 

- articles: a/an, the 

- demonstratives : this/that; these/those 

- possessives: my/your/his/her/its/our/their 

- quantifiers: some, any, no, many, much, every 

 

Use inverted commas and other punctuation to indicate direct speech e.g. The tour guide announced, “Be back here at four o’ clock.” 

 

Identify, select and effectively use pronouns. 

 

Use nouns for precision, e.g. burglar rather than man, bungalow rather than house. 

 

Explore, identify, collect and use noun phrases e.g. the crumbly cookie with tasty marshmallow pieces. 

 

Explore, identify and use Standard English verb inflections for writing e.g. We were instead of we was. I was instead of I were, I did instead of I done. She saw it instead of she seen it. 

 

Use apostrophes for singular and plural possession e.g. the dog’s bone and the dogs’ bones. 
Composition  

Planning 

Read and analyse narrative, non-fiction and poetry in order to plan their own versions. 

 

Identify and discuss the purpose, audience, structure, vocabulary and grammar of narrative, non-fiction and poetry. 

 

Discuss and record ideas for planning e.g. story mountain, text map, non-fiction bridge, story board, boxing-up text types to create a plan. 

 

Drafting and Writing 

Develop settings and characterisation using vocabulary to create emphasis, humour, atmosphere, suspense. 

 

Plan and write an opening paragraph which combines setting and character/s. 

 

Improvise and compose dialogue, demonstrating their understanding of Standard and non- Standard English. 

 

Generate and select from vocabulary banks e.g. adverbial phrases, technical language, persuasive phrases, alliteration. 

 

Use different sentence structures (see VGP). 

 

Use paragraphs to organise writing in fiction and non-fiction texts. 

 

Use organisational devices in non-fiction writing, e.g. captions, text boxes, diagram, lists. 

 

Link ideas across paragraphs using fronted adverbials for when and where e.g. Several hours later…, Back at home… 

 

Evaluating and Editing 

Proofread to check for errors in spelling, grammar and punctuation. 

 

Discuss and propose changes to own and others’ writing with partners/small groups. 

 

Improve writing in light of evaluation. 

 

Performing 

Use appropriate intonation, tone and volume to present their writing to a range of audiences. 
Spelling

Use further prefixes, e.g. in- , im- ir–, sub–, inter–, super–, anti–, auto–. 

 

Use further suffixes, e.g. –ation, - tion, –ssion, –cian. 

 

Investigate what happens to words ending in f when suffixes are added, e.g. calf/calves. 

 

Identify and spell words with the /k/ sound spelt ch (Greek in origin), e.g. scheme, chorus. 

 

Identify and spell words with the /????/ sound spelt chn (mostly French in origin), e.g. chef, chalet, machine. 

 

Identify and spell words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French inorigin), e.g. tongue, antique. 

 

Identify and spell words with the /s/ sound spelt sc (Latin in origin), e.g. science, scene. 

 

Understand how diminutives are formed using e.g. suffix - ette and prefix mini-. 

 

Investigate ways in which nouns and adjectives can be made into verbs by the use of suffixes e.g. pollen (noun) and –ate = pollinate (verb). 

 

The /????/ sound spelt y elsewhere than at the end of words, e.g. myth, gym, Egypt. 

 

Use the first three letters of a word to check its spelling in a dictionary. 

 

Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. 

 

Explore and use the possessive apostrophe, e.g. boy’s books (books belonging to a boy) and boys’ books (books belonging to more than one boy). 

 

Spell words from the Year 4 list (selected from the statutory Year 3/4 word list) 
Handwriting

Use a joined style throughout their independent writing. 

 

Write with consistency in size and proportion of letters, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. 

 

Year 5
Vocabulary, Grammar and punctuation   

Create complex sentences by using relative clauses with relative pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. The thief broke into the house which stood on the top of the hill. 

 

Create complex sentences where the relative pronoun is omitted e.g. Tina, standing at the bus stop, pondered the day ahead. 

 

Create and punctuate complex sentences using ed opening clauses e.g. Exhausted from the race, Sam collapsed in a heap. 

 

Create and punctuate complex sentences using ing opening clauses, e.g. Grinning with anticipation, Paul launched himself from the diving board. 

 

Create and punctuate sentences using simile starters, e.g. Like a fish out of water, she conversed awkwardly with the other guests. 

 

Demarcate complex sentences using commas in order to clarify meaning. 

 

Use commas to avoid ambiguity, e.g. ‘Let’s eat Grandma.’ and ‘Let’s eat, Grandma.’ 

 

Identify and use commas to indicate parenthesis, e.g. The house, lonely and abandoned, teetered on the edge of the cliff. 

 

Identify and use brackets to indicate parenthesis, e.g. in formal writing: The Cheetah (Acinonyx jubatus) inhabits open grassland in Africa. 

 

Identify and use dashes to indicate parenthesis, e.g. in less formal writing: The cake was lovely – delicious in fact – so I had another slice. 

 

Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly. 

 

Use devices to build cohesion within a paragraph e.g. firstly, then, presently, this, subsequently. 

 

Use expanded noun phrases to convey complicated information concisely, e.g. carnivorous predators with surprisingly weak jaws and small teeth. 

 

Explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must. 

 

Explore, collect and use adverbs to indicate degrees of possibility e.g. surely, perhaps, maybe, definitely, alternatively, certainly, probably. 

 

Use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs. 

 

Investigate verb prefixes e.g. dis-, de-, re-, pre-, mis-, over-. 
Composition  

Planning 

Identify the audience and purpose. 

 

Select the appropriate language and structures. 

 

Use similar writing models. 

 

Note and develop ideas. 

 

Draw on reading and research. 

 

 

Think how authors develop characters and settings (in books, films and performances). 

 

Drafting and Writing 

Select appropriate structure, vocabulary and grammar. 

 

Blend action, dialogue and description within and across paragraphs. 

 

Use different sentence structures with increasing control (see VGP). 

 

Use devices to build cohesion (see VGP). 

 

Use organisation and presentational devices e.g. underlining, bullet points, headings. 

 

Evaluating and Editing 

Assess the effectiveness of own and others’ writing in relation to audience and purpose. 

 

Suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. 

 

Ensure consistent and correct use of tense throughout a piece of writing. 

 

Ensure consistent subject and verb agreement. 

 

Proofread for spelling and punctuation errors. 

 

Performing 

Use appropriate intonation and volume. 

 

Add movement. 

 

Ensure meaning is clear. 
Spelling

Investigate verb prefixes e.g. dis-, re-, pre-, mis-, over-. 

 

Recognise and spell words ending in –ant, –ance/–ancy, –ent, –ence/–ency. 

 

Recognise and spell words ending in –able and –ible. 

 

Recognise and spell words ending in –ably and –ibly. 

 

Recognise and spell words with the /i:/ sound spelt ei after c, e.g. deceive, receive. 

 

Recognise and spell words containing the letter-string ough. 

 

To recognise and spell the suffixes -al,- ary,- ic. 

 

To spell further suffixes, e.g. ll in full becoming l. 

 

Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn. 

 

To spell unstressed vowels in polysyllabic words. 

 

Develop self-checking and proof reading strategies. 

 

Spell words that they have not yet been taught by using what they have learnt about how spelling works in English. 

 

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. 

 

Use a thesaurus. 

 

Spell words from the Year 5 list (selected from the statutory Year 5/6 word list)  
Handwriting

Write fluently using a joined style as appropriate for independent writing. 

 

Choose when it is appropriate to print (lower case or upper case) rather than to join writing e.g. printing for labelling a scientific diagram or data, filling in a form, writing an e mail address. 

 

Year 6
Vocabulary, Grammar and punctuation   

Manipulate sentences to create particular effects. 

 

Use devices to build cohesion between paragraphs in persuasive, discursive and explanatory texts e.g. adverbials such as: on the other hand, the opposing view, similarly, in contrast, although, additionally, another possibility, alternatively, as a consequence. 

 

Use devices to build cohesion between paragraphs in narrative e.g. adverbials such as: in the meantime, meanwhile, in due course, until then. 

 

Use ellipsis to link ideas between paragraphs. 

 

Use repetition of a word or phrase to link ideas between paragraphs. 

 

Identify and use semi-colons to mark the boundary between independent clauses e.g. It is raining; I am fed up. 

 

Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved. 

 

Identify the subject and object of a sentence. 

 

Explore and investigate active and passive e.g. I broke the window in the greenhouse versus the window in the greenhouse was broken. 

 

Explore, collect and use examples of the perfect form of verbs to mark relationships of time and cause e.g. I had eaten lunch when you came (past perfect); She has eaten lunch already or I have eaten lunch already (present perfect); I will have eaten lunch by then (future perfect). 

 

Punctuate bullet points consistently. 

 

Identify and use colons to introduce a list. 

 

Identify and use semi-colons within lists. 

 

Explore how hyphens can be used to avoid ambiguity e.g. man-eating shark versus maneating shark. 

 

Explore, collect and use vocabulary typical of formal and informal speech and writing e.g. find out – discover, ask for - request, go in – enter. 

 

Explore, collect and use question tags typical of informal speech and writing e.g. “He’s your friend, isn’t he?" 

 

Explore, collect and use subjunctive forms for formal speech and writing e.g. If I were able to come to your party, I would; The school requires that all pupils be honest. 
Composition  

Planning 

Identify audience and purpose. 

 

Choose appropriate text-form and type for all writing. 

 

Select the appropriate structure, vocabulary and grammar. 

 

Draw on similar writing models, reading and research. 

 

Compare how authors develop characters and settings (in books, films and performances). 

Use a range of planning approaches e.g. storyboard, story mountain, discussion group, post-it notes, ICT story planning. 

 

Drafting and Writing 

Select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact. 

 

Select appropriate register for formal and informal purposes, e.g. a speech for a debate (formal), dialogue within narrative (formal or informal), text  message to a friend (informal). 

 

Blend action, dialogue and description within sentences and paragraphs to convey character and advance the action e.g. Tom stomped into the room, flung down his grubby, school bag and announced, through gritted teeth, “It’s not fair!" 

 

Consciously control the use of different sentence structures for effect. 

 

Use a wide range of devices to build cohesion within and across paragraphs. 

 

Deviate narrative from linear or chronological sequence e.g. flashbacks, simultaneous actions, time-shifts. 

 

Combine text-types to create hybrid texts e.g. persuasive speech. 

 

Evaluate, select and use a range of organisation and presentational devices to structure text for different purposes and audiences e.g. headings, sub-headings, columns, bullet points, tables. 

 

Find examples of where authors have broken conventions to achieve specific effects and use similar techniques in own writing – e.g. repeated use of ‘and’ to convey tedium, one word sentence. 

 

Make conscious choices about techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader. 

 

Use active and passive voice to achieve intended effects e.g. formal reports, explanations and mystery narrative.  

 

Précis longer passages. 

 

Evaluating and Editing 

Reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. 

 

Proofread for grammatical, spelling and punctuation errors. 

 

Performing 

Use appropriate and effective intonation and volume. 

 

Add gesture and movement to enhance meaning. 

Encourage and take account of audience engagement. 
Spelling

Recognise and spell endings which sound like /????????s/, spelt – cious or –tious. 

 

Recognise and spell endings which sound like /????????l/, e.g. official, partial. 

 

Investigate adding suffixes beginning with vowel letters to words ending in –fer, e.g. referring, reference. 

 

Investigate use of the hyphen. 

 

Investigate and use further prefixes, e.g. bi- trans- telecircum-. 

 

Distinguish between homophones and other words that are often confused. 

Identify root words, derivations and spelling patterns as a support for spelling. 

 

Be secure with all spelling rules previously taught. 

 

Use a number of different strategies interactively in order to spell correctly. 

 

Develop self-checking and proof-checking strategies, including the use of a dictionary and thesaurus. 

 

Spell words from the Year 6 list (selected from the statutory Year 5/6 word list). 
Handwriting

Write, using a joined style, with increasing speed. 

 

Choose the writing implement that is best suited for a task e.g. pencil for quick notes, handwriting pen for letters, marker pens for posters. 
 

 

Hi everyone!

My name is Miss Philippa Sharples, and I am excited to share that I am the English subject Leader at Frenchwood. I joined Frenchwood in May 2024 and became English lead in January 2025. 

We have recently begun our oracy journey across school with Voice 21. I have loved learning about how Oracy can be used in class and the impact that it can have on our children. I am enthusiastic about ensuring that all children have a voice and that they can communicate confidently, effectively, and respectfully, in all aspects of their lives, whether this is at school or in the wider community. 

I have a love of teaching English at school and enjoy sharing my favourite books and authors with children. I feel that all children should be exposed to a variety of texts and be allowed to lose themselves in a good book. Reading enhances children's imaginations and allows them to develop a passion for reading and writing. 

Oracy, reading, and writing are essential skills for all children to have. Allowing them to access and make progress across the curriculum as well as opening doors for them beyond school. 

Maths

Intent 

At Frenchwood Community Primary School we aim to inspire all children to reach their full academic potential. In Maths, this means ensuring a curriculum that is fully inclusive and: 

 

  • promotes enjoyment and enthusiasm for learning through practical activity, cross curricular learning, exploration and discussion; 

  • develops competence and confidence in mathematical knowledge, concepts, skills and vocabulary in line with the National Curriculum Programmes of Study; 

  • develops the ability to think mathematically, solve problems through decision making, to reason, to think logically and to work systematically and accurately; 

  • develops communication skills and the ability to work independently and in co-operation with others; 

  • explores features of shape and space, and develop measuring skills in a range of contexts; 

  • understands the importance of mathematics in everyday life and promote mathematical thinking as a life skill. 

 

Implementation 

Throughout school, we use Red Rose Maths Mastery as our core scheme. This ‘mastery’ curriculum rejects the idea that a large proportion of people ‘just can’t do maths’ (NCETM 2016) and instead focuses on the idea that all pupils can achieve depth in their learning which can be accomplished by using key principles including: 

 

  • representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them) 

  • coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics) 

  • mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve 

  • deeper learning where appropriate) 

  • variation (progression through representations using conceptual variation, progression through questioning using procedural variation) 

  • fluency (efficiency, accuracy, flexibility, developing unconscious competence) 

 

These elements of effective mathematics teaching are supported in both the National Curriculum and the Ofsted Inspection Framework. 

The scheme provides teachers with comprehensive planning materials for each lesson including teaching resources, detailed planning guidance and children’s task sheets, including deeper learning tasks to challenge more able mathematicians. 

 

Impact 

The expected impact of following our Red Rose Maths scheme of work is that children will:   

  • help children develop a growth mindset and a deep understanding of mathematical concepts. 

  • help children succeed in math by using a variety of teaching strategies and assessment methods. 

  • Help children to develop fluency by learning key number facts and to practice them regularly. 

  • An ability to solve problem, to reason, to think logically and to work systematically and accurately. 

  • Initiative and an ability to work both independently and in cooperation with others. 

  • An ability to communicate mathematics and mathematically. 

  • An ability to use and apply mathematics across the curriculum and in real life. 

  • An understanding of mathematics through a process of enquiry and experiment 

The Frenchwood Mathematician- Progression

Progression through Using and Applying Mathematics

 

Solving problems

Representing

Enquiring

Reasoning

Communicating

FS

 

Use developing

mathematical,

ideas and

methods to

solve practical

problems.

 

Match sets of

objects to

numerals that

represent the

number of objects.

 

Sort objects,

making

choices and

justifying

decisions.

 

 

Talk about,

recognise and

recreate

simple

patterns.

 

 

Describe solutions

to practical

problems, drawing

on experience,

talking about their

own ideas,

methods and

choices.

Year 1

 

Solve problems

involving

counting,

adding,

subtracting,

doubling or

halving in the

context of

numbers,

measures or

money, for

example to

‘pay’ and ‘give

change’.

 

Describe a

puzzle or

problem using

numbers,

practical

materials and

diagrams; use

these to solve

the problem and

set the solution

in the original

context.

 

 

Answer a

question by

selecting and

using suitable

equipment,

and sorting

information,

shapes or

objects;

display results

using tables

and pictures.

 

 

Describe

simple

patterns and

relationships

involving

numbers or

shapes; decide

whether

examples

satisfy given

conditions.

 

 

Describe ways of

solving puzzles

and problems,

explaining choices

and decisions

orally or using

pictures.

Year 2

 

Solve problems

involving

addition,

subtraction,

multiplication or

division in

contexts of

numbers,

measures or

pounds and

pence.

 

 

Identify and

record the

information or

calculation

needed to solve

a puzzle or

problem; carry

out the steps or

calculations and

check the

solution in the

context of the

problem.

 

 

Follow a line

of enquiry;

answer

questions by

choosing and

using suitable

equipment

and selecting,

organising

and

presenting

information in

lists, tables

and simple

diagrams.

 

Describe

patterns and

relationships

involving

numbers or

shapes; make

predictions

and test these

with examples.

 

 

Present solutions

to puzzles and

problems in an

organised way;

explain decisions,

methods and

results in pictorial,

spoken or written

form, using

mathematical

language and

number sentences.

Year 3

 

Solve one-step

and two-step

problems

involving

numbers,

money or

measures,

including time,

choosing and

carrying out

appropriate

calculations.

 

 

Represent the

information in a

puzzle or

problem using

numbers,

images or

diagrams; use

these to find a

solution and

present it in

context, where

appropriate

using £.p

notation or units

of measure.

 

Follow a line

of enquiry by

deciding what

information is

important;

make and use

lists, tables

and graphs to

organise and

interpret the

information.

 

 

Use patterns

and

relationships

involving

numbers or

shapes, and

use these to

solve problems.

 

 

Describe and

explain methods,

choices and

solutions to

puzzles and

problems, orally

and in writing,

using pictures and

diagrams.

Year 4

 

Solve one-step

and two-step

problems

involving

numbers,

money or

measures,

including time;

choose and

carry out

appropriate

calculations,

using calculator

methods where

appropriate.

 

Represent a

puzzle or

problem using

number

sentences,

statements or

diagrams; use

these to solve

the problem;

present and

interpret the

solution in the

context of the

problem.

 

 

Suggest a line

of enquiry and

the strategy

needed to

follow it;

collect,

organise and

interpret

selected

information to

find answers.

 

 

Identify and

use patterns,

relationships

and properties

of numbers or

shapes;

investigate a

statement

involving

numbers and

test it with

examples.

 

 

Report solutions to

puzzles and

problems, giving

explanations and

reasoning orally

and in writing,

using diagrams

and symbols.

 

Solving problems

Representing

Enquiring

Reasoning

Communicating

Year 5

 

Solve one-step

and two-step

problems

involving whole

numbers and

decimals and

all four

operations,

choosing and

using

appropriate

calculation

strategies,

including

calculator use.

 

Represent a

puzzle or

problem by

identifying and

recording the

information or

calculations

needed to solve

it; find possible

solutions and

confirm them in

the context of

the problem.

 

 

Plan and

pursue an

enquiry;

present

evidence by

collecting,

organising

and

interpreting

information;

suggest

extensions to

the enquiry.

 

 

Explore

patterns,

properties and

relationships,

and propose a

general

statement

involving

numbers or

shapes;

identify

examples for

which the

statement is

true or false.

 

Explain reasoning

using diagrams,

graphs and text;

refine ways of

recording using

images and

symbols.

Year 6

 

Solve multistep

problems,

and problems

involving

fractions,

decimals and

percentages;

choose and use

appropriate

calculation

strategies at

each stage,

including

calculator use.

 

 

Tabulate

systematically

the information

in a puzzle or

problem;

identify and

record the steps

or calculations

needed to solve

it, using

symbols where

appropriate;

interpret

solutions in the

original context

and check their

accuracy.

 

 

Suggest, plan

and develop

lines of

enquiry;

collect,

organise and

represent

information,

interpret

results and

review

methods;

identify and

answer

related

questions.

 

 

Represent and

interpret

sequences,

patterns and

relationships

involving

numbers and

shapes;

suggest and

test

hypotheses;

construct and

use simple

expressions

and formulae

in words then

symbols (e.g.

the cost of c

pens at 15

pence each is

15c test

pence).

 

Explain reasoning

and conclusions,

using words,

symbols or

diagrams as

appropriate.

Year 6 progression to Year 7

 

Solve problems

by breaking

down complex

calculations

into simpler

steps, choose

and use

operations and

calculation

strategies

appropriate to

the numbers

and context; try

alternative

approaches to

overcome

difficulties;

present,

interpret and

compare

solutions.

 

Represent

information or

unknown

numbers in a

problem, for

example in a

table, formula or

equation;

explain

solutions in the

context of the

problem.

 

 

Develop and

evaluate lines

of enquiry;

identify,

collect,

organise and

analyse

relevant

information;

decide how

best to

represent

conclusions

and what

further

questions to

ask.

 

 

Generate

sequences

and describe

the general

term; use

letters and

symbols to

represent

unknown

numbers or

variables;

represent

simple

relationships

as graphs.

 

 

Explain and justify

reasoning and

conclusions, using

notation, symbols

and diagrams; find

a counterexample

to disprove a

conjecture; use

step-by-step

deductions to solve

problems involving

shapes.

The Subject Leader

My name is Farhana Desai, and I’m proud to be the Maths Subject Leader at Frenchwood Community Primary School. Leading maths is something I genuinely enjoy, as it allows me to shape how our children experience and engage with this essential subject.

At Frenchwood, we’ve created a fun, creative, and inclusive maths curriculum that helps children explore numbers, shapes, patterns, and problem-solving in ways that feel exciting rather than intimidating. It’s incredibly rewarding to see pupils’ confidence grow as they begin to grasp new concepts and realise their potential.

I believe that mathematics is a vital life skill, and we are committed to developing a positive attitude, competence, and confidence in every child. Our aim is to ensure that all learners feel empowered to use maths in everyday life and future learning.

One of the most fulfilling aspects of my role is supporting other teachers and staff. I love sharing ideas, resources, and strategies that make maths lessons engaging and effective. Whether it’s through hands-on activities, collaborative games, or innovative teaching tools, I enjoy working with colleagues to bring maths to life across the school.

Being a subject leader also means I’m constantly learning and growing. Staying up to date with best practices helps me bring fresh ideas into the classroom and ensures our pupils receive the very best maths education.

It’s a role that combines my passion for teaching with my love for maths—and that’s what makes it so rewarding!

Science

Intent

 A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. 

Implementation

Purposeful, hands-on and engaging learning opportunities encourage the development of scientific understanding and skills; 
Objectives across all strands of ‘working scientifically’ revisited and embedded within and across year groups / key stages to ensure cumulative fluency of scientific enquiry, processes and methods; 
- revisiting of content where appropriate to ensure depth of understanding; 
- connections made within and across subject areas and to the wider world to encourage children’s scientific curiosity. 

Impact

The Frenchwood Scientist is equipped with the skills to work scientifically and can 
communicate their findings in a variety of ways. They are curious about scientific processes and can apply a range of scientific enquiry techniques. The Frenchwood Scientist not only understands the science covered in the classroom but can make links with the outside world. They can make connections across and between the different curriculum areas and have a secure understanding of the content covered. 

The Subject Leader

I’m Faiza Desai, and I’m the Science Subject Leader at Frenchwood Community Primary School. Science is a subject that sparks curiosity, encourages exploration, and helps children make sense of the world around them—and I’m enthusiastic about making it exciting and accessible for all.

At Frenchwood, our science curriculum is designed to be firsthand, enquiry-based, and inclusive, allowing pupils to develop key skills in observation, investigation, and critical thinking. Every child is a natural scientist, and it’s our job to nurture that sense of wonder and discovery.

My aim is to ensure that science reflects the diversity of our school community, celebrates different perspectives, and connects learning to real-life experiences. Whether it’s exploring habitats, experimenting with materials, or learning about space, I want our pupils to feel inspired and empowered by what they learn.

I look forward to collaborating with staff, pupils, and families to build a science curriculum that is engaging, meaningful, and full of opportunities to explore, question, and grow.

 

Intent, Implementation and Impact

Intent

Art, craft and design embody some of the highest forms of human creativity throughout history and across all ethnicities. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Pupils should be able to think critically and develop a rigorous understanding of art and design. They should know how art and design reflects and shapes civilisations, and contributes to the culture, creativity and wealth of our world.  

 

Our Art and design scheme of work aims to inspire pupils and develop their confidence to experiment and invent their own works of art. We use a scheme that has been written by experts in their field and designed to give pupils every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history. The scheme supports pupils to meet the National curriculum end of key stage attainment targets and has been written to fully cover the National Society for Education in Art and Design’s progression competencies.

Implementation

Our scheme of work is designed with five strands that run throughout. These are:

 

  • Generating ideas
  • Using sketchbooks
  • Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
  • Knowledge of artists
  • Evaluating and analysing

 

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. The formal elements, a key part of the National Curriculum, are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

 

  • Drawing
  • Painting and mixed-media
  • Sculpture and 3D
  • Craft and design

 

Impact

The expected impact of following our Art and Design scheme of work is that children will:

  • Produce creative work, exploring and recording their ideas and experiences.
  • Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
  • Evaluate and analyse creative works using subject-specific language.
  • Know about great artists and the historical and cultural development of their art.
  • Meet the end of key stage expectations outlined in the National curriculum for Art and design.

Progression

The Ofsted research review series: Art and design, states that ‘pupils make progress in the art curriculum when they build practical, theoretical and disciplinary knowledge and learn the connections between them.’ The following diagram aims to show how the scheme, and the strands within it, achieve this.

 

Substantive knowledge

Disciplinary knowledge

Practical

Theoretical

Disciplinary

In order to make art with increasing proficiency, pupils need to develop practical knowledge in the following areas:

  • Methods and techniques
  • Media and materials
  • Formal elements: Line, tone, shape, colour, form, pattern, texture.

 

This knowledge largely links to our Making skills strand.

Children gain knowledge of the history of art through our Knowledge of artists strand.

 

They consider the meanings and interpretations behind works of art that they study and explore artists’ materials and processes.

Disciplinary knowledge refers to the knowledge children acquire to help them understand the subject as a discipline. Pupils learn how art is studied, discussed and judged, considering our big questions:

 

What is art?

Why do people make art?

How do people talk about art?

 

In our scheme, the strand Evaluating and analysing covers this knowledge.

The three domains of knowledge, and the interplay between them, enable pupils to generate ideas and use sketchbooks to develop their own artistic identity.

 

 

 

 

Generating ideas

Using sketchbooks

Making skills

Knowledge of artists

Evaluating and analysing

EYFS

Talk about their ideas and explore different ways to record them using a range of media.

Experiment in an exploratory way.

Use a range of drawing materials, art application techniques, mixed-media scraps and modelling materials to create child-led art with no set outcome.

 

Cut, thread, join and manipulate materials safely, focussing on process over outcome.

 

Begin to develop observational skills (for example, by using mirrors to include the main features of faces).

Enjoy looking at and talking about art.

 

Recognise that artists create varying types of art and use lots of different types of materials.

 

Recognise that artists can be inspired by many things.

Talk about their artwork, stating what they feel they did well.

 

Say if they like an artwork or not and begin to form opinions by explaining why.

KS1

Explore their own ideas using a range of media.

 

Generate ideas from a range of stimuli, using research and evaluation of techniques to develop their ideas and plan more purposefully for an outcome.

Use sketchbooks to explore ideas.

 

Experiment in sketchbooks, using drawing to record ideas.

 

Use sketchbooks to help make decisions about what to try out next.

Develop increasing control when using a wide range of tools to draw, paint and create crafts and sculptures.

 

Explore and analyse a wider variety of ways to join and fix materials in place.

 

Make choices about which materials and techniques to use to create an effect.

 

Use hands and tools with confidence when cutting, shaping and joining paper, card and malleable materials.

 

Develop observational skills to look closely and aim to reflect some of the formal elements of art (colour, pattern, texture, line, shape, form and space) in their work.

Describe similarities and differences between practices in Art and design, eg between painting and sculpture, and link these to their own work.

 

Understand how artists choose materials based on their properties in order to achieve certain effects.

 

Talk about art they have seen using some appropriate subject vocabulary.

 

Create work from a brief, understanding that artists are sometimes commissioned to create art.

 

Create and critique both figurative and abstract art, recognising some of the techniques used.

 

Apply their own understanding of art materials learnt from artist work to begin purposefully choosing materials for a specific effect.

Describe and compare features of their own and others’ artwork.

 

Evaluate art with an understanding of how art can be varied and made in different ways and by different people.

 

Explain their ideas and opinions about their own and others’ artwork, beginning to recognise the stories and messages within and showing an understanding of why they may have made it.

 

Begin to talk about how they could improve their own work. Talk about how art is made.

Y3/4

Generate ideas from a range of stimuli, using research and evaluation of techniques to develop their ideas and plan more purposefully for an outcome.

Communicate with others using simple words and short phrases covered in the units.

 

Use sketchbooks purposefully to improve understanding, develop ideas and plan for an outcome.

Demonstrate increased skill and control when drawing and painting to depict forms, such as showing an awareness of proportion and being able to create 3D effects.

 

Use growing knowledge of different materials, combining media for effect. Use hands and tools along with increasingly complex techniques to shape and join materials, such as carving and modelling wire.

 

Apply observational skills, showing a greater awareness of composition and demonstrating the beginnings of an individual style.

 

Develop direct observation, for example by using tonal shading and starting to apply an understanding of shape to communicate form and proportion.

Discuss how artists produced art in the past and understand the influence and impact of their methods and styles on art today, using their own experiences and historical evidence.

 

Understand the limitations of tools and materials and be able to experiment within more than one medium and with tools to create textural effects.

 

Consider how to display art work, understanding how artists consider their viewer and the impact on them.

 

Use subject vocabulary confidently to describe and compare creative works. Understand how artists use art to convey messages through the choices they make.

 

Work as a professional designer does, by collating ideas to generate a theme.

Confidently explain their ideas and opinions about their own and others’ artwork, with an understanding of the breadth of what art can be and that there are many ways to make art.

 

Discuss and begin to interpret meaning and purpose of artwork, understanding how artists can use art to communicate.

 

Begin to carry out a problem-solving process and make changes to improve their work. Use more complex vocabulary when discussing their own and others’ art.

 

Discuss art considering how it can affect the lives of the viewers or users of the piece.

 

Evaluate their work more regularly and independently during the planning and making process.

Y5/6

Develop ideas more independently from their own research.

 

Explore and record their plans, ideas and evaluations to develop their ideas towards an outcome.

 

Draw upon their experience of creative work and their research to develop their own starting points for creative outcomes.

Using a systematic and independent approach, research, test and develop ideas and plans using sketchbooks.

Work with a range of media with control in different ways to achieve different effects, including experimenting with the techniques used by other artists.

 

Combine a wider range of media, e.g. photography and digital art effects.

 

Create expressively in their own personal style and in response to their choice of stimulus, showing the ability to develop artwork independently.

 

Combine materials and techniques appropriately to fit with ideas. Work in a sustained way over several sessions to complete a piece, including working collaboratively on a larger scale and incorporating the formal elements of art.

Research and discuss the ideas and approaches of artists across a variety of disciplines, being able to describe how the cultural and historical context may have influenced their creative work.

 

Discuss how artists create work with the intent to create an impact on the viewer.

 

Consider what choices can be made in their own work to impact their viewer.

 

Describe, interpret and evaluate the work, ideas and processes used by artists across a variety of disciplines, being able to describe how the cultural and historical context may have influenced their creative work.

 

Recognise how artists use materials to respond to feelings and memory and choose materials, imagery, shape and form to create personal pieces.

 

Understand how art forms such as photography and sculpture continually develop over time as artists seek to break new boundaries.

Discuss the processes used by themselves and by other artists, and describe the particular outcome achieved.

 

Consider how effectively pieces of art express emotion and encourage the viewer to question their own ideas

 

Explain how art can be created to cause reaction and impact and be able to consider why an artist chooses to use art in this way.

 

Independently use their knowledge of tools, materials and processes to try alternative solutions and make improvements to their work which takes account of context and intention.

Subject Leadership

I’m Daisy Dutton, and I’m excited to introduce myself as the new Art and Design Subject Leader at Frenchwood. I’ll be leading our creative curriculum using Kapow Primary, a fantastic resource that supports high-quality, progressive art education across all year groups.

Art and Design is a powerful way for children to express themselves, explore their identities, and connect with the world around them. My vision is to make our art curriculum inclusive, inspiring, and rich in cultural diversity, reflecting the vibrant community we serve.

Through Kapow, pupils will develop key skills in drawing, painting, sculpture, and design, while also learning to appreciate the work of artists from a wide range of backgrounds. More than that, I want our children to feel confident, curious, and proud of their creativity.

Art nurtures personal growth, encourages collaboration, and builds emotional resilience—all essential qualities for lifelong learning. I’m looking forward to celebrating our pupils’ artistic journeys and showcasing their talents throughout the school year.

Intent, Implementation and Impact

Intent

At Frenchwood, we aim to provide a high-quality computing education and equip our children to use computational thinking and creativity to understand and change the world.  We want our children to be confident leaders in the world of computing and at Frenchwood we provide our students with the skills, creativity and enthusiasm to continue striving in computing independently.

In school, we work hard to raise the aspirations of our children and to provide good opportunities for their future aspects.  With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and technology – at a level suitable for the future workplace and as active participants in a digital world.

Implementation

At Frenchwood Community Primary School, we have put in place a high-quality computing education to equip pupils to use creativity to understand and change the world. The teachers at school teach all three elements of Computing as well as E-Safety: Computer Science, Information Technology and Digital Literacy in which children are introduced to a wide range of technology, including laptops, ipads, green screens, Beebots, data Loggers, crumble and micro bits; allowing them to continually practice and improve the skills they learn. This ensures our children become digitally literate so they are able to express themselves and develop their ideas through information and computer technology.

As with all subjects, reading skills are very important in building children’s knowledge and understanding of computing.  Our children love coding and in order for them to debug algorithms, it requires them to read and comprehend the coding language, before debugging the code. These skills are built upon year on year, until the end of year Key Stage Two where children will emerge accomplished in many aspects of computing. Within the computing curriculum, children learn through completing projects and have to gain new skills to complete these units of work. Children in all key stages learn computer programming and coding, testing and debugging their apps as they go.

In addition, we use a variety of resources to develop these skills in school. Classrooms are well resourced with interactive whiteboards, surfboards and student laptops, all of which are used to enhance children’s learning. All children have the opportunity to access laptops which can be used as part of a lesson, for group work, research or as a way of presentation. ICT is used to enhance learning environments throughout the school and the E-safety messages are highlighted throughout the curriculum.

We also take our pupil’s safety very seriously and staff at Frenchwood CP School continuously teach our children how to stay safe online as well as the effects of our Digital Footprint on the World Wide Web.

Impact

We want our pupils to have a range of positive experiences within Computing, utilising cross curricular links to help children excel in the subject.  A wide range of computing lessons are taught regularly and build upon previous skills, knowledge and experiences. When children leave Frenchwood Community Primary, they are equipped with a range of skills to enable them to succeed in their secondary education and be active participants in the ever-increasing digital world.

The impact of our curriculum will:

  • Be critical thinkers.
  • Understand the importance that computing will have going forward in both their educational and working life not forgetting their social and personal futures.
  • Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner.
  • Be able to use technology both individually and as a group.
  • Be aware of online safety issues and protocols and be able to deal with any problems in a responsible and appropriate manner.
  • Have an awareness of developments in technology and have an idea of how current technologies work and relate to one another. 
  • Understand that technology
  • Understand that technology helps to showcase their ideas and creativity.
  • Meet the end of key stage expectations outlined in the National Curriculum for Computing.

Progression

Year Group

 

Standardised Objectives

EYFS

Computing is not explicitly mentioned in the EYFS statutory framework, but we do offer opportunities for children to use technologies, e.g. sound buttons for recording their own voices, Bee-bots, interactive screens.

Personal, social and emotional development supports children in learning how to express themselves, enabling them to talk about things that worry them.   

Year 1
  • Begin to develop an understanding of algorithms
  • Begin to understand that programs work by following instructions
  • Create simple programs and begin to debug them
  • Develop reasoning to predict the behaviour of simple programs
  • Begin to recognise common uses of information technology beyond school
  • Develop an understanding of how to use technology safely
  • Know where to go for help/support when they have concerns about content/contact on internet
  • Use technology to create, store and retrieve digital content

Year 2
  • Understand what algorithms are
  • Understand how algorithms are implemented as programs on digital devices
  • Understand that programs execute by following precise and unambiguous instructions
  • Use logical reasoning to predict the behaviour of simple programs
  • Create and debug simple programs
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private
  • Identify where to go for help/support when they have concerns about content/contact on internet/other online technologies
  • Use technology purposefully to create, store, retrieve, organise and manipulate digital content

Year 3
  • Start to use reasoning to understand how algorithms work
  • Detect errors in algorithms and programs
  • Begin to solve problems by decomposing them into smaller parts
  • Start to use sequence and selection in programs
  • Begin to develop understanding of how to write and debug programs that accomplish specific goals
  • Begin to work with various forms of input/output
  • Show emerging understanding of computer networks including the internet and how they provide multiple services
  • Use some search technologies effectively and appreciate how results are ranked
  • Decide which questions to ask when using search engines
  • Use technology safely, responsibly and respectfully
  • Recognise acceptable/unacceptable behaviour
  • Identify ways to report concerns about content/contact
  • Use a variety of software on digital devices

Year 4
  • Use logical reasoning to understand how algorithms work
  • Detect and correct errors in algorithms and programs
  • Begin to solve problems by decomposing them into smaller parts
  • Start to use sequence, selection and repetition in programs
  • Write and debug programs that accomplish specific goals
  • Work with variables and various forms of input/output
  • Understand computer networks including the internet and how they provide multiple services
  • Use search technologies effectively and appreciate how results are selected and ranked
  • Evaluate the reliability of digital content
  • Begin to ask and answer questions based on the reliability of digital content
  • Recognise acceptable/unacceptable behaviour and identify ways to report concerns about content/contact
  • Select and use a variety of software on digital devices

Year 5
  • Use logical reasoning to understand how algorithms work and detect and correct errors in algorithms and programs
  • Solve problems by decomposing them into smaller parts
  • Use sequence, selection and repetition in programs
  • Write and debug programs that accomplish specific goals
  • Accurately manipulate variables and various forms of input/output
  • Use a wide range of search technologies effectively and appreciate how results are selected and ranked
  • Be discerning in evaluating the reliability of digital content
  • Recognise the opportunities computer networks offer for communication and collaboration
  • Confidently, competently and responsibly use information and communication technology
  • Express own ideas by selecting, using and combining a variety of software on digital devices to design and create programs

Year 6
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems
  • Solve problems by decomposing them into smaller parts
  • Use sequence, selection and repetition accurately in programs
  • Accurately manipulate a wide range of variables and various forms of input/output
  • Securely use logical reasoning to understand how algorithms work and detect and correct errors in algorithms and programs
  • Appreciate how results are selected and ranked and use this to retrieve accurate content
  • Be discerning in evaluating the reliability of digital content
  • Use the opportunities computer networks offer for communication and collaboration
  • Confidently, competently and responsibly use information and communication technology
  • Express own ideas by selecting, using and combining a variety of software on a range of digital devices and create programs

 

Subject Leadership

My name is Sarah Blackburn, I am the subject leader for Computing, and I love technology.  Computing is everywhere, from music, to media, to sport, to fashion and health.  I am passionate about solving riddles and coding allows me to do that!  One of the most enjoyable aspects of Computing is seeing children write and de-bug coding and create some amazing game designs. 

I thoroughly enjoy the children’s creativity and to be in a position to be able to support them with confidence and passion is a privilege.    An important part of my role is to lead computing across the school with links to developing children’s confidence and competence of engaging with a variety of technology.

I also coordinate and set up Internet Safety days for the school, allowing children and adults to get involved by bringing awareness of online risks and how they could remain safe, enabling them to believe they can use technology in a safe and responsible way.  In addition, on a regularly basis, I share guidance and tips to our parents on technology and be a part of our Safer Internet Day.  

Intent, Implementation and Impact

Intent 

Design and Technology gives children the opportunity to develop skills, knowledge and understanding of designing and making functional products. We feel it is vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work. 

D&T is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems in a variety of contexts. They acquire a broad range of subject-knowledge and draw on other disciplines eg maths, computing, science and art. Pupils learn how to take risks, becoming resourceful, innovative and enterprising. Through the evaluation of design past and present, they understand the contribution that high-quality design and technology has on the creativity, culture, wealth and well-being of a nation. 

Implementation

 Purposeful, hands-on and engaging learning opportunities encourage understanding of the iterative process; 

- objectives across all strands revisited and embedded within and across year groups and key stages to ensure cumulative fluency; 

- meaningful links made across subject areas to promote cross-curricular thinking; 

- pupils’ character development underpinned by transferable skills eg being resourceful, resilient and innovative. 

Impact

The Frenchwood Designer understands the iterative nature of the design process and uses this to research, design, communicate, make and evaluate a range of prototypes and products. They are resourceful, innovative and bold and can suggest ways to solve real and relevant problems. The Frenchwood Designer has a wide repertoire of skills and can apply this understanding to a range of contexts eg mechanical systems, electrical systems and structures. They understand the principles of nutrition and can apply this to meal design. 

Progression

Progression

Structures

Phase

Design

Make

Evaluate

EYFS
  • Making verbal plans and material choices. Developing a junk model.
  • Designing a junk model boat.
  • Using knowledge from exploration to inform design.
  • Improving fine motor/scissor skills with a variety of materials.
  • Joining materials in a variety of ways (temporary and permanent).
  • Joining different materials together.
  • Describing their junk model, and how they intend to put it together.
  • Making a boat that floats and is waterproof, considering material choices.
  • Giving a verbal evaluation of their own and others’ junk models with adult support.
  • Checking to see if their model matches their plan.
  • Considering what they would do differently if they were to do it again.
  • Describing their favourite and least favourite part of their model.
  • Making predictions about, and evaluating different materials to see if they are waterproof.
  • Making predictions about, and evaluating existing boats to see which floats best.
  • Testing their design and reflecting on what could have been done differently.
  • Investigating the how the shapes and structure of a boat affect the way it moves.

KS1
  • Learning the importance of a clear design criteria.
  • Including individual preferences and requirements in a design.
  • Generating and communicating ideas using sketching and modelling.
  • Learning about different types of structures, found in the natural world and in everyday objects.
  • Making stable structures from card.
  • Following instructions to cut and assemble the supporting structure of a windmill.
  • Making functioning turbines and axles which are assembled into a main supporting structure.
  • Finding the middle of an object.
  • Puncturing holes.
  • Adding weight to structures.
  • Creating supporting structures.
  • Cutting evenly and carefully.
  • Making a structure according to design criteria.
  • Creating joints and structures from paper/card and tape.
  • Building a strong and stiff structure by folding paper.
  • Evaluating a windmill according to the design criteria, testing whether the structure is strong and stable and altering it if it isn’t.
  • Suggest points for improvements.
  • Exploring the features of structures.
  • Comparing the stability of different shapes.
  • Testing the strength of own structures.
  • Identifying the weakest part of a structure.
  • Evaluating the strength, stiffness and stability of own structure.

LKS2
  • Designing a castle with key features to appeal to a specific person/purpose.
  • Drawing and labelling a castle design using 2D shapes, labelling: -the 3D shapes that will create the features - materials needed  and colours.
  • Designing and/or decorating a castle tower on CAD software.
  • Constructing a range of 3D geometric shapes using nets .
  • Creating special features for individual designs.
  • Making facades from a range of recycled materials.
  • Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design.
  • Suggesting points for modification of the individual designs.

UKS2
  • Designing a stable structure that is able to support weight.
  • Creating a  frame structure with a  focus on triangulation.
  •  Making a range of different shaped beam bridges.
  • Using triangles to create truss bridges that span a given distance and support a load.
  • Building a wooden bridge structure.
  • Independently measuring and marking wood accurately.
  • Selecting appropriate tools and equipment for particular tasks.
  • Using the correct techniques to saws safely.
  • Identifying where a structure needs reinforcement and using card corners for support.
  • Explaining why selecting appropriating materials is an important part of the design process.
  • Understanding basic wood functional properties.
  • Adapting and improving own bridge structure by identifying points of weakness and reinforcing them as necessary.
  • Suggesting points for improvements for own bridges and those designed by others.

Mechanisms / mechanical systems

Phase

Design

Make

Evaluate

KS1

Explaining how to adapt mechanisms, using bridges or guides to control the movement.

Designing a moving story book for a given audience.

Selecting a suitable linkage system to produce the desired motion.

Designing a wheel.
  • Following a design to create moving models that use levers and sliders.
  • Selecting materials according to their characteristics.
  • Following a design brief.
  • Testing a finished product, seeing whether it moves as planned and if not, explaining why and how it can be fixed.
  • Reviewing the success of a product by testing it with its intended audience.
  • Evaluating different designs.
  • Testing and adapting a design.

LKS2
  • Taking part in structured brainstorming sessions.
  • Developing drawing and sketching skills with a focus on clarity and simplicity. Beginning to recognise the benefit of a range of diagram types or prototypes to communicate ideas. (eg. sketches, cross-sectional diagram, thumbnail sketches and exploded diagrams)
  • Creating prototypes using materials with similar properties to their final design.
  • Creating simple design criteria that outline basic functionality and appeal to individual users or target audiences.
  • Developing designs by adding detail and justifications about materials, tools, methods.
  • Following detailed safety instructions.
  • Using a ruler as a measuring tool with increasing accuracy by creating spaced marks using millimetres and measuring lengths of objects.
  • Handle different sizes and types of scissors with confidence.
  • With close supervision using a hot glue gun to join wooden materials (e.g. lolly sticks).
  • Selecting equipment required for a series of tasks based on the plan. Explain why each piece is suitable for each stage.
  • Selecting materials, components or ingredients from a wider choice but within a limited design space (e.g. seasonal ingredients from May and June in the UK).
  • Explaining why they think certain aspects of a peer's design are effective or why they suggested specific improvements.
  • Reflecting on feedback to decide if and how it could be used to improve future iterations.
  • Investigating and analysing a range of existing products by looking at their functionality and appeal.
  • Analysing why specific products, designers or inventors are successful.
  • Evaluating their designs by comparing them against design criteria and considering feedback from peers to suggest improvements.
  • Evaluating how effective their chosen materials and tools were in fulfilling the design brief.

UKS2
  • Designing a pop-up book which uses a mixture of structures and mechanisms.
  • Naming each mechanism, input and output accurately.
  • Storyboarding ideas for a book.
  • Following a design brief to make a pop up book, neatly and with focus on accuracy.
  • Making mechanisms and/or structures using sliders, pivots and folds to produce movement.
  • Using layers and spacers to hide the workings of mechanical parts for an aesthetically pleasing result.
  • Evaluating the work of others and receiving feedback on own work.
  • Suggesting points for improvement.

Electrical systems (KS2 only)

Phase

Design

Make

Evaluate

LKS2
  • Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas.
  • Making a torch with a working electrical circuit and switch.
  • Using appropriate equipment to cut and attach materials.
  • Assembling a torch according to the design and success criteria.
  • Evaluating electrical products.
  • Testing and evaluating the success of a final product.

UKS2

• Identifying factors that could be changed on existing products and explaining how these would alter the form and function of the product.

• Developing design criteria based on findings from investigating existing products.

• Developing design criteria that clarifies the target user.

• Altering a product’s form and function by tinkering with its configuration.

• Making a functional series circuit, incorporating a motor.

• Constructing a product with consideration for the design criteria.

• Breaking down the construction process into steps so that others can make the product.

• Carry out a product analysis to look at the purpose of a product along with its strengths and weaknesses.

• Determining which parts of a product affect its function and which parts affect its form.

• Analysing  whether changes in configuration positively or negatively affect an existing product.

• Peer evaluating a set of instructions to build a product.

Cooking and nutrition

Phase

Design

Make

Evaluate

EYFS
  • Designing a soup recipe as a class.
  • Designing soup packaging.
  • Chopping plasticine safely.
  • Chopping vegetables with support.

• Tasting the soup and giving opinions. • Describing some of the following when tasting food: look, feel, smell and taste.

• Choosing their favourite packaging design and explaining why.

KS1
  • Designing smoothie carton packaging by-hand.

• Chopping fruit and vegetables safely to make a smoothie.

• Juicing fruits safely to make a smoothie.

• Tasting and evaluating different food combinations.

• Describing appearance, smell and taste.

• Suggesting information to be included on packaging.

• Comparing their own smoothie with someone else’s.

LKS2

• Designing a biscuit within a given budget, drawing upon previous taste testing judgements.

• Following a baking recipe, including the preparation of ingredients.

• Cooking safely, following basic hygiene rules.

• Adapting a recipe to meet the requirements of a target audience.

• Evaluating a recipe, considering: taste, smell, texture and appearance. • Describing the impact of the budget on the selection of ingredients.

• Evaluating and comparing a range of food products.

• Suggesting modifications to a recipe (e.g. This biscuit has too many raisins, and it is falling apart, so next time I will use less raisins).

UKS2

• Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients.

• Writing an amended method for a recipe to incorporate the relevant changes to ingredients.

• Designing appealing packaging to reflect a recipe.

• Researching existing recipes to inform ingredient choices.

• Cutting and preparing vegetables safely.

• Using equipment safely, including knives, hot pans and hobs.

• Knowing how to avoid cross-contamination.

• Following a step by step method carefully to make a recipe.

• Identifying the nutritional differences between different products and recipes.

• Identifying and describing healthy benefits of food groups.

Textiles

Phase

Design

Make

Evaluate

KS1

• Using a template to create a design for a puppet.

• Cutting fabric neatly with scissors.

• Using joining methods to decorate a puppet.

• Sequencing the steps taken during construction.

• Reflecting on a finished product, explaining likes and dislikes.

LKS2

• Designing and making a template from an existing cushion and applying individual design criteria.

• Following design criteria to create a cushion or Egyptian collar.

• Selecting and cutting fabrics with ease using fabric scissors.

• Threading needles with greater independence.

• Tying knots with greater independence.

• Sewing cross stitch to join fabric. • Decorating fabric using appliqué.

• Completing design ideas with stuffing and sewing the edges (Cushions)

• Evaluating an end product and thinking of other ways in which to create similar items.

UKS2

• Designing a waistcoat in accordance to a specification linked to set of design criteria.

• Annotating designs, to explain their decisions.

• Using a template when cutting fabric to ensure they achieve the correct shape.

• Using pins effectively to secure a template to fabric without creases or bulges.

• Marking and cutting fabric accurately, in accordance with their design.

• Sewing a strong running stitch, making small, neat stitches and following the edge.

• Tying strong knots.

• Decorating a waistcoat, attaching features (such as appliqué) using thread.

• Finishing the waistcoat with a secure fastening (such as buttons).

• Learning different decorative stitches.

• Sewing accurately with evenly spaced, neat stitches.

• Reflecting on their work continually throughout the design, make and evaluate process.

Digital world (KS2 only)

Phase

Design

Make

Evaluate

LKS2

• Problem solving by suggesting which features on a micro:bit might be useful and justifying my ideas.

• Drawing and manipulating 2D shapes, using computer-aided design, to produce a point of sale badge.

• Developing design ideas through annotated sketches to create a product concept.

• Developing design criteria to respond to a design brief.

• Following a list of design requirements.

• Writing a program to control (button press) and/or monitor (sense light) that will initiate a flashing LED algorithm.

• Analysing and evaluating wearable technology.

• Using feedback from peers to improve design.

UKS2

• Writing a design brief from information submitted by a client. • Developing design criteria to fulfil the client’s request.

• Considering and suggesting additional functions for my navigation tool.

• Developing a product idea through annotated sketches.

• Placing and manoeuvring 3D objects, using CAD.

• Changing the properties of, or combining one or more 3D objects, using CAD.

• Considering materials and their functional properties, especially those that are sustainable and recyclable (for example, cork and bamboo).

• Explaining material choices and why they were chosen as part of a product concept.

• Programming an N,E, S, W cardinal compass.

• Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.

• Developing an awareness of sustainable design.

• Identifying key industries that utilise 3D CAD modelling and explaining why.

• Describing how the product concept fits the client’s request and how it will benefit the customers.

• Explaining the key functions in my program, including any additions.

• Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.

• Explaining the key functions and features of my navigation tool to the client as part of a product concept pitch.

• Demonstrating a functional program as part of a product concept pitch.

Subject Leadership

I’m John Moore, and I’m the Design Technology Subject Leader. DT is a subject that brings learning to life—it’s where creativity meets problem-solving, and ideas become reality.

My philosophy centres on hands-on, purposeful learning that encourages children to think like designers, engineers, and innovators. I believe DT should be inclusive, practical, and inspiring, giving every child the chance to explore materials, tools, and techniques in a safe and stimulating environment.

Through DT, pupils develop essential life skills: critical thinking, resilience, collaboration, and resourcefulness. Whether they’re designing a product, building a structure, or evaluating their work, they’re learning to take risks, reflect, and improve—skills that extend far beyond the classroom.

I’m passionate about making DT a subject that sparks curiosity and pride, and I look forward to working with staff and pupils to create a curriculum that reflects the creativity and diversity of our school community.

Intent, Implementation and Impact

Intent

At Frenchwood, it is important that the diversity of our school community is reflected in our studies.  Our Geography scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives locally, nationally, globally and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Though their studies, our children are encouraged to have:

  • A strong focus on developing both geographical skills and knowledge.
  • Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
  • Developed of fieldwork skills across each year group.
  • A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
  • A growing understanding of geographical concepts, terms and vocabulary.

Implementation

The National curriculum organises the Geography attainment targets under four subheadings or strands:

  • Locational knowledge
  • Place knowledge
  • Human and physical geography
  • Geographical skills and fieldwork

Our Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Skills and knowledge is taught following a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning.  Geographical key concepts are woven across all units with elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible.

Impact

The expected impact of following our scheme of work is that children will:

  • Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
  • Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
  • Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
  • Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
  • Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
  • Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
  • Present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies. Meet the ‘Understanding the World’ Early Learning Goals at the end of EYFS, and the end of key stage expectations outlined in the National curriculum for Geography by the end of Year 2 and Year 6.

Pupil understanding is checked and recorded systematically to show progress against learning objectives, both during sessions and at the end of a unit.  Understanding is assessed using a variety of methods, including quizzes, with pupils offered a range of opportunities to share their geographical knowledge.

Progression

Locational Knowledge

Phase

Skills

Knowledge

EYFS
  • Identifying land and water on a map or globe
  • Making observations about the characteristics of places (in stories, photographs or in the school grounds/local area).
  • To know some vocabulary to describe different bodies of water, even if used inaccurately (sea/ocean, lake, river, pond)
  • To know that usually water is represented in blue on a map or globe. To know the name of their school and the place where they live.
  • To know some vocabulary to describe the characteristics of different places, even if used inaccurately (hill, field, building, road, house, old).

Key Stage 1
  • Locating all the world’s seven continents on a world map.
  • Locating the world’s five oceans on a world map.
  • Showing on a map the oceans nearest the continent they live in.
  • Locating the four countries of the United Kingdom (UK) on a map of this area.
  • Showing on a map which country they live in and locating its capital city.
  • Locating the surrounding seas and oceans of the UK on a map of this area.
  • Locating the capital cities of the four countries of the UK on a map of this area.
  • Identifying characteristics (both human and physical) of the four capital cities of the UK.
  • Showing on a map the city, town or village where they live in relation to their capital city.
  • To know the name of the seven continents (Europe and Asia).
  • To know that a continent is a group of countries.
  • To know that they live in the continent of Europe.
  • To know that an ocean is a large body of water.
  • To know the name of the five of the world’s oceans
  • To know that the UK is short for ‘United Kingdom’.
  • To know that a country is a land or nation with its own government.
  • To know that the United Kingdom is made up of four countries and their names.
  • To know the name of the country they live in.
  • To know that a sea is a body of water that is smaller than an ocean.
  • To know that there are four bodies of water surrounding the UK and to be able to name them.
  • To name some characteristics of the four capital cities of the UK.
  • To know the four capital cities of the UK.
  • To know that a capital city is the city where a country’s government is located.

Lower Key Stage 2
  • Locating some countries in Europe and North and South America using maps.
  • Locating some major cities of the countries studied.
  • Locating some key physical features in countries studied on a map including significant environmental regions.
  • Locating some key human features in countries studied.
  • Locating the world’s most significant mountain ranges on a world map and identifying any patterns.
  • Locating where the world’s volcanoes are on a map and identifying the ‘Ring of Fire’.
  • Locating some of the world’s most significant rivers and identifying any patterns.
  • Locating some counties in the UK (local to your school).
  • Locating some cities in the UK (local to your school).
  • Identifying key physical and human characteristics of counties, cities and/or geographical regions in the UK.
  • Beginning to locate the twelve geographical regions of the UK.
  • Identifying how topographical features studied have changed over time using examples.
  • Describing how a locality has changed over time, giving examples of both physical and human features.
  • Finding the position of the Equator and describing how this impacts our environmental regions.
  • Finding lines of latitude and longitude on a globe and explaining why these are important.
  • Identifying the position of the Tropics of Cancer and Capricorn and their significance.
  • Identifying the position of the Northern and Southern hemispheres and explaining how they shape our seasons.
  • Identifying the position and significance of both the Arctic and Antarctic Circle.
  • To know where North and South America are on a world map.
  • To know the names of some countries and major cities in Europe and North and South America.
  • To know the names of some of the world’s most significant mountain ranges.
  • To know the names of some of the world’s most significant rivers.
  • To know that mountains, volcanoes and earthquakes largely occur at plate boundaries.
  • To know that climate zones are areas of the world with similar climates.
  • To know the world’s different climate zones (equatorial, tropical, hot desert, temperate and polar).
  • To know that biomes are areas of world with similar climates, vegetation and animals.
  • To know the world’s biomes.
  • To know vegetation belts are areas of the world which are home to similar plant species.
  • To know the name of some counties in the UK (local to school).
  • To know the name of some cities in the UK (local to school).
  • To know the name of the county that they live in and their closest city.
  • To begin to name the twelve geographical regions of the UK.
  • To know the main types of land use.
  • To know some types of settlement.
  • To know that countries near the Equator have less seasonal change than those near the poles.
  • To know that the Equator is a line of latitude indicating the hottest places on Earth and splitting our globe into the Northern and Southern Hemispheres.
  • To know lines of longitude are invisible lines on the globe that determine how far east or west a location is from the Prime Meridian.
  • To know lines of latitude are invisible lines on the globe that determine how far north or south a location is from the Equator.
  • To know the Tropics of Cancer and Capricorn are lines of latitude and mark the equatorial region; the countries with the hottest climates.
  • To know the Northern and Southern hemisphere are ‘halves’ of the Earth, above and below our Equator and have alternate seasons to each other.
  • To know the boundaries of the Polar Regions are marked by the invisible lines the Arctic and Antarctic Circle.
  • To know the patterns of daylight in the Arctic and Antarctic Circle and the Equatorial regions.

Upper Key Stage 2
  • Locating more countries in Europe and North and South America using maps.
  • Locating major cities of the countries studied.
  • Locating key physical features in countries studied on a map.
  • Locating key human features in countries studied. Identifying significant environmental regions on a map.
  • Using maps to show the distribution of the world’s climate zones, biomes and vegetation belts.
  • Locating many counties in the UK.
  • Locating many cities in the UK.
  • Confidently locating the twelve geographical regions of the UK.
  • Identifying key physical and human characteristics of the geographical regions in the UK.
  • Understanding how land-use has changed over time using examples.
  • Explaining why a locality has changed over time, giving examples of both physical and human features.
  • Identifying the location of the Prime/Greenwich Meridian and time zones (including day and night) and explaining its significance.
  • Using longitude and latitude when referencing location in an atlas or on a globe.
  • To know the name of many countries and major cities in Europe and North and South America.
  • To know the location of key physical features in countries studied.
  • To name and describe some of the world’s vegetation belts (ice cape, tundra, coniferous forest, deciduous forest, evergreen forest, mixed forest, temperate grassland, tropical grassland, Mediterranean, desert scrub, desert, highland).
  • To know the name of many counties in the UK.
  • To know the name of many cities in the UK.
  • To confidently name the twelve geographical regions of the UK.
  • To know that London and the South East regions have the largest population in the UK.
  • To know the Prime/Greenwich Meridian is a line of longitude which goes through 0°and determines the start of the world’s time zones.

Place Knowledge

Phase

Skills

Knowledge

EYFS
  • Discussing how environments in stories and images are different to the environment they live in.
  • To know that places within this country can differ from each other.
  • To know that there are differences between places in this country and places in other countries.

Key Stage 1
  • Naming some key similarities between their local area and a small area of a contrasting non-European country.
  • Naming some key differences between their local area and a small area of a contrasting non-European country.
  • Describing and beginning to explain some key similarities between their local area and a small area of a contrasting non-European country.
  • Describing and beginning to explain some key differences between their local area and a small area of a contrasting non-European country.
  • Describing what physical features may occur in a hot place in comparison to a cold place.
  • To know that life elsewhere in the world is often different to ours.
  • To know that life elsewhere in the world often has similarities to ours.
  • To know some similarities and differences between their local area and a contrasting non-European country.

Lower Key Stage 2
  • Describing and beginning to explain similarities between two regions studied.
  • Describing and beginning to explain differences between two regions studied.
  • Describing how and why humans have responded in different ways to their local environments.
  • Discussing how climates have an impact on trade, land use and settlement.
  • Explaining what measures humans have taken in order to adapt to survive in cold places.
  • Describing and explaining how people who live in a contrasting physical area may have different lives to people in the UK.
  • To know the negative effects of living near a volcano.
  • To know the positive effects of living near a volcano.
  • To know the negative effects an earthquake can have on a community. To know ways in which communities respond to earthquakes.

Upper Key Stage 2
  • Describing and explaining similarities between two environmental regions studied.
  • Describing and explaining differences between two environmental regions studied.
  • Explaining how and why humans have responded in different ways to their local environments in two contrasting regions.
  • Understanding how climates impact on trade, land use and settlement.
  • Explaining how humans have used desert environments.
  • Using maps to explore wider global trading routes.
  • To know some similarities and differences between the UK and a European mountain region.
  • To know why tourists visit mountain regions.
 

Human and physical geography

Phase

Skills

Knowledge

Key Stage 1
  • Describing how the weather changes with each season in the UK.
  • Describing the daily weather patterns in their locality. Confidently using the vocabulary ‘season’ and ‘weather’.
  • Locating some hot and cold areas of the world on a world map.
  • Locating the Equator and North and South Poles on a world map.
  • Locating hot and cold areas of the world in relation to the Equator and the North and South poles.
  • Recognising some physical features in their locality.
  • Describing the key physical features of a coast using subject specific vocabulary
  • Recognising some human features in their locality.
  • Describing and understanding the differences between a city, town and village.
  • Describing the key human features of a coastal town using subject specific vocabulary.
  • To know the four seasons of the UK.
  • To know that ‘weather’ refers to the conditions outside at a particular time.
  • To know that different parts of the UK often experience different weather.
  • To know that a weather forecast is when someone tries to predict what the weather will be like in the near future.
  • To know that weather conditions can be measured and recorded.
  • To know that the Equator is an imaginary line around the middle of the Earth.
  • To know that, because it is the widest part of the Earth, the Equator is much closer to the sun than the North and South poles.
  • To know that the North Pole is the northernmost point of the Earth and the South Pole is the southernmost point of the Earth.
  • To know that different parts of the world experience different weather conditions and that these are often caused by the location of the place.
  • To know that physical features means any feature of an area that is on the Earth naturally.
  • To know that coasts (and other physical features) change over time.
  • To know some key physical features of the UK.
  • To know that human features means any feature of an area that was made or built by humans.
  • To know that a sea is a body of water that is smaller than an ocean.
  • To know that human features change over time.
  • To know some key human features of the UK.

Lower Key Stage 2
  • Mapping and labelling the seven biomes on a world map.
  • Understanding some of the causes of climate change.
  • Describing how physical features, such as mountains and rivers are formed, and why volcanoes and earthquakes occur.
  • Describing where volcanoes, earthquakes and mountains are located globally.
  • Describing and explaining how physical features such as rivers, mountains, volcanoes and earthquakes have had an impact upon the surrounding landscape and communities.
  • Describing how humans use water in a variety of ways.
  • Describing and understanding types of settlement and land use.
  • Explaining why a settlement and community has grown in a particular location.
  • Explaining why different locations have different human features.
  • Explaining why people might prefer to live in an urban or rural place.
  • Describing how humans can impact the environment both positively and negatively, using examples
  • To know that the water cycle is the processes and stores which move water around our Earth and to be able to name these.
  • To know the courses and key features of a river.
  • To know the different types of mountains and volcanoes and how they are formed.
  • To know that an earthquake is the intense shaking of the ground.
  • To know that a biome is a region of the globe sharing a similar climate, landscape, vegetation and wildlife.
  • To know the world’s biomes.
  • To know that the hottest biomes are found between the Tropics of Cancer and Capricorn.
  • To know that climate zones are areas of the world with similar climates.
  • To know the world’s different climate zones.
  • To know that climates can influence the foods able to grow.
  • To know the main types of land use.
  • To know the different types of settlement.
  • To know water is used by humans in a variety of ways.
  • To know an urban place is somewhere near a town or city.
  • To know a rural place is somewhere near the countryside.
  • To know that a natural resource is something that people can use which comes from the natural environment.
  • To know the threats to the rainforest both on a local and global scale.
  • To know that fair trading is the process of ensuring workers are paid a fair price, have safe working conditions and are treated with respect and equality.
  • To know the UK grows food locally and imports food from other countries.

Upper Key Stage 2
  • Describing and understanding the key aspects of the six biomes.
  • Describing and understanding the key aspects of the six climate zones.
  • Understanding some of the impacts and causes of climate change.
  • Describing and understanding the key aspects and distribution of the vegetation belts in relation to the six biomes, climate and weather.
  • Giving examples of alternative viewpoints and solutions regarding an environmental issue and explaining its links to climate change.
  • Describing and understanding economic activity including trade links.
  • Suggesting reasons why the global population has grown significantly in the last 70 years.
  • Describing the ‘push’ and ‘pull’ factors that people may consider when migrating.
  • Understanding the distribution of natural resources both globally and within a specific region or country studied.
  • Recognising geographical issues affecting people in different places and environments.
  • Describing and explaining how humans can impact the environment both positively and negatively, using examples.
  • To know vegetation belts are areas of the world that are home to similar plant species.
  • To name and describe some of the world’s vegetation belts.
  • To know why the ocean is important.
  • To know the global population has grown significantly since the 1950s.
  • To know which factors are considered before people build settlements.
  • To know migration is the movement of people from one country to another.
  • To know that natural resources can be used to make energy.
  • To know some positive impacts of humans on the environment.
  • To know some negative impacts of humans on the environment.
 

Geographical skills and fieldwork (Fieldwork skills set out in separate table)

Phase

Skills

Knowledge

Key Stage 1
  • Using an atlas to locate the UK.
  • Using a map of the UK to locate the four countries.
  • Beginning to use an atlas to locate the four capital cities of the UK.
  • Using an atlas to locate the Atlantic Ocean and Pacific Ocean.
  • Recognising why maps need a title.
  • Using an atlas to locate the four capital cities of the UK.
  • Using a world map, globe and atlas to locate all the world’s seven continents.
  • Using a world map, globe and atlas to locate the world’s five oceans.
  • Using directional language to describe the location of objects in the classroom and playground.
  • Using directional language to describe features on a map in relation to other features (real or imaginary).
  • Responding to instructions using directional language to follow routes.
  • Beginning to use the compass points (N, S, E, and W) to describe the location of features on a map.
  • Using locational language and the compass points (N, S, E, and W) to describe the location of features on a map.
  • Using locational language and the compass points (N, S, E, and W) to describe the route on a map.
  • Using locational language and the compass points (N, S, and E, W) to plan a route in the playground or school grounds.
  • Using a map to follow a prepared route.
  • Recognising local landmarks on aerial photographs.
  • Recognising basic human features on aerial photographs.
  • Recognising basic physical features on aerial photographs.
  • Drawing freehand maps (of real or imaginary places) using simple pictures or symbols.
  • Drawing a simple sketch map of the classroom and playground using simple pictures, colours or symbols to represent features.
  • Adding labels to sketch maps.
  • Using simple picture maps and plans to move around the school.
  • Recognising landmarks of a city studied on aerial photographs and plan perspectives.
  • Recognising human features on aerial photographs and plan perspectives.
  • Recognising physical features on aerial photographs and plan perspectives.
  • Drawing a map and using class agreed symbols to make a simple key.
  • Drawing a simple sketch map of the playground or school grounds using symbols to represent human and physical features.
  • Finding a given OS symbol on a map with support.
  • Beginning to draw objects to scale (e.g. show the school playground is smaller than the school or school field).
  • Using an aerial photograph to draw a simple sketch map using basic symbols for a key.

 
  • To know that an aerial photograph is a photograph taken from the air above.
  • To know that atlases give information about the world and that a map tells us information about a place.
  • To know that a map is a picture of a place, usually drawn from above.
  • To know that symbols are often used on maps to represent features.
  • To know simple directional language (e.g. near, far, up, down, left, right, forwards, backwards).
  • To know what a sketch map is.
  • To know that a globe is a spherical model of the Earth.
  • To begin to recognise world maps as a flattened globe.
  • To know that a compass is an instrument we can use to find which direction is north.
  • To know which direction is N, S, E, Won a map.
  • To know that maps need a title and purpose.
  • To know that maps need a key to explain what the symbols and colours represent.
  • To know that an interview can be a way to find out people’s views about their area.
  • To know that a tally chart is a way of collecting data quickly.
  • To know that a pictogram is a chart that uses pictures to show data.

Lower Key Stage 2
  • Beginning to use maps at more than one scale.
  • Using atlases, maps, globes, satellite images and beginning to use digital mapping to locate countries studied.
  • Using atlases, maps, and globes and beginning to use digital mapping to recognise and describe physical features and human features in countries studied.
  • Using the scale bar on a map to estimate distances.
  • Finding countries and features of countries in an atlas using contents and index.
  • Zooming in and out of a digital map.
  • Beginning to use the key on an OS map to name and recognise key physical and human features in regions studied.
  • Accurately using 4-figure grid references to locate features on a map in regions studied.
  • Beginning to locate features using the 8 points of a compass.
  • Using a simple key on their own map to show an example of both physical and human features.
  • Following a route on a map with some accuracy.
  • Saying which directions are N, S, E, Won an OS map.
  • Making and using a simple route on a map.
  • Labelling some features on an aerial photograph and then locating these on an OS map of the same locality and scale in regions studied.
  • To understand that a scale shows how much smaller a map is compared to real life.
  • To recognise world maps as a flattened globe.
  • To know that an OS (Ordnance survey) map is used for personal use and organisations use it for housing projects, planning the natural environment and public transport and for security purposes.
  • To know that an OS map shows human and physical features as symbols.
  • To know that grid references help us locate a particular square on a map.
  • To know the eight points of a compass are north, south, east, west, north-east, south-east, north-west, south-west.
  • To know the main types of land use (agricultural, residential, recreational, commercial, industrial and transportation)
  • To know an enquiry-based question has an open-ended answer found by research.
  • To know how to use various simple sampling techniques.
  • To know what a questionnaire and an interview are.
  • To know that quantitative data involves numerical facts and figures and is often objective.
  • To know that an annotated drawing or sketch map is hand drawn and gives a rough idea of features of an area without having to be completely accurate.
  • To know a Likert scale is used to record people’s feelings and attitudes.
  • To know that qualitative data involves opinions, thoughts and feelings and is often subjective.
  • To know what a bar chart, pictogram and table are and when to use which one best to represent data

Upper Key Stage 2
  • Confidently using and understanding maps at more than one scale.
  • Using atlases, maps, globes and digital mapping to locate countries studied.
  • Using atlases, maps, globes and digital mapping to describe and explain physical and human features in countries studied.
  • Identifying, analysing and asking questions about distributions and relationships between features using maps (e.g. settlement distribution).
  • Using the scale bar on a map to calculate distances.
  • Recognising an increasing range of Ordnance Survey symbols on maps and locating features using six-figure grid references.
  • Recognising the difference between Ordnance Survey and other maps and when it is most appropriate to use each.
  • Beginning to use thematic maps to recognise and describe human and physical features studied.
  • Using models and maps to talk about contours and slopes.
  • Selecting a map for a specific purpose.
  • Confidently using the key on an OS map to name and recognise key physical and human features in regions studied.
  • Accurately using 4 and 6-figure Grid References to locate features on a map in regions studied.
  • Confidently locating features using the 8 points of a compass.
  • Following a short pre-prepared route on an OS map.
  • Identifying the 8 compass points on an OS map.
  • Planning a journey to another part of the world using six figure grid references and the eight points of a compass.
  • To know that contours on a map show height and slope.
  • To know that qualitative data involves qualities, characteristics and is largely opinion based and subjective.
  • To know that GIS is a digital system that creates and manages maps, used to support analysis for enquiries.
  • To know that a pie chart can represent a fraction or percentage of a whole set of data.
  • To know a line graph can represent variables over time.
  • To be aware of some issues in the local area.
  • To know what a range of data collection methods look like.
  • To know how to use a range of data collection methods.

Fieldwork

 

EYFS

Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Question
  • Ask questions about the world around them.
  • Recognising there are different ways to answer a question.
  • Beginning to choose the best approach to answer an enquiry question.
  • Developing their own enquiry questions.
  • Beginning to choose the best approach to answer an enquiry question.
  • Developing their own enquiry questions.

Observe
  • Commenting on the features they see in their school and school grounds.
  • Discussing the features they see in the area surrounding their school when on a walk.
  • Asking and answering simple questions about human and physical features of the area surrounding their school grounds.
  • Mapping land use in a small local area using maps and plans.
  • Mapping land use in a small local area using maps and plans.

Measure
  • Answering simple questions, guided by the teacher.
  • Asking and answering simple questions about the features of their school and school grounds.
  • Collecting quantitative data through a small survey of the local area/school to answer an enquiry question
  • Using simple sampling techniques appropriately.
  • Using simple sampling techniques appropriately.

Record
  • Creating some of the features they notice in their school and school grounds.
  • Drawing some of the features they notice in their school and school grounds in correct relation to each other on a sketch map.
  • Classifying the features they notice into human and physical with teacher support.
  • Taking digital photographs of geographical features in the locality.
  • Making digital audio recordings when interviewing someone.
  • Taking digital photos and labelling or captioning them.
  • Taking digital photos and labelling or captioning them.

Present
  • Expressing their likes and dislikes about a specific place and its features, beginning to explain their reasoning.
  • Using a simple recording technique to express their feelings about a specific place and explaining why they like/dislike some of its features.
  • Presenting data in simple tally charts or pictograms and commenting on what the data shows.
  • Asking and answering simple questions about data.
  • Presenting data using plans, freehand sketch maps, annotated drawings,
  • Presenting data using plans, freehand sketch maps, annotated drawings,

Subject Leadership

As the Geography Subject Leader, I am excited to share with you the wonderful world of Geography that the children of Frenchwood will explore on their journey through school.  Our Geography curriculum is designed to help children develop a deep understanding of the world around them, from maps and landscapes to cultures and environmental issues. We aim to foster curiosity, critical thinking, and a love for learning about the planet we all share.

There’s always something new and exciting to discover as we uncover the wonders of our world together!

Claire McGrath

Intent, Implementation and Impact

Intent 

At Frenchwood we believe that the teaching of fun, engaging, interesting lessons will provide children with an excellent start on the road to becoming an Historian and a life-long learner. History is not only about finding out about the past but being part of the past, living as others would, developing empathy and asking questions, enquiring and reasoning. A variety of teaching styles are employed along with the use of visits to museums, castles, mills and local buildings in the surrounding area. Visitors and other ‘experts’ are encouraged, along with high quality resources. We aim to motivate pupils, use their developing historical skills and for them to learn about the world around them from past to present. 

Implementation 

At Frenchwood History is taught in phases (EYFS, KS1, LKS2, UKS2) through a two-year cycle. We follow the National Curriculum for History, taking opportunities to link areas of learning to the locality and local people of interest. Children will learn how to find out about the past, the value and usefulness of different sources of evidence and form conclusions and about life and events in different periods of History. Children will understand chronology, form links from different time periods, develop empathy and understand the impact of events and people on the local and national scene. Theme lessons are weekly and have either a History or a Geography focus. Units are linked to a visit/visitor to develop interest and provide opportunities for learning outside the classroom. All themes (where relevant) also a novel to run alongside learning, to read as a class for pleasure, to bring the different periods of History to life and to encourage empathy for the characters in those times. As well on acquiring knowledge and developing skills to be like an Historian, we also have themes that run through our learning – Movement – fairness – local heroes -   

Impact 

The expected impact of the History scheme of work is that children will. 

  • Understand the chronological narrative, from the earliest times to the present day 

  • Recognise how local people that we have connections with and share commonality with, have shaped the local area/nation 

  • How Britain has influenced and been influenced by the wider world  

  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies  

  • Develop an  understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’  

  • Understand continuity and change, cause and consequence, similarity, difference and significance  

  • Understand methods of historical enquiry, how evidence is used to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed 

Progression

Substantive and disciplinary concept map

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Progression statements

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Subject Leadership

I’m Steve McLoughlin, and I’m proud to have the role of History Subject Leader at Frenchwood Community Primary School. History is a powerful subject—it helps us understand the past, make sense of the present, and shape a better future.

At Frenchwood, we are privileged to serve a wonderfully diverse and vibrant community, and I believe our History curriculum should reflect that. My aim is to ensure that every child sees themselves in the stories we explore—whether through local heritage, global events, or the lives of individuals who have shaped our world.

I’m passionate about making History inclusive, engaging, and relevant. Through enquiry, storytelling, and critical thinking, children will learn to ask questions, challenge perspectives, and appreciate the richness of different cultures and experiences. History should not only inform—it should inspire.

I look forward to working with staff, pupils, and families to build a curriculum that celebrates our shared humanity and encourages every child to feel proud of their place in history.

Intent, Implementation and Impact

Intent

The National Curriculum for music aims to ensure that all children:

  • perform, listen to, review and evaluate music
  • be taught to sing, create and compose music
  • understand and explore how music is created, produced and communicated

At Frenchwood, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and different cultures, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Implementation

At Frenchwood, we use Charanga as our scheme of work.

The implementation of the Charanga scheme of work enables our children to develop and progress their skills through the primary key stages. Teachers are able to confidently deliver music lessons by following a structure and progression of lessons increasing in depth throughout the key stages. The scheme involves the use of games, singing, instruments, improvisation and composition in lessons to:

  •  Encourage the children to have fun and enjoy listening to different styles of music.
  •  Recognise instruments and features of key musical styles.
  •  Encourage confident discussion using accurate musical language.

Charanga is also supplemented with other Musical learning opportunities each term. Children will learn and perform songs related to their learning in other subjects.

Impact

The expected impact of following our Music scheme of work is that over their time at Frenchwood, our students will be given the skills and knowledge to understand the impact that music can have on our lives and cultures and how it can play an integral role in our emotional wellbeing. We aim to give children high aspirations which will enable them to foster a lifelong love for music and the confidence to continue to play and enjoy music into their adult lives.

Progression

Subject Leadership

I am Vikki Kay, the music subject leader at Frenchwood Commiunity Primary School. I have the exciting role of  supporting teachers and children in their Music lessons, and ensuring that all our children make the best possible progress.

I really enjoyed Music at Primary school, and this inspired me to continue studying Music throughout High School, college and university. I enjoyed Music so much that I chose it as my subject specialism when I completed my teaching degree. I can play the piano, cornet and violin, and have played in bands and orchestras since I was a little girl. I have taught at Frenchwood for 24 years, and I get great pleasure from seeing young people find a passion in Music.

I believe that Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in the personal development of individuals and groups of people. Music reflects culture and society, and so the teaching and learning of music enables children to better understand the world they live in. As Henry Longfellow said in one of my favourite quotes, "Music is the universal language of mankind."

Intent, Implementation and Impact

Intent:

Personal, social, health and economic (PSHE) education is an important part of our Frenchwood education. At Frenchwood we teach mindfulness and reflection in our weekly lessons. The Frenchwood values of being collaborative, hard-working, kindness, aspirational, welcoming, respectful underpin all our learning.   

The mindful approach is crucial. In each lesson, the children are taught to be aware of their thoughts and feelings as they arise and be able to focus their mind. Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life.  

Relationships and Sex Education (RSE) is part of the PSHE curriculum subject and enables our children to learn how to be safe, to understand and develop healthy relationships and understand the emotional changes they will face in their future

Implementation

Our curriculum is designed with six half termly units that run throughout school. These are:  

  • Aut 1 – Being me in my world  

  • Aut 2 – Celebrating Difference  

  • Sprg 1 – Dreams and Goals  

  • Sprg 2 – Healthy Me 

  • Sum 1 – Relationships 

  • Sum 2 – Changing me 

In EYFS, PSHE is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. 

In KS1 and KS2, pupils are taught through weekly timetabled lessons. The curriculum is progressive, where the children build upon the skills they have learnt previously to prepare them for the ever-changing world.  

Wider Curriculum – Each week children receive an assembly that builds upon the skills that they are taught in lessons and allow opportunity for reflection. Our values are promoted across the curriculum and celebrated in our weekly celebrations assembly. Children are given responsibilities within class and once they are in UKS2 have roles across school. Such responsibilities give the children important skills to take into the wider world. British values of democracy are developed in our elections for School Council and Eco Team. These bodies of pupils hold important roles in making our school a better place. Our nurture spaces provide important areas for children to develop their PSHE skills, as well spaces to regulate to support in their learning.  

Impact

The impact of the PSHE curriculum at Frenchwood Primary can be seen through: 

  • Our children have become healthy and responsible members of society, equipped with the knowledge and skills to make the right choices in society. 

  • Our children demonstrate and apply the British Values of Democracy, Tolerance, Mutual Respect, Rule of Law and Liberty 

  • Our children display a healthy and positive outlook towards school and their learning and have developed the knowledge, skills and attributes they need to succeed at school and in the wider world 

  • Our children have developed the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others 

  • Our children apply their understanding of society to their everyday interactions, from the classroom to the wider community of which they are a part 

  • Our children possess the skills to evaluate and understand their own wellbeing needs, practise self-care and contribute positively to the wellbeing of those around them 

Progression

The OFSTED framework emphasises the need for high quality provision through a broad and rich curriculum, and aims to support the future success of all individuals, with a focus on supporting those from disadvantaged backgrounds. Here is an overview of how this is delivered at Frenchwood using the Jigsaw PSHE scheme.  

Autumn 1 - Being Me in My World

EYFS

In this half term, the children talk about how they have similarities and differences from their friends and how that is OK. They begin working on recognising and managing their feelings, identifying different ones and the causes these can have. The children talk about working with others and why it is good to be kind and use gentle hands. They discuss children’s rights, especially linked to the right to learn and the right to play. The children talk about what it means to be responsible.

Key Vocabulary

Kind, Gentle, Friend, Similar(ity), Different, Rights, Responsibilities, Feelings, Angry, Happy, Excited, Nervous, Sharing, Taking Turns.

KS1

In this half term the children discuss their hopes and fears for the year ahead – they talk about feeling worried and recognising when they should ask for help and who to ask. They talk about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair place. The children talk about choices and the consequences of making different choices, set up their Jigsaw Journals and make the Jigsaw Charter.

Key Vocabulary

Safe, Special, Calm, Belonging, Special, Rights, Responsibilities, Learning Charter, Jigsaw Charter, Rewards, Proud, Consequences, Upset, Disappointed, Illustration. Worries, Hopes, Fears, Responsible Actions, Praise, Positive, Negative, Choices, Co-Operate, Learning Charter, Problem-Solving.

LKS2

In this half term, the children talk about being part of a team. They talk about attitudes and actions and their effects on the whole class. The children learn about their school and its community, who all the different people are and what their roles are. They discuss democracy and link this to their own School Council, what its purpose is and how it works. The children talk about group work, the different roles people can have, how to make positive contributions, how to make collective decisions and how to deal with conflict. They also talk about considering other people’s feelings. They refresh their Jigsaw Charter and set up their Jigsaw Journals.

 

Key Vocabulary

Welcome, Valued, Achievements, Proud, Pleased, Personal Goal, Praise, Acknowledge, Affirm, Emotions, Feelings, Nightmare, Fears, Worries, Solutions, Support, Rights, Responsibilities, Dream, Behaviour, Consequences, Actions, Fairness, Choices, Co-Operate, Group Dynamics, Team Work, View Point, Ideal , Belong, Included, Excluded, Welcome, Valued, Team, Charter, Role, Job Description, School Community, Democracy, Democratic, Reward, Decisions, Voting, Authority, Learning Charter, Contribution, Observer, UN Convention on Rights of Child (UNCRC).

Year  5

In this half term  the children think and talk about the year ahead, goals they could set for themselves as well as the challenges they may face. They learn and talk about their rights and responsibilities as a member of their class, school, wider community and the country they live in. The children talk about their own behaviour and its impact on a group as well as choices, rewards, consequences and the feelings associated with each. They also talk about democracy, how it benefits the school and how they can contribute towards it. They revisit the Jigsaw Charter and set up their Jigsaw Journals.

Key Vocabulary

Goals, Worries, Fears, Value, Welcome, Choice, Ghana, West Africa, Cocoa Plantation, Cocoa Pods, Machete, Rights, Community, Education, Wants, Needs, Maslow, Empathy, Comparison, Opportunities, Education, Choices, Behaviour, Responsibilities, Rewards, Consequences, Empathise, Learning Charter, Obstacles, Cooperation, Collaboration, Legal, Illegal, Lawful, Laws, Participation, Motivation, Democracy, Decision, Proud.

Year 6

In this half term the children discuss their year ahead, they learnt to set goals and discuss their fears and worries about the future. The class learn about the United Nations Convention on the Rights of the Child and that these are not met for all children worldwide. They talk about their choices and actions and how these can have far-reaching effects, locally and globally. The children talk about their own behaviour and how their choices can result in rewards and consequences and how these feel. They talk about how an individual’s behaviour and the impact it can have on a group. They also talk about democracy, how it benefits the school and how they can contribute towards it. They establish the Jigsaw Charter and set up their Jigsaw Journals

Key Vocabulary

Challenge, Goal, Attitude, Actions, Rights and Responsibilities, United Nations Convention on The Rights of the Child, Citizen, Choices, Consequences, Views, Opinion, Collaboration, Collective Decision, Democracy.

Autumn 2 – Celebrating Difference

EYFS

In this half term, children are encouraged to think about things that they are good at whilst understanding that everyone is good at different things. They talk about being different and how that makes everyone special but also recognising that we are the same in some ways. The children talk about their homes and are asked to explain why it is special to them. They talk about friendship and how to be a kind friend and how to stand up for themselves if someone says or does something unkind to them.

Key Vocabulary

Different, Special, Proud, Friends, Kind, Same, Similar, Happy, Sad, Frightened, Angry, Family.

KS1

In this half term the class talk about gender stereotypes, that boys and girls can have differences and similarities and that is OK. They talk about children being bullied because they are different, that this shouldn’t happen and how to support a classmate who is being bullied. The children talk about feelings associated with bullying and how and where to get help. They talk about similarities and differences and that it is OK for friends to have differences without it affecting their friendship. the class talk about the similarities and differences between people and that these make us unique and special. The children also talk about being nice to and looking after other children you think might be being bullied.

Key Vocabulary

Boys, Girls, Similarities, Assumptions, Shield, Stereotypes, Special, Differences, Bully, Purpose, Kind, Unkind, Feelings, Sad, Lonely, Help, Stand up for, Male, Female, Diversity, Fairness, Kindness, Friends, Unique, Value, Similarity, Same as, Different from, Difference, Bullying, Bullying behaviour, Deliberate, On purpose, Unfair, Included, Bullied, Celebrations,

LKS2

In this half term, the class learn about families, that they are all different and that sometimes they fall out with each other. They also talk about judging people by their appearance, first impressions and what influences their thinking on what is normal. The children talk about techniques to calm themselves down and discuss a technique called ‘solve it together.’ The children revisit the topic of bullying and talk about being a witness (bystander), they took about how a witness has choices and how these choices can affect the bullying that is taking place. They discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children also talk about using problem-solving techniques in bullying situations. They talk about name-calling and choosing not to use hurtful words. They also talk about giving and receiving compliments and the feelings associated with this. They talk about online bullying and what to do if they suspect or know that it is taking place. The children talk about their own uniqueness and what is special about themselves. They talk about first impressions and when their own first impressions of someone have changed.

Key Vocabulary

Family, Loving, Caring, Safe, Connected, Difference, Special, Conflict, Solve It Together, Solutions, Resolve, Witness, Bystander, Bullying, Gay, Unkind, Feelings, Tell, Consequences, Hurtful, Compliment, Unique, Character, Assumption, Judgement, Surprised, Different, Appearance, Accept, Influence, Opinion, Attitude, Bullying, Friend, Secret, Deliberate, On purpose, Bully, Problem solve, Cyber bullying, Text message, Website, Troll, Special, Unique, Physical features, Impression, Changed.

Year  5

In this half term the class explore culture and cultural differences. They link this to racism, talking about what it is and how to be aware of their own feelings towards people from different cultures. They revisit the topic of bullying and discuss rumour spreading and name-calling. The children talk about direct and indirect bullying as well as ways to encourage children to not using bullying behaviours. The class talk about happiness regardless of material wealth and respecting other people’s cultures.

Key Vocabulary

Conflict, Difference, Similarity, Belong, Culture Wheel, Racism, Colour, Race, Discrimination, Ribbon, Bullying, Rumour, Name-calling, Racist, Homophobic, Cyber bullying, Texting, Problem solving, Indirect, Direct, Happiness, Developing World, Celebration, Artefacts, Display, Presentation.

Year 6

In this half term the class talk about differences and similarities and that for some people, being different is hard. The children talk about bullying and how people can have power over others in a group. They talk about strategies for dealing with this as well as wider bullying issues. The class talk about people with disabilities and look at specific examples of disabled people who have amazing lives and achievements.

Key Vocabulary

Normal, Ability, Disability, Visual impairment, Empathy, Perception, Medication, Vision, Blind, Male, Female, Diversity, Transgender, Gender Diversity, Courage, Fairness, Rights, Responsibilities, Power, Struggle, Imbalance, Harassment, Bullying, Bullying behaviour, Direct, Indirect, Argument, Recipient, Para-Olympian, Achievement, Accolade, Perseverance, Sport, Admiration, Stamina, Celebration, Conflict.

Spring 1 – Dreams and Goals

EYFS

In this half term, children talk about challenges and facing up to them. They discuss not giving up and trying until they have achieved their goal. The children are encouraged to think about jobs that they might like to have when they are older and are taught to associate what they learn now with being able to have the job they want. They also talk about achieving goals and the feelings linked to this.

Key Vocabulary

Dream, Goal, Challenge, Job, Ambition, Perseverance, Achievement, Happy, Kind, Encourage.

KS1

In this half term the class about setting realistic goals and how they can achieve them. They discuss perseverance when they find things difficult as well as recognising their strengths as a learner. The children talk about group work and reflect on who they work well with and who they don’t. They also talk about sharing success with other people.

Key Vocabulary

Proud, Success, Achievement, Goal, Treasure, Coins, Goal, Learning, Stepping-stones, Process, Working together, Team work, Celebrate, Learning, Stretchy, Challenge, Feelings, Obstacle, Overcome, Achieve, Dreams, Goals. Realistic, Proud, Success, Celebrate, Strength, Persevere, Difficult, Easy, Learning Together, Partner, Product

LKS2

In this half term, the class look at examples of people who have overcome challenges to achieve success and discuss what they can learn from these stories. The children identify their own dreams and ambitions and discuss how it will feel when they achieve them. They discuss how it feels when dreams don’t come true and how to cope with / overcome feelings of disappointment. The children talk about making new plans and setting new goals even if they have been disappointed. They talk about facing learning challenges and identify their own strategies for overcoming these, including group work and overcoming challenges together.  The children talk about obstacles which might stop them from achieving their goals and how to overcome these. They reflect on their progress and successes, identify what they could do better next time and talk about the feelings associated with overcoming a challenge.

Key Vocabulary

Perseverance, Challenges, Success, Obstacles, Dreams, Goals, Ambitions, Future, Aspirations, Garden, Decorate, Team work, Enterprise, Design, Cooperation, Product, Strengths, Motivated, Enthusiastic, Excited, Efficient, Responsible, Frustration, ‘Solve It Together’ Technique, Solutions, Review, Learning, Celebrate, Evaluate.

Year  5

In this half term the class talk about their dreams and goals and how they might need money to help them achieve them. They look at jobs that people they know do, they look at the fact that some jobs pay more money than others and reflect on what types of jobs they might like to do when they are older. The children look as the similarities and differences between themselves (and their dreams and goals) and someone from a different culture.

Key Vocabulary

Dream, Hope, Goal, Feeling, Achievement, Money, Grown Up, Adult, Lifestyle, Job, Career, Profession, Money, Salary, Contribution, Society, Determination, Perseverance, Motivation, Aspiration, Culture, Country, Sponsorship, Communication, Support, Rallying, Team Work, Cooperation, Difference.

Year 6

In this half term the class talk about their own strengths and further stretching themselves by setting challenging and realistic goals. They discuss the learning steps they’ll need to take as well as talking about how to stay motivated. The children explore various global issues and explore places where people may be suffering or living in difficult situations – whilst doing this they reflect on their own emotions linked to this learning. The class also talk about what they think their classmates like and admire about them as well as working on giving others praise and compliments.

Key Vocabulary

Dream, Hope, Goal, Learning, strengths, Stretch, Achievement, Personal, Realistic, Unrealistic, Feeling, Success, Criteria, Learning steps, Money, Global issue, Suffering, Concern, Hardship, Sponsorship, Empathy, Motivation, Admire, Respect, Praise, Compliment, Contribution, Recognition.

Spring 2 – Healthy Me

EYFS

In this half term, children learn about their bodies; the names of some key parts as well as how to stay healthy. They talk about food and that some foods are healthier than others. They discuss the importance of sleep and what they can do to help themselves get to sleep. They talk about hand washing and why it is important. The class also discuss stranger danger and what they should do if approached by someone they don’t know.

Key Vocabulary

Healthy, Exercise, Head, Shoulders, Knees, Toes, Sleep, Wash, Clean, Stranger, Scared, Trust.

KS1

In this half term the class talk about healthy and unhealthy choices and how these choices make them feel. They talk about hygiene, keeping themselves clean and that germs can make you unwell. The children learn about road safety as well as people who can help them to stay safe. The children talk about things that make them feel relaxed and stressed. They talk about medicines, how they work and how to use them safely.

Key Vocabulary

Healthy, Unhealthy, Balanced, Exercise, Sleep, Choices, Clean, Body parts, Keeping clean, Toiletry items (e.g. toothbrush, shampoo, soap), Hygienic, Safe, Medicines, Trust, Safe, Safety, Green Cross Code, Eyes, Ears, Look, Listen, Wait. Lifestyle, Motivation, Relax, Relaxation, Tense, Calm, Healthy, Unhealthy, Dangerous, Body, Balanced diet, Portion, Proportion, Energy, Fuel, Nutritious.

LKS2

In this half term, the class talk about the importance of exercise and how it helps your body to stay healthy. They also talk about their heart and lungs, discuss what they do and that they are very important. The children talk about calories, fat and sugar; they discuss what each of these are and how the amount they consume can affect their health. The class talk about different types of drugs, the ones you take to make you better as well as other drugs. The children think about things, places and people that are dangerous and link this to strategies for keeping themselves safe. They look at the friendship groups that they are part of, how they are formed, how they have leaders and followers and how they fit into them. The children are asked to reflect on their friendships, how different people make them feel and which friends they value the most. The class also look at smoking and its effects on health, they do the same with alcohol and then look at the reasons why people might drink or smoke. Finally, they talk about peer pressure and how to deal with it.

Key Vocabulary

Oxygen, Energy, Calories / kilojoules, Heartbeat, Lungs, Heart, Fitness, Labels, Sugar, Fat, Saturated fat, Healthy, Drugs, Attitude, Safe, Anxious, Scared, Strategy, Advice, Harmful, Risk, Feelings, Complex, Appreciate, Body, Choice, Friendship, Emotions, Healthy, Relationships, Friendship groups, Value, Roles, Leader, Follower, Assertive, Agree, Disagree, Smoking, Pressure, Peers, Guilt, Advice, Alcohol, Liver, Disease, Anxiety, Fear, Believe, Opinion, Right, Wrong.

Year  5

In this half term the class look at the risks linked to smoking and how this affects the lungs, liver and heart. They do the same with the risks associated with alcohol misuse. They are taught a range of basic emergency procedures (including the recovery position) and learn how to contact the emergency services when needed. The children look at how body types are portrayed in the media, social media and celebrity culture. They also talk about eating disorders and people’s relationships with food and how this can be linked to negative body image pressures.

Key Vocabulary

Choices, Healthy behaviour, Unhealthy behaviour, Informed decision, Pressure, Media, Influence, Emergency, Procedure, Recovery position, Calm, Levelheaded, Body image, Media, Social media, Celebrity, Altered, Self-respect, Comparison, Eating problem, Eating disorder, Respect, Debate, Opinion, Fact, Motivation.

Year 6

In this half term the class discuss taking responsibility for their own physical and emotional health and the choices linked to this. They talk about different types of drugs and the effects these can have on people’s bodies. The class discuss exploitation as well as gang culture and the associated risks. They also talk about mental health / illness and that people have different attitudes towards this. They learn to recognise the triggers for and feelings of being stressed and that there are strategies they can use when they are feeling stressed.

Key Vocabulary

Responsibility, Choice, Immunisation, Prevention, Drugs, Effects, Motivation, Prescribed, Unrestricted, Over-the-counter, Restricted, Illegal, Volatile substances, ‘Legal highs’, Exploited, Vulnerable, Criminal, Gangs, Pressure, Strategies, Reputation, Anti-social behaviour, Crime, Mental health, Emotional health, Mental illness, Symptoms, Stress, Triggers, Strategies, Managing stress, Pressure.

Summer 1 - Relationships

EYFS

In this half term, children are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family. They explore the friendships they have and what makes a good friend. They are introduced to simple strategies they can use to mend friendships. The children also learn about Jigsaw’s Calm Me and how they can use this when feeling upset or angry.

Key Vocabulary

Family, Jobs, Relationship, Friend, Lonely, Argue, Fall-out, Words, Feelings, Angry, Upset, Calm me, Breathing.

KS1

In this half term the children’s breadth of relationships is widened to include people they may find in their school community. They consider their own significant relationships (family, friends and school community) and why these are special and important. There is also a focus on falling out and mending friendships. Children consider the importance of trust in relationships and what this feels like. They also learn about two types of secret, and why ‘worry secrets’ should always be shared with a trusted adult. As part of the learning on healthy and safe relationships, children learn that touch can be used in kind and unkind ways, and reflect upon different types of physical contact in relationships, which are acceptable and which ones are not. The children also discuss people who can help them if they are worried or scared. Learning about family relationships widens to include roles and responsibilities in a family and the importance of co-operation, appreciation and trust.

Key Vocabulary

Family, Belong, Same, Different, Friends, Friendship, Qualities, Caring, Sharing, Kind, Greeting, Touch, Feel, Texture, Like, Dislike, Help, Helpful, Community, Feelings, Confidence, Praise, Skills, Self-belief, Incredible, Proud, Celebrate, Relationships, Special, Appreciate. Family, Different, Similarities, Special, Relationship, Important, Co-operate, Touch, Physical contact, Communication, Hugs, Like, Dislike, Acceptable, Not acceptable, Conflict, Point of view, Positive problem solving, Secret, Good secret, Worry secret, Telling, Adult, Trust, Happy, Sad, Frightened, Trust, Trustworthy, Honesty, Reliability, Compliments.

LKS2

In this half term, the class revisit family relationships and identify the different expectations and roles that exist within the family home. They identify why stereotypes can be unfair and may not be accurate e.g. Mum is the carer, Dad goes to work. They learn that families should be founded on love, respect, appreciation, trust and cooperation. Children are reminded about the solve-it together technique for negotiating conflict situations and the concept of a win-win outcome is introduced. They start to investigate the emotional aspects of relationships and friendships. With this in mind, children explore jealousy and loss/ bereavement. They identify the emotions associated with these relationship changes, the possible reasons for the change and strategies for coping with the change. The children learn that change is a natural in relationships and they will experience (or may have already experienced) some of these changes. They also learn that sometimes it is better if relationships end, especially if they are causing negative feelings or they are unsafe. Children are taught that relationship endings can be amicable. Online relationships through gaming and Apps is explored and children are introduced to some rules for staying safe online. They investigate the wants and needs of other children who are less fortunate and compare these with their own. Children’s universal rights are also revisited.

Key Vocabulary

Men, Women, Unisex, Male, Female, Stereotype, Career, Job, Role, Responsibilities, Respect, Differences, Similarities, Conflict, Win-win, Solution, Solve-it-together, Problem-solve, Internet, Social media, Online, Risky, Gaming, Safe, Unsafe, Private messaging (pm), Direct messaging (dm), Global, Communication, Fair trade, Inequality, Food journey, Climate, Transport, Exploitation, Rights, Needs, Wants, Justice, United Nations, Equality, Deprivation, Hardship, Appreciation, Gratitude, Celebrate. Relationship, Close, Jealousy, Problem-solve, Emotions, Positive, Negative, Loss, Shock, Disbelief, Numb, Denial, Anger, Guilt, Sadness, Pain, Despair, Hope, Souvenir,  Memento, Memorial, Acceptance, Relief, Remember, Negotiate, Compromise, Trust, Loyal, Empathy, Betrayal, Amicable, Appreciation, Love.

Year  5

In this half term the class learn about the importance of self-esteem and ways this can be boosted. This is important in an online context as well as off-line, as mental health can be damaged by excessive comparison with others. This leads onto a series of lessons that allow the children to investigate and reflect upon a variety of positive and negative online/ social media contexts including gaming and social networking. They learn about age -limits and also age-appropriateness. Within these lessons, children are taught the SMARRT internet safety rules and they apply these in different situations. Risk, pressure and influences are revisited with a focus on the physical and emotional aspects of identifying when something online or in social media feels uncomfortable or unsafe. Children are taught about grooming and how people online can pretend to be whoever they want. Rights, responsibilities and respect are revisited with an angle on technology use. Screen time is also discussed and children find ways to reduce their own screen time. This unit aims to help children to be more discerning when viewing anything online or on social media.

Key Vocabulary

Personal attributes, Qualities, Characteristics, Self-esteem, Unique, Comparison, Negative self-talk, Social media, Online, Community, Risky, Positive, Negative, Safe, Unsafe, Rights, Responsibilities, Social network, Gaming, Violence, Grooming, Troll, Gambling, Betting, Trustworthy, Appropriate, Screen time, Physical health, Mental health, Off-line, Social, Peer pressure, Influences, Personal information, Passwords, Privacy, Settings, Profile, SMARRT rules.

Year 6

In this half term the class look at mental health and how to take care of their own mental well-being. They talk about the grief cycle and its various stages, they also discuss the different causes of grief and loss. The children talk about people who can try to control them or have power over them. They look at online safety, learning how to judge if something is safe and helpful as well as talking about communicating with friends and family in a positive and safe way.

Key Vocabulary

Mental health, Ashamed, Stigma, Stress, Anxiety, Support, Worried, Signs, Warning, Self-harm, Emotions, Feelings, Sadness, Loss, Grief, Denial, Despair, Guilt, Shock, Hopelessness, Anger, Acceptance, Bereavement, Coping strategies, Power, Control, Authority, Bullying, Script, Assertive, Risks, Pressure, Influences, Self-control, Real / fake, True / untrue, Assertiveness, Judgement, Communication, Technology, Power, Cyber-bullying, Abuse, Safety.
 

Summer 2 – Changing Me

EYFS

In this half term, children encouraged to think about how they have changed from being a baby and what may change for them in the future. They consolidate the names and functions of some of the main parts of the body and discuss how these have changed. They learn that our bodies change as we get older in lots of different ways. Children understand that change can bring about positive and negative feelings, and that sharing these can elp. They also consider the role that memories can have in managing change.

Key Vocabulary

Eye, Foot, Eyebrow, Forehead, Ear, Mouth, Arm, Leg, Chest, Knee, Nose, Tongue, Finger, Toe, Stomach, Hand, Baby, Grown-up, Adult, Change, Worry, Excited, Memories.

KS1

In this half term the children are introduced to life cycles e.g. that of a frog and identify the different stages. They compare this with a human life cycle and look at simple changes from baby to adult e.g. getting taller, learning to walk etc. They discuss how they have changed so far and that people grow up at different rates. As part of a school’s safeguarding duty, pupils are taught the correct words for private parts of the body (those kept private by underwear: vagina, anus, penis, testicles, vulva). They are taught that nobody has the right to hurt these parts of the body, including a lesson on inappropriate touch and assertiveness. Children practise a range of strategies for managing feelings and emotions. They are also taught where they can get help if worried or frightened. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.

Key Vocabulary

Changes, Life cycles, Baby, Adult, Adulthood, Grown-up, Mature, Male, Female, Vagina, Penis, Testicles, Vulva, Anus, Learn, New, Grow, Feelings, Anxious, Worried, Excited, Coping.

LKS2

(Jigsaw 7-8)

In this half term, the class learn about babies and what they need to grow and develop including parenting. Children learn that it is usually the female that carries the baby in nature. This leads onto lessons where puberty is introduced. Children first look at the outside body changes in males and females. They learn that puberty is a natural part of growing up and that it is a process for getting their bodies ready to make a baby when grownup. Inside body changes are also taught. Children learn that females have eggs (ova) in their ovaries and these are released monthly. If unfertilised by a male’s sperm it passes out of the body as a period. Children discuss how they feel about puberty and growing up and there are opportunities for them to seek reassurance if anything is worrying them.

Key Vocabulary

Changes, Birth, Animals, Babies, Mother, Growing up, Baby, Grow, Uterus, Womb, Nutrients, Survive, Love, Affection, Care, Puberty, Control, Male, Female, Testicles, Sperm, Penis, Ovaries, Egg, Ovum / ova, Womb / uterus, Vagina, Stereotypes, Task, Roles, Challenge, Looking forward, Excited, Nervous, Anxious, Happy.

Year  5

(Jigsaw 8-9)

In this half term the class revisit bodily changes at puberty with some additional vocabulary, particularly around menstruation. Sanitary health is taught, including introducing pupils to different sanitary and personal hygiene products. Conception and sexual intercourse are introduced in simple terms so the children understand that a baby is formed by the joining of an ovum and sperm. They also learn that the ovum and sperm carry genetic information that carry personal characteristics. The unit ends by looking at the feelings associated with change and how to manage these. Children are introduced to Jigsaw’s Circle of change model as a strategy for managing future changes.

Key Vocabulary

Personal, Unique, Characteristics, Parents, Sperm, Egg / ovum, Penis, Testicles, Vagina / vulva, Womb / uterus, Ovaries, Making love, Having sex, Sexual intercourse, Fertilise, Conception, Puberty, Menstruation, Periods, Circle, Seasons, Change, Control, Emotions, Acceptance, Looking forward, Excited, Nervous, Anxious, Happy.

Year 6

(Jigsaw 9-10)

In this half term the class revisit self-esteem and self/body-image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. Puberty is revisited with further detail explaining bodily changes in males and females. Sexual intercourse is explained in slightly more detail than in the previous year. Children are encouraged to ask questions and seek clarification about anything they don’t understand. Further details about pregnancy are introduced including some facts about the development of the foetus and some simple explanation about alternative ways of conception e.g. IVF. Children learn that having a baby is a personal choice. Reasons why people choose to be in a romantic relationship and choose to have a baby are also explored. Children look at what becoming a teenager means for them with an increase in freedom, rights and responsibilities. They also look at the perceptions that surround teenagers and reflect whether they are always accurate e.g. teenagers are always moody; all teenagers have a boyfriend/girlfriend etc.

Key Vocabulary

Body-image, Self-image, Looks, Personality, Perception, Self-esteem, Affirmation, ComparisonOestrogen, Fallopian Tube, Cervix, Develops, Adam’s Apple, Scrotum, Genitals, Hair, Broader, Wider, , Erection, Ejaculation, Urethra, Wet Dream, Growth spurt, Larynx, Facial hair, Pubic hair, Hormones, Scrotum, Testosterone, Circumcised, Uncircumcised, Foreskin, Epididymis, Ovaries, Egg (Ovum), Period, Fertilised, Unfertilised, Embryo, Umbilical cord, IVF, Foetus, Contraception, Pregnancy, Menstruation, Sanitary products, Tampon, Pad, Towel, Liner, Hygiene, Age appropriateness, Legal, Laws, Responsible, Teenager, Responsibilities, Rights.
 

Subject Leadership

My name is Mr Thomas O'Beirne, and I’m proud to serve as the PSHE Subject Leader at Frenchwood Community Primary School. Having been part of the school community for over five years, I’ve had the privilege of guiding our PSHE provision through the implementation of the Government’s statutory guidance, ensuring our curriculum meets the needs of all our pupils.

At Frenchwood, we’ve developed an engaging and inclusive PSHE curriculum that helps children explore who they are—both as individuals and as members of our school and wider community. Our approach encourages pupils to understand themselves, build positive relationships, and develop the skills needed to navigate the world with confidence and empathy.

I’m especially passionate about mindfulness and the way it empowers children to reflect on their thoughts, feelings, and actions. I love how, at Frenchwood, we nurture learners who are not only thoughtful and self-aware but also respectful and caring towards others.

I look forward to continuing this journey with our pupils, helping them grow into resilient, compassionate, and confident individuals.

Intent, Implementation and Impact

Intent

At Frenchwood, our children can achieve the aims of the national curriculum through a broad, balanced and progressive curriculum. Our staff have a willingness to adapt plans to meet the needs of individuals and groups- this might mean going back to plans programmed for younger groups to secure knowledge and skills. We are committed to develop children across different domains- physically, cognitively and socially and emotionally. Our children learn new skills and knowledge and apply it in a variety of experiences. We use the principles of Assessment for Learning to support future planning to ensure all children make the progress they need.  Through our curriculum, the children gain experiences of traditional and ‘new’ sports.  We carefully monitor the progress of individuals, groups, classes and year groups providing relative intervention as and when required.

Implementation

At Frenchwood, we use PE Passport as our scheme of work. The implementation of the PE Passport scheme of work enables our children to develop and progress their skills through the primary key stages.

The PE Passports enables our school to:

  • Provide all children with 2 hours of high-quality Physical Education each week regardless of the weather or other external factors.
  • Have the commitment that all children are active.
  • Be inclusive by putting support for children with SEND in line with other subjects and differentiating using STEP.
  • Teach using a range of teaching styles and strategies to deliver the curriculum.
  • Provide children with different challenges e.g. 6 v 4 to develop skills, knowledge and behaviours.

Impact

The expected impact of following our scheme of work is that children will:

  • Make progress in different domains of learning- physically, cognitively and socially and emotionally.
  • Parents know the levels of attainment and achievement of their children verbally and/or in writing
  • Know how to improve by being able to set specific targets and measure these accordingly.
  • Have appropriate support and challenge to succeed.
  • Feel their achievements are valued.

Pupil understanding is checked and recorded systematically to show progress against learning objectives, both during sessions and at the end of a unit. 

Progression

Subject Leadership

My name is Lauren Twist, and I’m thrilled to be joining Frenchwood Community Primary School as the new PE Subject Leader. Physical Education is more than just sport—it’s a powerful tool for nurturing confidence, resilience, teamwork, and wellbeing in every child.

My philosophy is rooted in the belief that PE should be inclusive, engaging, and empowering. Every child, regardless of ability or background, deserves the opportunity to discover joy in movement, pride in progress, and strength in collaboration. I aim to create a curriculum that not only develops physical skills but also supports personal growth, social development, and mental health.

Through PE, children learn to set goals, overcome challenges, and celebrate each other’s successes. Whether it’s through competitive sport, creative movement, or outdoor adventure, I want our pupils to leave each lesson feeling energised, valued, and inspired.

I look forward to working with staff, pupils, and families to build a vibrant PE culture that reflects the spirit of Frenchwood—diverse, dynamic, and full of potential.

Intent, Implementation and Impact

Intent

Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education.

The Spanish curriculum makes cross curricular links with other subjects and topics being covered in class to help children see connections, pique their curiosity and encourage pathways for further discoveries and learning. It aims to celebrate the cultural differences between Spanish speaking countries and the United Kingdom, building in opportunities to discuss traditions, history and geography.

 

Implementation

We will help them develop and demonstrate substantial progress in the 5 key language skills necessary for learning Spanish:

  • Speaking
  • Listening
  • Reading
  • Writing
  • Grammar

 We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills - properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.

Impact

Spanish teaching supports children to make progress and empower them to feel resilient and enthusiastic about learning the language. Teachers recognise that making mistakes is an important part of the language learning process but maintain high expectations of individuals. Children are encouraged to self-assess their Spanish learning and reflect on their next steps. Meanwhile, teachers monitor assessment in a range of ways, including observation of participation levels, engagement, pronunciation and written work. Assessment then informs planning to promote progress in developing language skills. We want children to leave primary school with an interest and curiosity for learning a foreign language and with the skills to communicate effectively. Regular Spanish practise helps children become confident Spanish speakers and prepares them for a smooth transition to learn foreign languages at secondary school.

Progression

 

Listening

Speaking

Reading

Writing

Grammar

Y3/4 A

Listen to and enjoy short stories, nursery rhymes & songs.

 

Recognise familiar words and short phrases covered in the units taught.

Communicate with others using simple words and short phrases covered in the units.

Read familiar words and short phrases accurately by applying knowledge from 'Phonics Lesson 1'.

 

Understand the meaning in English of short words I read in the foreign language.

Write familiar words & short phrases using a model or vocabulary list. EG: 'I play the piano'. 'I like apples'.

 

 

Start to understand the concept of noun gender and the use of articles.

 

Use the first person singular version of high frequency verbs. EG: 'I like…' 'I play…' 'I am called…'

Y3/4 B

Learn to listen to longer passages and understand more of what we hear by picking out key words and phrases covered in current and previous units.

 

Communicate with others with improved confidence and accuracy.

 

Learn to ask and answer questions based on the language covered in the units and incorporate a negative reply if and when required.

Read aloud short pieces of text applying knowledge learnt from 'Phonics & Pronunciation Lessons 1 & 2'.

 

Understand most of what we read in the foreign language when it is based on familiar language.

Write some short phrases based on familiar topics and begin to use connectives/conjunctions and the negative form where appropriate. EG: My name, where I live and my age.

Better understand the concept of gender and which articles to use for meaning (EG: 'the', 'a' or 'some').

 

Introduce simple adjectival agreement (EG: adjectival agreement when describing nationality), the negative form and possessive adjectives. EG: 'In my pencil case I have…' or 'In my pencil case I do not have...'

Y5/6 A

Listen more attentively and for longer. Understand more of what we hear even when some of the language may be unfamiliar by using the decoding skills we have developed.

Communicate on a wider range of topics and themes. Remember and recall a range of vocabulary with increased knowledge, confidence and spontaneity.

Understand longer passages in the foreign language and start to decode meaning of unknown words using cognates and context.

 

Increase our knowledge of phonemes and letter strings using knowledge learnt from 'Phonics Lessons 1 to 3'.

Write a paragraph using familiar language incorporating connectives/conjunctions, a negative response and adjectival agreement where required.

 

Learn to manipulate the language and be able to substitute words for suitable alternatives. EG: My name, my age, where I live, a pet I have, a pet I don't have and my pet's name.

Revision of gender and nouns and learn to use and recognise the terminology of articles (EG: definite, indefinite and partitive).

 

Understand better the rules of adjectival agreement and possessive adjectives. Start to explore full verb conjugation (EG: 'I wear...', 'he/she wears...' and also be able to describe clothes in terms of colour EG: 'My blue coat'.

Y5/6 B

Listen to longer text and more authentic foreign language material. Learn to pick out cognates and familiar words and learn to 'gist listen' even when hearing language that has not been taught or covered.

Learn to recall previously learnt language and recycle / incorporate it with new language with increased speed and spontaneity.

 

Engage in short conversations on familiar topics, responding with opinions and justifications where appropriate.

Be able to tackle unknown language with increased accuracy by applying knowledge learnt from 'Phonics Lessons 1 to 4' including awareness of accents, silent letters etc.

 

Decode unknown language using bilingual dictionaries.

Write a piece of text using language from a variety of units covered and learn to adapt any models provided to show solid understanding of any grammar covered.

 

Also start to incorporate conjugated verbs and learn to be comfortable using connectives/conjunctions, adjectives and possessive adjectives. EG: A presentation or description of a typical school day including subjects, time and opinions.

Consolidate our understanding of gender and nouns, use of the negative, adjectival agreement and possessive adjectives (EG: which subjects I like at school and also which subjects I do not like).

 

Become familiar with a wider range of connectives/conjunctions and more confident with full verb conjugation - both regular and irregular. EG: 'to go', 'to do',

Subject Leadership

Hola a todos!

I’m Rebecca Whalley, and I’m excited to introduce myself as the new Modern Foreign Languages Subject Leader, with a focus on Spanish, here at Frenchwood. Language learning is a gateway to understanding other cultures, building communication skills, and developing confidence—and I’m passionate about making it fun, meaningful, and accessible for every child.

My vision for MFL is to create a curriculum that sparks curiosity and celebrates diversity. Through Spanish, pupils will not only learn to speak and understand a new language, but also explore the rich traditions, music, food, and stories of Spanish-speaking cultures around the world.

Learning a language also supports personal development—it encourages active listening, memory skills, and empathy, while helping children become more open-minded and globally aware. I want our pupils to feel proud of their progress and excited to use their language skills in real-life contexts.

I’m looking forward to working with staff and families to embed Spanish into the heart of our school and to inspire a lifelong love of languages.

Intent, Implementation and Impact

Intent

At Frenchwood, studying religious and non-religious worldviews is essential to enable our pupils to appreciate life in our increasingly diverse community. They need to acquire the necessary knowledge and skills to make sense of the complex world in which they live so that they can ‘respect religious and cultural differences and contribute to a cohesive and compassionate society’. (RE Review 2013)

Our syllabus teaches pupils to :

  • take their place within a diverse multi-religious and multi- secular society;
  • consider challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human;
  • weigh up the value of wisdom from different sources, to develop and express insights in response, and to agree or disagree respectfully;
  • articulate their personal beliefs, ideas, values and experiences so that they can hold balanced and well-informed conversations about religions and worldviews whilst respecting the views of others.

Implementation

We follow the revised version of the Lancashire Agreed Syllabus for Religious Education (2021) ‘Searching for Meaning’. This revised syllabus is the legal basis for Religious Education in Lancashire. It is ambitious for all pupils and outlines the curriculum intent and methods of implementation that will enable all pupils to achieve well and attain high level outcomes by the end of each Key Stage. The syllabus aims to support pupils’ personal search for meaning as they explore what it means to be human. It follows the Lancashire Field of Enquiry model, but also specifies knowledge and skills which build towards clear goals at the end of each key stage. This ensures that the curriculum is progressive, clearly sequenced and suitably ambitious

The Lancashire Field of Enquiry is a medium-term planning model that is central to the delivery of this syllabus. Use of this model enables teachers to fulfil the aims of the syllabus and support pupils’ personal search for meaning as they explore what it is to be human.  Through this model we ensure that the teaching of religious education is embedded within the disciplines of theology, philosophy, ethics and social science. A given key question provides the central line of enquiry across each year group and then focus questions provide a point of exploration within each religion. Each unit of work is structured to include the following four elements:

  • Shared human experience - the nature of being human.
  • Living religious tradition - principal religious traditions encountered in the world. 
  • Beliefs and values – the theology that lies at the heart of these traditions.
  • The search for personal meaning – a lifelong quest for understanding.

Lancashire Agreed Syllabus for RE: What should be studied?

Christianity should be studied at each key stage to ‘reflect the fact that the religious traditions in Great Britain are in the main Christian’.  The other major religious traditions of Great Britain (Islam, Hinduism, Judaism, Sikhism and Buddhism) should be studied across the key stages; although they do not have to be studied in equal depth or in every key stage.

Key Stage

EYFS

KS1

KS2

Religions and worldviews to be studied in each Key Stage:

Christianity.

Comparisons with other religions and worldviews which represent the school/ local community.

Progressive study of Christianity, Islam and Hinduism.

Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.

Progressive study of Christianity, Islam and Hinduism.

Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.

Rationale:

RE in EYFS contributes to the Early Learning Goal (People and Communities). It also supports progression across other areas of learning. Children begin to explore religion and worldviews in terms of special times, stories and places.

Pupils begin to gain an understanding of the connections between the Abrahamic faiths through a progressive study of Christianity and Islam and encountering Judaism. They will be introduced to Dharmic traditions.

Pupils will build on their learning in KS1 by continuing to progress their knowledge and understanding of Christianity, Islam and Hinduism. They should also encounter the other major world religions and nonreligious world views. This means that the curriculum is broad and balanced, but also allows for a depth of knowledge and understanding of the religions that are studied progressively.

Impact

The curriculum for Religious Education and Worldviews aims to ensure that all pupils:

 

  1. Know about and understand a range of religions and worldviews, so that they can:
  • Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
  • Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews; and
  • Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
  1. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
    • Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
    • Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues; and
    • Appreciate and appraise varied dimensions of religion or a worldview.
  2. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
    • Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
    • Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all; and
    • Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. (‘A Curriculum Framework for Religious Education in England’ Religious Education Council October 2013)

Progression

Progression

Phase

Early Learning Goal

 

Content

EYFS

Why are some things special?

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class

Special Times

  • Christianity - Harvest / Christmas
  • Hinduism - Diwali
  • Islam – Eid

Special Stories

  • Christianity – the Bible
  • Islam – the Qur’an

Special Places

  • Christianity / Judaism – the creation story
  • Islam – Looking after our world.
  • Christianity – the church
  • Islam – the mosque

Hinduism – the mandir

RE Skills

Phase

Knowing about and understanding religions and world views

Expressing and communicating ideas related to religions and world views

 

Beliefs and Values

Living Religious Traditions

Shared Human Experience

Search for Personal Meaning

Content

What do people say about God?

Key Stage 1
  • Give an example of a key belief and/or a religious story
  • Give an example of a core value or commitment
  • Use some religious words and phrases to recognise and name features of religious traditions
  • Talk about the way that religious beliefs might influence the way a person behaves

 
  • Notice and show curiosity about people and how they live their lives

 
  • Ask questions 

 

Christianity

God the Father

Prayer

The nativity story

Beliefs about Jesus as God incarnate

Christmas

Baptism

Belonging

Islam

God as creator

Care for the planet

Judaism

God’s promise

Noah

Abraham

Trusting in God

Hindu dharma

One God in many forms

God in all things

Expressing ideas about God

 

How do we respond to the things that really matter?
  • Retell and suggest meanings for religious stories and/or beliefs
  • Use some religious words and phrases when talking about beliefs and values
  • Identify and describe how religion is expressed in different ways
  • Suggest the symbolic meaning of imagery and actions
  • Identify things that influence a person’s sense of identity and belonging
  • Ask relevant questions
  • Talk about their own identity and values

Christianity

Creation

Caring for the planet

Harvest

Jesus as the light of the world

Symbolism of light

Advent and Christmas celebrations Worship

The church

Use of symbols

Hindu dharma

Devotion

Worship in the home and temple

Islam

Submission and gratitude

Prayer

Judaism

Moses

Ten Commandments

The Sabbath

 

Who should we follow?

Lower Key Stage 2
  • Show awareness of similarities in religions
  • Identify beliefs and values contained within a story/teaching
  • Identify the impact religion has on a believer
  • Identify how religion is expressed in different ways
  • Use religious terms to describe how people might express their beliefs
  • Describe how some people, events and sources of wisdom have influenced and inspired others
  • In relation to matters of right and wrong, recognise their own and others’ values
  • Discuss own questions and responses related to the question ‘who should we follow – and why?’

Hindu dharma

Vishnu

Rama and Sita

Diwali

Christianity

(God)

The Bible

Christian life – guided by wisdom, teachings and authority

Sikhism

The 5 Ks

Equality

The Gurdwara

Christianity (Jesus)

Jesus in the wilderness

Lent

Sacrifice

Islam

The Five Pillars of Islam

Ramadan

Christianity

(Church)

Parables

Love for all

How should we live our lives?
  • Describe what a believer might learn from a religious teaching/story
  • Make links between ideas about morality and sources of authority
  • Describe the impact religion has on believers’ lives
  • Explain the deeper meaning and symbolism for specific religious practices
  • Consider the range of beliefs, values and lifestyles that exist in society
  • Discuss how people make decisions about how to live their lives
  • Reflect on their own personal sources of wisdom and authority

Christianity (God)

Prophets

Service to God

Inspirational people

Islam

The Prophet Muhammed (pbuh)

Zakat

Christianity

(Jesus)

Discipleship

Following the example of Jesus

Helping others

Christianity

(Church)

The Holy Spirit

Gifts of the spirit

Pentecost

Sikhism

Guru Nanak

The 10 gurus

Baisakhi

Hindu dharma

Religious duty

Hindu scriptures (the Ramayana)

Raksha Bandhan

 

Where do we find guidance about how to live our lives?

Upper Key Stage 2
  • Make links between beliefs and sacred texts, including how and why religious sources are used to teach and guide believers
  • Explain the impact of beliefs and values  – including reasons for diversity
  • Explain differing forms of expression and why these might be used
  • Describe diversity of religious practices and lifestyle within the religious tradition
  • Interpret the deeper meaning of symbolism – contained in stories, images and actions
  • Explain (with appropriate examples) where people might seek wisdom and guidance
  • Consider the role of rules and guidance in uniting communities
  • Discuss and debate the sources of guidance available to them
  • Consider the value of differing sources of guidance 

Christianity

(Church)

Christian rites of passage

Denominational differences

Hindu dharma

Reincarnation

Karma

The 4 ashramas

Islam

The Ummah

Hajj

Christianity

(Jesus)

Holy Week

The Eucharist

Denominational differences

Buddhism

The Buddha

The Four Noble Truths

The Eightfold path

Christianity

(God)

Salvation

Forgiveness

Is life like a journey?
  • Analyse beliefs, teachings and values and how they are linked
  • Explain how the beliefs and values of a religious tradition might guide a believer through the journey of life
  • Explain the impact of beliefs, values and practices – including differences between and within religious traditions
  • Use developing religious vocabulary to describe and show understanding of religious traditions, including practices, rituals and experiences
  • Explain differing ideas about religious expression
  • Consider what makes us human – in terms of our beliefs and values, relationships with others and sense of identity and belonging
  • Discuss how people change during the journey of life
  • Raise, discuss and debate questions about identity, belonging, meaning, purpose, truth, values and commitments
  • Develop own views and ideas in response to learning
  • Demonstrate increasing self-awareness in their own personal development

Christianity

(God)

Sin

Adam and Eve’s disobedience

Temptation and morality

Islam

The Qur’an

The Night of Power

Hindu dharma

Krishna

Holi

Christianity

(Jesus)

Miracles of Jesus

Pilgrimage

Christianity

(Church)

The Trinity

Use of symbols and metaphors

The Worldwide Church

Judaism

The Torah

The synagogue

 

Subject Leadership

I’m Lauren Twist, and I’m delighted to be stepping into the role of Religious Education Subject Leader here at Frenchwood. RE is a unique and vital part of our curriculum—it helps children explore beliefs, values, and traditions from a wide range of cultures and faiths, fostering respect, empathy, and understanding.

My approach to RE is rooted in the idea that it should be inclusive, thought-provoking, and relevant. In a school as wonderfully diverse as Frenchwood, RE offers a powerful opportunity to celebrate our differences while discovering the values we share. I want our pupils to feel safe asking big questions, exploring different worldviews, and reflecting on their own beliefs and experiences.

Beyond knowledge, RE supports personal development, encouraging children to think deeply, listen carefully, and engage respectfully with others. It builds the foundations for social harmony, critical thinking, and moral awareness—skills that will serve them well throughout life.

I’m excited to work with staff, pupils, and families to make RE a vibrant and meaningful part of our school life.

Intent, Implementation and Impact

For Intent, Implementation and Impact, please see PSHE curriculum page.

Relationships and Sex Education - Policy (September 2024)

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies

The Frenchwood Family is a diverse one, with opinions informed by faith, culture and personal experiences. It is important that we are respectful of the views of each other whilst ensuring the safety of our pupils and preparing them for life beyond our school.

2. Statutory requirements

As a maintained primary school, we must provide relationships education to all pupils under section 34 of the Children and Social Work Act 2017.

We are not required to provide sex education, but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state, as outlined in section 403 of the Education Act 1996.

We must also have regard to our legal duties set out in:

  • Sections 406 and 407 of the Education Act 1996
  • Part 6, chapter 1 of the Equality Act 2010
  • The Public Sector Equality Duty (as set out in section 149 of the Equality Act 2010). This duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities

At Frenchwood Community Primary School, we teach RSE as set out in this policy.

3. Policy development

Relationships and Sex Education is delivered through the Jigsaw scheme, alongside other elements of the Personal, Social and Health Education curriculum.

This is taught in themes:

  • Being Me in My World;
  • Celebrating Difference;
  • Dreams and Goals;
  • Healthy Me;
  • Relationships;
  • Changing Me.

The final piece of the jigsaw, Changing Me, contains elements of sex education – human reproduction.

Preparation work took place during 2021-2022 with a small working party including local religious leaders. In summer term 2022, parents, staff and governors were invited to share their views on specific questions linked to health and sex education.  The findings from this consultation helped to extend our Relationships Policy to include Sex Education.

Consultation findings:

  • There were 43 respondents, the majority of whom were parents.
  • The majority of respondents believe that children should be introduced to correct biological terms to describe private parts of the body in Key Stage 1 or earlier.
  • Opinion was split fairly evenly between those who thought that puberty should be taught in LKS2 or earlier, and those who thought that it should be taught in UKS2.
  • Most respondents would prefer that sex education is taught holistically within Personal, Social and Health Education lessons rather than in science, with the majority sharing their view that it is important that parents have the choice to withdraw from the lessons about human reproduction.
  • More than two thirds of respondents would prefer puberty to be taught in single gender classes.
  • A significant minority of respondents stated that they were very likely to withdraw their children from the specific lessons on human reproduction, although almost half of these were likely to change their opinion if lessons were delivered in same gender groups.

 

Considering the statutory requirements, the structure of the curriculum and the responses from the school community:

  • Pupils are taught the correct biological terms to describe private parts of the body in Key Stage 1.
  • Puberty is introduced in LKS2.
  • Sex education is taught holistically within Personal, Social and Health Education lessons rather than in science, to enable parents to have the choice to withdraw from the lessons about human reproduction.
  • The ‘Changing Me’ Unit is taught in single gender groups in LKS2 and UKS2.

4. Definition

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, changing bodies, human reproduction, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

RSE is not about the promotion of sexual activity but about keeping safe and healthy.

5. Curriculum

Our RSE curriculum is set out as per Appendix 1.

We teach Personal, Social and Emotional Education, which includes Relationships and Sex Education, through the Jigsaw scheme.  This builds knowledge and understanding in a systematic and age appropriate way.  There are six separate ‘puzzle’ pieces which cover the curriculum in a thematic way in each phase, enabling weekly assemblies to have collective meaning across school.

  • Autumn 1 - Being Me in My World
  • Autumn 2 - Celebrating Difference
  • Spring 1 - Dreams and Goals
  • Spring 2 - Healthy Me
  • Summer 1 – Relationships
  • Summer 2 - Changing Me (this includes human reproduction in UKS2)

For more information about our curriculum, see our curriculum map in Appendix 1.

6. Delivery of RSE

RSE is taught within the personal, social, health education (PSHE) curriculum. Some aspects of RSE are also taught within religious education (RE).

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe

For more information about our RSE curriculum, see Appendices 1 and 2.

These areas of learning are taught within the context of family life, taking care to make sure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents and foster parents/carers, amongst other structures), along with reflecting sensitively that some children may have a different structure of support around them (for example, looked-after children or young carers).

We will also be mindful of the law and legal requirements, taking care not to condone or encourage illegal political activity, such as violent action against people, criminal damage to property, hate crime, terrorism or the illegal use of drugs.

Inclusivity

We will teach about these topics in a manner that:

  • Considers how a diverse range of pupils will relate to them
  • Is sensitive to all pupils’ experiences
  • During lessons, makes pupils feel:
    • Safe and supported
    • Able to engage with the key messages

We will also:

  • Make sure that pupils learn about these topics in an environment that’s appropriate for them, for example in:
    • A whole-class setting
    • Small groups or targeted sessions
    • 1-to-1 discussions
    • Digital formats
  • Give careful consideration to the level of differentiation needed

 

Use of resources

We will consider whether any resources we plan to use:

    • Are aligned with the teaching requirements set out in the statutory RSE guidance
    • Would support pupils in applying their knowledge in different contexts and settings
    • Are age-appropriate, given the age, developmental stage and background of our pupils
    • Are evidence-based and contain robust facts and statistics
    • Fit into our curriculum plan
    • Are from credible sources
    • Are compatible with effective teaching approaches
    • Are sensitive to pupils’ experiences and won’t provoke distress 

7. Use of external organisations and materials

The materials used are appropriate and in line with our legal duties around political impartiality.

The school remains responsible for what is said to pupils. This includes making sure that any speakers, tools and resources used don’t undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. 

All our RSE lessons will be taught by school staff.  External agencies will not be employed for teaching this area of the curriculum.

8. Roles and responsibilities

8.1 The governing board

The governing board will hold the headteacher to account for the implementation of this policy.

The governing board has delegated the approval of this policy to the Standards and Effectiveness Committee.

8.2 The headteacher

The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-statutory components of RSE (see section 9).

8.3 Staff

Staff are responsible for:

  • Delivering RSE in a sensitive way
  • Modelling positive attitudes to RSE
  • Monitoring progress
  • Responding to the needs of individual pupils
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

All class teachers are responsible for the teaching of RSE in their classroom.  TA3 staff and members of the pastoral team may also take these sessions.

8.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

9. Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education.

Parents have the right to withdraw their children from the non-statutory components of sex education within RSE.

Requests for withdrawal should be put in writing using the following form - https://forms.office.com/e/GP5XL9zX9R

Alternative school work will be given to pupils who are withdrawn from sex education.

10. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher may also invite visitors from outside the school, such as school nurses, to provide support and training to staff teaching RSE.

11. Monitoring arrangements

The delivery of RSE is monitored by our PSHE lead, Tom O’Beirne, through planning scrutinies, learning walks, etc.

Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by Tom O’Beirne annually. At every review, the policy will be approved by the Standards and Effectiveness Committee.

Progression

The OFSTED framework emphasises the need for high quality provision through a broad and rich curriculum, and aims to support the future success of all individuals, with a focus on supporting those from disadvantaged backgrounds. Here is an overview of how this is delivered at Frenchwood using the Jigsaw PSHE scheme.  

Autumn 1 - Being Me in My World

EYFS

In this half term, the children talk about how they have similarities and differences from their friends and how that is OK. They begin working on recognising and managing their feelings, identifying different ones and the causes these can have. The children talk about working with others and why it is good to be kind and use gentle hands. They discuss children’s rights, especially linked to the right to learn and the right to play. The children talk about what it means to be responsible.

Key Vocabulary

Kind, Gentle, Friend, Similar(ity), Different, Rights, Responsibilities, Feelings, Angry, Happy, Excited, Nervous, Sharing, Taking Turns.

KS1

In this half term the children discuss their hopes and fears for the year ahead – they talk about feeling worried and recognising when they should ask for help and who to ask. They talk about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair place. The children talk about choices and the consequences of making different choices, set up their Jigsaw Journals and make the Jigsaw Charter.

Key Vocabulary

Safe, Special, Calm, Belonging, Special, Rights, Responsibilities, Learning Charter, Jigsaw Charter, Rewards, Proud, Consequences, Upset, Disappointed, Illustration. Worries, Hopes, Fears, Responsible Actions, Praise, Positive, Negative, Choices, Co-Operate, Learning Charter, Problem-Solving.

LKS2

In this half term, the children talk about being part of a team. They talk about attitudes and actions and their effects on the whole class. The children learn about their school and its community, who all the different people are and what their roles are. They discuss democracy and link this to their own School Council, what its purpose is and how it works. The children talk about group work, the different roles people can have, how to make positive contributions, how to make collective decisions and how to deal with conflict. They also talk about considering other people’s feelings. They refresh their Jigsaw Charter and set up their Jigsaw Journals.

 

Key Vocabulary

Welcome, Valued, Achievements, Proud, Pleased, Personal Goal, Praise, Acknowledge, Affirm, Emotions, Feelings, Nightmare, Fears, Worries, Solutions, Support, Rights, Responsibilities, Dream, Behaviour, Consequences, Actions, Fairness, Choices, Co-Operate, Group Dynamics, Team Work, View Point, Ideal , Belong, Included, Excluded, Welcome, Valued, Team, Charter, Role, Job Description, School Community, Democracy, Democratic, Reward, Decisions, Voting, Authority, Learning Charter, Contribution, Observer, UN Convention on Rights of Child (UNCRC).

Year  5

In this half term  the children think and talk about the year ahead, goals they could set for themselves as well as the challenges they may face. They learn and talk about their rights and responsibilities as a member of their class, school, wider community and the country they live in. The children talk about their own behaviour and its impact on a group as well as choices, rewards, consequences and the feelings associated with each. They also talk about democracy, how it benefits the school and how they can contribute towards it. They revisit the Jigsaw Charter and set up their Jigsaw Journals.

Key Vocabulary

Goals, Worries, Fears, Value, Welcome, Choice, Ghana, West Africa, Cocoa Plantation, Cocoa Pods, Machete, Rights, Community, Education, Wants, Needs, Maslow, Empathy, Comparison, Opportunities, Education, Choices, Behaviour, Responsibilities, Rewards, Consequences, Empathise, Learning Charter, Obstacles, Cooperation, Collaboration, Legal, Illegal, Lawful, Laws, Participation, Motivation, Democracy, Decision, Proud.

Year 6

In this half term the children discuss their year ahead, they learnt to set goals and discuss their fears and worries about the future. The class learn about the United Nations Convention on the Rights of the Child and that these are not met for all children worldwide. They talk about their choices and actions and how these can have far-reaching effects, locally and globally. The children talk about their own behaviour and how their choices can result in rewards and consequences and how these feel. They talk about how an individual’s behaviour and the impact it can have on a group. They also talk about democracy, how it benefits the school and how they can contribute towards it. They establish the Jigsaw Charter and set up their Jigsaw Journals

Key Vocabulary

Challenge, Goal, Attitude, Actions, Rights and Responsibilities, United Nations Convention on The Rights of the Child, Citizen, Choices, Consequences, Views, Opinion, Collaboration, Collective Decision, Democracy.

Autumn 2 – Celebrating Difference

EYFS

In this half term, children are encouraged to think about things that they are good at whilst understanding that everyone is good at different things. They talk about being different and how that makes everyone special but also recognising that we are the same in some ways. The children talk about their homes and are asked to explain why it is special to them. They talk about friendship and how to be a kind friend and how to stand up for themselves if someone says or does something unkind to them.

Key Vocabulary

Different, Special, Proud, Friends, Kind, Same, Similar, Happy, Sad, Frightened, Angry, Family.

KS1

In this half term the class talk about gender stereotypes, that boys and girls can have differences and similarities and that is OK. They talk about children being bullied because they are different, that this shouldn’t happen and how to support a classmate who is being bullied. The children talk about feelings associated with bullying and how and where to get help. They talk about similarities and differences and that it is OK for friends to have differences without it affecting their friendship. the class talk about the similarities and differences between people and that these make us unique and special. The children also talk about being nice to and looking after other children you think might be being bullied.

Key Vocabulary

Boys, Girls, Similarities, Assumptions, Shield, Stereotypes, Special, Differences, Bully, Purpose, Kind, Unkind, Feelings, Sad, Lonely, Help, Stand up for, Male, Female, Diversity, Fairness, Kindness, Friends, Unique, Value, Similarity, Same as, Different from, Difference, Bullying, Bullying behaviour, Deliberate, On purpose, Unfair, Included, Bullied, Celebrations,

LKS2

In this half term, the class learn about families, that they are all different and that sometimes they fall out with each other. They also talk about judging people by their appearance, first impressions and what influences their thinking on what is normal. The children talk about techniques to calm themselves down and discuss a technique called ‘solve it together.’ The children revisit the topic of bullying and talk about being a witness (bystander), they took about how a witness has choices and how these choices can affect the bullying that is taking place. They discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children also talk about using problem-solving techniques in bullying situations. They talk about name-calling and choosing not to use hurtful words. They also talk about giving and receiving compliments and the feelings associated with this. They talk about online bullying and what to do if they suspect or know that it is taking place. The children talk about their own uniqueness and what is special about themselves. They talk about first impressions and when their own first impressions of someone have changed.

Key Vocabulary

Family, Loving, Caring, Safe, Connected, Difference, Special, Conflict, Solve It Together, Solutions, Resolve, Witness, Bystander, Bullying, Gay, Unkind, Feelings, Tell, Consequences, Hurtful, Compliment, Unique, Character, Assumption, Judgement, Surprised, Different, Appearance, Accept, Influence, Opinion, Attitude, Bullying, Friend, Secret, Deliberate, On purpose, Bully, Problem solve, Cyber bullying, Text message, Website, Troll, Special, Unique, Physical features, Impression, Changed.

Year  5

In this half term the class explore culture and cultural differences. They link this to racism, talking about what it is and how to be aware of their own feelings towards people from different cultures. They revisit the topic of bullying and discuss rumour spreading and name-calling. The children talk about direct and indirect bullying as well as ways to encourage children to not using bullying behaviours. The class talk about happiness regardless of material wealth and respecting other people’s cultures.

Key Vocabulary

Conflict, Difference, Similarity, Belong, Culture Wheel, Racism, Colour, Race, Discrimination, Ribbon, Bullying, Rumour, Name-calling, Racist, Homophobic, Cyber bullying, Texting, Problem solving, Indirect, Direct, Happiness, Developing World, Celebration, Artefacts, Display, Presentation.

Year 6

In this half term the class talk about differences and similarities and that for some people, being different is hard. The children talk about bullying and how people can have power over others in a group. They talk about strategies for dealing with this as well as wider bullying issues. The class talk about people with disabilities and look at specific examples of disabled people who have amazing lives and achievements.

Key Vocabulary

Normal, Ability, Disability, Visual impairment, Empathy, Perception, Medication, Vision, Blind, Male, Female, Diversity, Transgender, Gender Diversity, Courage, Fairness, Rights, Responsibilities, Power, Struggle, Imbalance, Harassment, Bullying, Bullying behaviour, Direct, Indirect, Argument, Recipient, Para-Olympian, Achievement, Accolade, Perseverance, Sport, Admiration, Stamina, Celebration, Conflict.

Spring 1 – Dreams and Goals

EYFS

In this half term, children talk about challenges and facing up to them. They discuss not giving up and trying until they have achieved their goal. The children are encouraged to think about jobs that they might like to have when they are older and are taught to associate what they learn now with being able to have the job they want. They also talk about achieving goals and the feelings linked to this.

Key Vocabulary

Dream, Goal, Challenge, Job, Ambition, Perseverance, Achievement, Happy, Kind, Encourage.

KS1

In this half term the class about setting realistic goals and how they can achieve them. They discuss perseverance when they find things difficult as well as recognising their strengths as a learner. The children talk about group work and reflect on who they work well with and who they don’t. They also talk about sharing success with other people.

Key Vocabulary

Proud, Success, Achievement, Goal, Treasure, Coins, Goal, Learning, Stepping-stones, Process, Working together, Team work, Celebrate, Learning, Stretchy, Challenge, Feelings, Obstacle, Overcome, Achieve, Dreams, Goals. Realistic, Proud, Success, Celebrate, Strength, Persevere, Difficult, Easy, Learning Together, Partner, Product

LKS2

In this half term, the class look at examples of people who have overcome challenges to achieve success and discuss what they can learn from these stories. The children identify their own dreams and ambitions and discuss how it will feel when they achieve them. They discuss how it feels when dreams don’t come true and how to cope with / overcome feelings of disappointment. The children talk about making new plans and setting new goals even if they have been disappointed. They talk about facing learning challenges and identify their own strategies for overcoming these, including group work and overcoming challenges together.  The children talk about obstacles which might stop them from achieving their goals and how to overcome these. They reflect on their progress and successes, identify what they could do better next time and talk about the feelings associated with overcoming a challenge.

Key Vocabulary

Perseverance, Challenges, Success, Obstacles, Dreams, Goals, Ambitions, Future, Aspirations, Garden, Decorate, Team work, Enterprise, Design, Cooperation, Product, Strengths, Motivated, Enthusiastic, Excited, Efficient, Responsible, Frustration, ‘Solve It Together’ Technique, Solutions, Review, Learning, Celebrate, Evaluate.

Year  5

In this half term the class talk about their dreams and goals and how they might need money to help them achieve them. They look at jobs that people they know do, they look at the fact that some jobs pay more money than others and reflect on what types of jobs they might like to do when they are older. The children look as the similarities and differences between themselves (and their dreams and goals) and someone from a different culture.

Key Vocabulary

Dream, Hope, Goal, Feeling, Achievement, Money, Grown Up, Adult, Lifestyle, Job, Career, Profession, Money, Salary, Contribution, Society, Determination, Perseverance, Motivation, Aspiration, Culture, Country, Sponsorship, Communication, Support, Rallying, Team Work, Cooperation, Difference.

Year 6

In this half term the class talk about their own strengths and further stretching themselves by setting challenging and realistic goals. They discuss the learning steps they’ll need to take as well as talking about how to stay motivated. The children explore various global issues and explore places where people may be suffering or living in difficult situations – whilst doing this they reflect on their own emotions linked to this learning. The class also talk about what they think their classmates like and admire about them as well as working on giving others praise and compliments.

Key Vocabulary

Dream, Hope, Goal, Learning, strengths, Stretch, Achievement, Personal, Realistic, Unrealistic, Feeling, Success, Criteria, Learning steps, Money, Global issue, Suffering, Concern, Hardship, Sponsorship, Empathy, Motivation, Admire, Respect, Praise, Compliment, Contribution, Recognition.

Spring 2 – Healthy Me

EYFS

In this half term, children learn about their bodies; the names of some key parts as well as how to stay healthy. They talk about food and that some foods are healthier than others. They discuss the importance of sleep and what they can do to help themselves get to sleep. They talk about hand washing and why it is important. The class also discuss stranger danger and what they should do if approached by someone they don’t know.

Key Vocabulary

Healthy, Exercise, Head, Shoulders, Knees, Toes, Sleep, Wash, Clean, Stranger, Scared, Trust.

KS1

In this half term the class talk about healthy and unhealthy choices and how these choices make them feel. They talk about hygiene, keeping themselves clean and that germs can make you unwell. The children learn about road safety as well as people who can help them to stay safe. The children talk about things that make them feel relaxed and stressed. They talk about medicines, how they work and how to use them safely.

Key Vocabulary

Healthy, Unhealthy, Balanced, Exercise, Sleep, Choices, Clean, Body parts, Keeping clean, Toiletry items (e.g. toothbrush, shampoo, soap), Hygienic, Safe, Medicines, Trust, Safe, Safety, Green Cross Code, Eyes, Ears, Look, Listen, Wait. Lifestyle, Motivation, Relax, Relaxation, Tense, Calm, Healthy, Unhealthy, Dangerous, Body, Balanced diet, Portion, Proportion, Energy, Fuel, Nutritious.

LKS2

In this half term, the class talk about the importance of exercise and how it helps your body to stay healthy. They also talk about their heart and lungs, discuss what they do and that they are very important. The children talk about calories, fat and sugar; they discuss what each of these are and how the amount they consume can affect their health. The class talk about different types of drugs, the ones you take to make you better as well as other drugs. The children think about things, places and people that are dangerous and link this to strategies for keeping themselves safe. They look at the friendship groups that they are part of, how they are formed, how they have leaders and followers and how they fit into them. The children are asked to reflect on their friendships, how different people make them feel and which friends they value the most. The class also look at smoking and its effects on health, they do the same with alcohol and then look at the reasons why people might drink or smoke. Finally, they talk about peer pressure and how to deal with it.

Key Vocabulary

Oxygen, Energy, Calories / kilojoules, Heartbeat, Lungs, Heart, Fitness, Labels, Sugar, Fat, Saturated fat, Healthy, Drugs, Attitude, Safe, Anxious, Scared, Strategy, Advice, Harmful, Risk, Feelings, Complex, Appreciate, Body, Choice, Friendship, Emotions, Healthy, Relationships, Friendship groups, Value, Roles, Leader, Follower, Assertive, Agree, Disagree, Smoking, Pressure, Peers, Guilt, Advice, Alcohol, Liver, Disease, Anxiety, Fear, Believe, Opinion, Right, Wrong.

Year  5

In this half term the class look at the risks linked to smoking and how this affects the lungs, liver and heart. They do the same with the risks associated with alcohol misuse. They are taught a range of basic emergency procedures (including the recovery position) and learn how to contact the emergency services when needed. The children look at how body types are portrayed in the media, social media and celebrity culture. They also talk about eating disorders and people’s relationships with food and how this can be linked to negative body image pressures.

Key Vocabulary

Choices, Healthy behaviour, Unhealthy behaviour, Informed decision, Pressure, Media, Influence, Emergency, Procedure, Recovery position, Calm, Levelheaded, Body image, Media, Social media, Celebrity, Altered, Self-respect, Comparison, Eating problem, Eating disorder, Respect, Debate, Opinion, Fact, Motivation.

Year 6

In this half term the class discuss taking responsibility for their own physical and emotional health and the choices linked to this. They talk about different types of drugs and the effects these can have on people’s bodies. The class discuss exploitation as well as gang culture and the associated risks. They also talk about mental health / illness and that people have different attitudes towards this. They learn to recognise the triggers for and feelings of being stressed and that there are strategies they can use when they are feeling stressed.

Key Vocabulary

Responsibility, Choice, Immunisation, Prevention, Drugs, Effects, Motivation, Prescribed, Unrestricted, Over-the-counter, Restricted, Illegal, Volatile substances, ‘Legal highs’, Exploited, Vulnerable, Criminal, Gangs, Pressure, Strategies, Reputation, Anti-social behaviour, Crime, Mental health, Emotional health, Mental illness, Symptoms, Stress, Triggers, Strategies, Managing stress, Pressure.

Summer 1 - Relationships

EYFS

In this half term, children are introduced to the key relationships in their lives. They learn about families and the different roles people can have in a family. They explore the friendships they have and what makes a good friend. They are introduced to simple strategies they can use to mend friendships. The children also learn about Jigsaw’s Calm Me and how they can use this when feeling upset or angry.

Key Vocabulary

Family, Jobs, Relationship, Friend, Lonely, Argue, Fall-out, Words, Feelings, Angry, Upset, Calm me, Breathing.

KS1

In this half term the children’s breadth of relationships is widened to include people they may find in their school community. They consider their own significant relationships (family, friends and school community) and why these are special and important. There is also a focus on falling out and mending friendships. Children consider the importance of trust in relationships and what this feels like. They also learn about two types of secret, and why ‘worry secrets’ should always be shared with a trusted adult. As part of the learning on healthy and safe relationships, children learn that touch can be used in kind and unkind ways, and reflect upon different types of physical contact in relationships, which are acceptable and which ones are not. The children also discuss people who can help them if they are worried or scared. Learning about family relationships widens to include roles and responsibilities in a family and the importance of co-operation, appreciation and trust.

Key Vocabulary

Family, Belong, Same, Different, Friends, Friendship, Qualities, Caring, Sharing, Kind, Greeting, Touch, Feel, Texture, Like, Dislike, Help, Helpful, Community, Feelings, Confidence, Praise, Skills, Self-belief, Incredible, Proud, Celebrate, Relationships, Special, Appreciate. Family, Different, Similarities, Special, Relationship, Important, Co-operate, Touch, Physical contact, Communication, Hugs, Like, Dislike, Acceptable, Not acceptable, Conflict, Point of view, Positive problem solving, Secret, Good secret, Worry secret, Telling, Adult, Trust, Happy, Sad, Frightened, Trust, Trustworthy, Honesty, Reliability, Compliments.

LKS2

In this half term, the class revisit family relationships and identify the different expectations and roles that exist within the family home. They identify why stereotypes can be unfair and may not be accurate e.g. Mum is the carer, Dad goes to work. They learn that families should be founded on love, respect, appreciation, trust and cooperation. Children are reminded about the solve-it together technique for negotiating conflict situations and the concept of a win-win outcome is introduced. They start to investigate the emotional aspects of relationships and friendships. With this in mind, children explore jealousy and loss/ bereavement. They identify the emotions associated with these relationship changes, the possible reasons for the change and strategies for coping with the change. The children learn that change is a natural in relationships and they will experience (or may have already experienced) some of these changes. They also learn that sometimes it is better if relationships end, especially if they are causing negative feelings or they are unsafe. Children are taught that relationship endings can be amicable. Online relationships through gaming and Apps is explored and children are introduced to some rules for staying safe online. They investigate the wants and needs of other children who are less fortunate and compare these with their own. Children’s universal rights are also revisited.

Key Vocabulary

Men, Women, Unisex, Male, Female, Stereotype, Career, Job, Role, Responsibilities, Respect, Differences, Similarities, Conflict, Win-win, Solution, Solve-it-together, Problem-solve, Internet, Social media, Online, Risky, Gaming, Safe, Unsafe, Private messaging (pm), Direct messaging (dm), Global, Communication, Fair trade, Inequality, Food journey, Climate, Transport, Exploitation, Rights, Needs, Wants, Justice, United Nations, Equality, Deprivation, Hardship, Appreciation, Gratitude, Celebrate. Relationship, Close, Jealousy, Problem-solve, Emotions, Positive, Negative, Loss, Shock, Disbelief, Numb, Denial, Anger, Guilt, Sadness, Pain, Despair, Hope, Souvenir,  Memento, Memorial, Acceptance, Relief, Remember, Negotiate, Compromise, Trust, Loyal, Empathy, Betrayal, Amicable, Appreciation, Love.

Year  5

In this half term the class learn about the importance of self-esteem and ways this can be boosted. This is important in an online context as well as off-line, as mental health can be damaged by excessive comparison with others. This leads onto a series of lessons that allow the children to investigate and reflect upon a variety of positive and negative online/ social media contexts including gaming and social networking. They learn about age -limits and also age-appropriateness. Within these lessons, children are taught the SMARRT internet safety rules and they apply these in different situations. Risk, pressure and influences are revisited with a focus on the physical and emotional aspects of identifying when something online or in social media feels uncomfortable or unsafe. Children are taught about grooming and how people online can pretend to be whoever they want. Rights, responsibilities and respect are revisited with an angle on technology use. Screen time is also discussed and children find ways to reduce their own screen time. This unit aims to help children to be more discerning when viewing anything online or on social media.

Key Vocabulary

Personal attributes, Qualities, Characteristics, Self-esteem, Unique, Comparison, Negative self-talk, Social media, Online, Community, Risky, Positive, Negative, Safe, Unsafe, Rights, Responsibilities, Social network, Gaming, Violence, Grooming, Troll, Gambling, Betting, Trustworthy, Appropriate, Screen time, Physical health, Mental health, Off-line, Social, Peer pressure, Influences, Personal information, Passwords, Privacy, Settings, Profile, SMARRT rules.

Year 6

In this half term the class look at mental health and how to take care of their own mental well-being. They talk about the grief cycle and its various stages, they also discuss the different causes of grief and loss. The children talk about people who can try to control them or have power over them. They look at online safety, learning how to judge if something is safe and helpful as well as talking about communicating with friends and family in a positive and safe way.

Key Vocabulary

Mental health, Ashamed, Stigma, Stress, Anxiety, Support, Worried, Signs, Warning, Self-harm, Emotions, Feelings, Sadness, Loss, Grief, Denial, Despair, Guilt, Shock, Hopelessness, Anger, Acceptance, Bereavement, Coping strategies, Power, Control, Authority, Bullying, Script, Assertive, Risks, Pressure, Influences, Self-control, Real / fake, True / untrue, Assertiveness, Judgement, Communication, Technology, Power, Cyber-bullying, Abuse, Safety.
 

Summer 2 – Changing Me

EYFS

In this half term, children encouraged to think about how they have changed from being a baby and what may change for them in the future. They consolidate the names and functions of some of the main parts of the body and discuss how these have changed. They learn that our bodies change as we get older in lots of different ways. Children understand that change can bring about positive and negative feelings, and that sharing these can elp. They also consider the role that memories can have in managing change.

Key Vocabulary

Eye, Foot, Eyebrow, Forehead, Ear, Mouth, Arm, Leg, Chest, Knee, Nose, Tongue, Finger, Toe, Stomach, Hand, Baby, Grown-up, Adult, Change, Worry, Excited, Memories.

KS1

In this half term the children are introduced to life cycles e.g. that of a frog and identify the different stages. They compare this with a human life cycle and look at simple changes from baby to adult e.g. getting taller, learning to walk etc. They discuss how they have changed so far and that people grow up at different rates. As part of a school’s safeguarding duty, pupils are taught the correct words for private parts of the body (those kept private by underwear: vagina, anus, penis, testicles, vulva). They are taught that nobody has the right to hurt these parts of the body, including a lesson on inappropriate touch and assertiveness. Children practise a range of strategies for managing feelings and emotions. They are also taught where they can get help if worried or frightened. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.

Key Vocabulary

Changes, Life cycles, Baby, Adult, Adulthood, Grown-up, Mature, Male, Female, Vagina, Penis, Testicles, Vulva, Anus, Learn, New, Grow, Feelings, Anxious, Worried, Excited, Coping.

LKS2

(Jigsaw 7-8)

In this half term, the class learn about babies and what they need to grow and develop including parenting. Children learn that it is usually the female that carries the baby in nature. This leads onto lessons where puberty is introduced. Children first look at the outside body changes in males and females. They learn that puberty is a natural part of growing up and that it is a process for getting their bodies ready to make a baby when grownup. Inside body changes are also taught. Children learn that females have eggs (ova) in their ovaries and these are released monthly. If unfertilised by a male’s sperm it passes out of the body as a period. Children discuss how they feel about puberty and growing up and there are opportunities for them to seek reassurance if anything is worrying them.

Key Vocabulary

Changes, Birth, Animals, Babies, Mother, Growing up, Baby, Grow, Uterus, Womb, Nutrients, Survive, Love, Affection, Care, Puberty, Control, Male, Female, Testicles, Sperm, Penis, Ovaries, Egg, Ovum / ova, Womb / uterus, Vagina, Stereotypes, Task, Roles, Challenge, Looking forward, Excited, Nervous, Anxious, Happy.

Year  5

(Jigsaw 8-9)

In this half term the class revisit bodily changes at puberty with some additional vocabulary, particularly around menstruation. Sanitary health is taught, including introducing pupils to different sanitary and personal hygiene products. Conception and sexual intercourse are introduced in simple terms so the children understand that a baby is formed by the joining of an ovum and sperm. They also learn that the ovum and sperm carry genetic information that carry personal characteristics. The unit ends by looking at the feelings associated with change and how to manage these. Children are introduced to Jigsaw’s Circle of change model as a strategy for managing future changes.

Key Vocabulary

Personal, Unique, Characteristics, Parents, Sperm, Egg / ovum, Penis, Testicles, Vagina / vulva, Womb / uterus, Ovaries, Making love, Having sex, Sexual intercourse, Fertilise, Conception, Puberty, Menstruation, Periods, Circle, Seasons, Change, Control, Emotions, Acceptance, Looking forward, Excited, Nervous, Anxious, Happy.

Year 6

(Jigsaw 9-10)

In this half term the class revisit self-esteem and self/body-image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. Puberty is revisited with further detail explaining bodily changes in males and females. Sexual intercourse is explained in slightly more detail than in the previous year. Children are encouraged to ask questions and seek clarification about anything they don’t understand. Further details about pregnancy are introduced including some facts about the development of the foetus and some simple explanation about alternative ways of conception e.g. IVF. Children learn that having a baby is a personal choice. Reasons why people choose to be in a romantic relationship and choose to have a baby are also explored. Children look at what becoming a teenager means for them with an increase in freedom, rights and responsibilities. They also look at the perceptions that surround teenagers and reflect whether they are always accurate e.g. teenagers are always moody; all teenagers have a boyfriend/girlfriend etc.

Key Vocabulary

Body-image, Self-image, Looks, Personality, Perception, Self-esteem, Affirmation, ComparisonOestrogen, Fallopian Tube, Cervix, Develops, Adam’s Apple, Scrotum, Genitals, Hair, Broader, Wider, , Erection, Ejaculation, Urethra, Wet Dream, Growth spurt, Larynx, Facial hair, Pubic hair, Hormones, Scrotum, Testosterone, Circumcised, Uncircumcised, Foreskin, Epididymis, Ovaries, Egg (Ovum), Period, Fertilised, Unfertilised, Embryo, Umbilical cord, IVF, Foetus, Contraception, Pregnancy, Menstruation, Sanitary products, Tampon, Pad, Towel, Liner, Hygiene, Age appropriateness, Legal, Laws, Responsible, Teenager, Responsibilities, Rights.
 

Subject Leadership

My name is Mr Thomas O'Beirne and as part of my PSHE subject leader role, I also ensure that Relationship and Sex Education is delivered appropriately. As a member of the school for over 5 years I have been proud to guide the school through the new Government statutory guidance for the subject, ensuring that our whole school community was involved.