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Primary Programmes of Study

We cover Programmes of Study for a range of subjects for every activity. Every experience can offer Literacy skills.

Here is a list of everything we can cover - no we cannot quite offer the full curriculum yet!

Numeracy & Literacy
KS1 Foundation Subjects
KS2 Foundation Subjects

Ofsted’s report The Curriculum in Successful Primary Schools

"A proportion of the curriculum taught through carefully planned and well-structured themes or
units of work, in which subjects are linked and contribute to the development of key ideas and skills."

Arts Council of England, 2003

“Across the world, countries are reforming their systems of education to better prepare young people for the increasingly complex and challenging demands of the 21st century.
In many countries, creativity is being given priority as never before.”

Learning: Creative Approaches that Raise Standards’
(Ofsted, January, 2010)

found" schools that used a Project Based Learning method of teaching and learning .....implemented cross-curricular learning for their students, which allowed them to solve problems and answer open-ended questions."

Winner of Best for Educational Care Home Entertainment - United Kingdom in the GHP Social Care Awards for 2017-18
Winner of Best Educational Services in the Aspire Awards 2017


We can cover every element of the Science Programmes of Study for Working Scientifically, Living Things & their Habitats, Plants, Evolution & inheritance and Animals, including Humans

Years 1 & 2

Working Scientifically

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

Living things and their habitats

  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of animals in their habitats, including microhabitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food


  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees
  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans

  • identify common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Years 3 & 4

Working Scientifically

  • making systematic and careful observations
  • gathering, recording, classifying and presenting data
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Living things and their habitats

  • recognise that living things can be grouped in a variety of ways
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things


  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • investigate the way in which water is transported within plants
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals, including humans

  • identify that animals, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat 
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement 
  • describe the simple functions of the basic parts of the digestive system in humans 
  • identify the different types of teeth in humans and their simple functions 
  • construct and interpret a variety of food chains, identifying producers, predators and prey

Years 5 & 6

Working Scientifically

  • planning different types of scientific enquiries to answer questions
  • taking measurements using a range of scientific equipment
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings, including conclusions
  • identifying scientific evidence that has been used to support or refute arguments

Living things and their habitats

  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • describe the life process of reproduction in some plants and animals
  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics

Evolution and inheritance

  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Animals, including humans

  • describe the changes as humans develop to old age
  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans

Numeracy & Literacy

We can cover some elements of the Programmes of Study for Numeracy and Literacy


Spoken language

  • ask relevant questions to extend their understanding and knowledge
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • participate in discussions, presentations, performances, role play, improvisations and debates

Reading – comprehension

  • listening to and discussing a wide range of literature at a level beyond that at which they can read independently
  • linking what they read or hear read to their own experiences
  • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
  • recognising and joining in with predictable phrases
  • learning to appreciate rhymes and poems, and to recite some by heart
  • discussing word meanings, linking new meanings to those already known

Writing – transcription

  • learning to spell common exception words
  • learning to spell more words with contracted forms
  • learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones

Writing – composition

  • Develop positive attitudes towards and stamina for writing by:
  • writing narratives
  • writing about real events, writing poetry, writing for different purposes
  • Consider what they are going to write before beginning by:
  • Planning, writing down ideas and/or key words, including new vocabulary
  • evaluating their writing with the teacher and other pupils
  • read aloud what they have written



  • compare, describe and solve practical problems for:
  • lengths and heights
  • mass/weight
  • capacity and volume
  • compare and order lengths, mass, volume/capacity and record the results using >, < and =


  • compare and sort common 2-D and 3-D shapes and everyday objects
  • order and arrange combinations of mathematical objects in patterns and sequences
  • use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).


  • interpret and construct simple pictograms, tally charts, block diagrams and simple tables
  • ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
  • ask and answer questions about totalling and comparing categorical data.

Key Stage 1 Foundation Subjects

We can cover some elements of the Programmes of Study for 

 Art & Design

  • to use a range of materials creatively to design and make products
  • to use drawing, painting & sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Design Technology 


  • design purposeful, functional, appealing products f 
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology


  • select from and use a range of tools and equipment to perform practical tasks
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients


  • explore and evaluate a range of existing products 
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms

Cooking and Nutrition

  • apply the principles of nutrition and healthy eating.
  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from


  • name and locate the world’s seven continents and five oceans
  • understand geographical similarities and differences through studying a non-European country
  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world
  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key


  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • experiment with, create, select and combine sounds using the inter-related dimensions of music

 Physical Education

  • develop fundamental movement skills individually and with others.
  • perform dances using simple movement patterns.

Key Stage 2 Foundation Subjects

We can cover every element of the Science Programmes of Study for Working Scientifically, Living Things & their Habitats, Plants, Evolution & inheritance and Animals, including Humans

Art & Design

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history

 Design Technology


  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design


  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the  views of others to improve their work 
  • understand how key events and individuals in design and technology have helped  shape the world

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex  structures 
  • understand and use mechanical systems in their products [for example, gears, pulleys,  cams, levers and linkages] 
  • understand and use electrical systems in their products [for example, series circuits  incorporating switches, bulbs, buzzers and motors] 
  • apply their understanding of computing to program, monitor and control their products

Cooking and nutrition

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking  techniques 
  • understand seasonality, and know where and how a variety of ingredients are grown,  reared, caught and processed


  • locate the world’s countries
  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle


  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study
  • a non-European society that provides contrasts with British history


  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter-related dimensions of music
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions
  • develop an understanding of the history of music.


  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • appreciate stories, songs, poems and rhymes in the language

Physical Education

  • enjoy communicating, collaborating and competing with each other.
  • perform dances using a range of movement patterns


Tell Nesta about what you would like and she will get back to you.


Phone: +44 (7976) 568 593