Key Stage 1

Children are taught in a variety of ways depending on the most appropriate method for the work being done e.g. class, group or individual. Consideration is also given to matching work to children of different abilities. National Curriculum subjects are organised for teaching in a variety of ways e.g. within integrated subjects (topics) or separately. As well as the statutory National Curriculum, there are also elements of Personal, Social, Health and Citizenship Education (PSHCE) and Sex and Relationships Education (SRE) that are taught within the school.

The National Curriculum consists of:

Core Subjects


In English pupils learn to speak confidently and listen to what others have to say. Children begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.

Speaking and Listening

Pupils learn to speak clearly, thinking about the needs of listeners. They work in small groups and as a class, joining in discussions and making relevant points. They also learn how to listen carefully to what other people are saying, so that they can remember the main points. They learn to use language in imaginative ways and express their ideas and feelings when working in role and in drama activities.

Phonemic awareness and phonic knowledge

Pupils learn to hear, identify, segment and blend sounds in words. They learn to recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds. Pupils follow the “Letters and Sounds” phonic programme and have access to an wide range of decodable reading books.


Pupils’ interest and pleasure in reading is developed as they learn to read confidently and independently. They focus on words and sentences and how they fit into whole texts. They work out the meaning of straightforward texts and say why they like them or do not like them. Pupils have access to an extensive range of fiction and non-fiction texts from various reading schemes and publishers as listed in “Book Bands” for reading at home and in school.


Pupils start to enjoy writing and see the value of it. They learn to communicate meaning in narrative and non-fiction texts and spell and punctuate correctly.


Pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. Pupils develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.


Pupils develop their knowledge and understanding of mathematics through practical activity, Pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. Pupils use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.

Foundation Subjects


Pupils explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work. Pupils develop keyboard skills and word processing skills. They become familiar with hardware and software. They use computers, laptops, interactive whiteboards and iPads to create simple computer programs.

Design Technology

Pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. Pupils explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and can start to use ICT as part of their designing and making.


Pupils learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. Pupils listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.


Pupils investigate their local area and contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. Pupils carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.


Pupils develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They learn about the role of art, craft and design in their environment. Pupils begin to understand colour, shape and space and pattern and texture and use them to represent their ideas and feelings.


Pupils listen carefully and respond physically to a wide range of music. They play instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. Pupils explore and enjoy how sounds and silence can create moods and effects.


Pupils build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other pupils in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.

As well as the statutory elements of the National Curriculum, at Flixton Infant School children also learn about:

Personal, Social, Health and Citizenship Education (PSHCE)

Pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. Pupils have opportunities to show that they can take some responsibility for themselves and for their environment. They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. Pupils begin to take an active part in the life of their school and its community.

Sex and Relationships Education (SRE)

Parents may, by law, withdraw their children from all or part of SRE that is not part of the statutory Science National Curriculum. Governors would encourage parents to read the SRE Policy and to discuss the matter with the Head teacher before making such a decision. SRE will be provided in such a manner as to encourage the children to have regard to moral considerations and the value of family life.

Children learn about attitudes and values, and develop emotional and social skills. Recognising and understanding feelings in themselves and others helps them to develop and understand different relationships.

Young children acquire knowledge about their bodies, and about reproduction in humans and animals through work based on families, and the birth of young. Questions which arise are answered honestly, simply and with sensitivity within the context of a secure and happy classroom.