English
Key Processes
These are the essential skills and processes in English that pupils need to learn to make progress.
2.1 Speaking and listening
Pupils should be able to:
e) listen and respond constructively to others, taking different views into account and modifying their own views in the light of what others say
f) understand explicit and implicit meanings
g) make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions
2.3 Writing
Composition
Pupils should be able to:
b) write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader
d) adapt style and language appropriately for a range of forms, purposes and readers
e) maintain consistent points of view in fiction and non-fiction writing
g) structure their writing to support the purpose of the task and guide the reader
k) consider what the reader needs to know and include relevant details
n) use persuasive techniques and rhetorical devices
p) present material clearly, using appropriate layout, illustrations and organisation
Range and Content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The study of English should enable pupils to apply their knowledge, skills and understanding to relevant real-world situations.
3.1 Speaking and listening
The range of speaking and listening activities should include:
a) prepared, formal presentations and debates
b) informal group or pair discussions
c) individual and group improvisation and performance
d) devising, scripting and performing plays.
History
Range and Content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
British history
g) the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors - such as technology,economic development, war, religion and culture - that have driven these changes
h) the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisation
European and world history
i) the impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and world societies
Curriculum opportunities
During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
e) make links between history and other subjects and areas of the curriculum, including citizenship.
Design and technology
Curriculum opportunities
During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
In ways appropriate to the product area, the curriculum should provide opportunities for pupils to:
g) make links between design and technology and other subjects and areas of the curriculum.
Art
Key Concepts
There are a number of key concepts that underpin the study of art, craft and design. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1 Creativity
a) Producing imaginative images, artefacts and other outcomes that are both original and of value.
b) Exploring and experimenting with ideas, materials, tools and techniques.