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Diary Dates


 3rd - Staff Training Day

4th - School Opens

10th - Clubs Start

21st - Y3 Jorvik Trip

24th - Y1/2 Trip



2nd - Y3/4 Swimming

4th - Rec/Y1 Phonics Workshop 3.45pm

10th - Y4/5/6 Trip

11th - How We Learn Afternoon 2.15pm PE

12th - Big Idea Landing 2.30pm

22nd - Family & Individual Photos

26th - Harvest Festival

Break up for Half Term





Knayton Curriculum

The curriculum at Knayton is broad and balanced.  We have a creative approach which is specifically tailored to our children’s needs. As a staff we have given careful consideration to our children; their experiences and needs and developed a curriculum model that caters for them specifically.

Our curriculum is delivered through our ‘Learning Adventures’. These are whole school, cross-curricular topics that aim to inspire and excite children about new learning. The children go on a learning journey from launch to landing.



English and Maths are taught as discrete sessions in the morning, but wherever possible they will link to the current ‘Learning Adventure’. The foundation subjects are taught with a focus on greater depth learning across all subjects. English and maths skills are also applied across the curriculum. Weekly Science sessions link to our ‘Learning Adventures’ wherever possible. Teachers ensure a clear progression for all and have high expectations for children’s achievements in all subjects.

Our Curriculum Aims:

  • To ensure that all children feel safe and happy in order for them to achieve their absolute potential
  • To have a positive impact on the local community
  • To embed Christian values of kindness, friendship and respect
  • To develop tolerance, empathy and tackle stereotypes, preparing children for life in modern Britain
  • To prepare children for their next steps; from key stage to key stage and beyond
  • To be child-led, engaging and exciting
  • To develop creativity and collaboration skills
  • To lead to outstanding outcomes for our children
  • To develop independence and resilience through meaningful and relevant content and approaches
  • To encourage outdoor learning and use forest schools principles
  • To engage parents and the wider community
  • To value each child’s contribution and individuality

The National Curriculum is used to inform planning for all subjects. Teachers have a deep level of understanding of the curriculum for the age range they teach and design engaging ‘Learning Adventures’ to teach all of the National Curriculum content alongside the skills to learn effectively. 



English programmes of study follow the National Curriculum. All children are taught English skills directly and then apply these skills across a range of cross-curricular contexts. A link to the National Curriculum is below.


In Early Years and Key Stage 1 we have a rigorous approach to Phonics Teaching.  Children work in small groups with precisely targeted support.  We use 'Letters and Sounds' to inform our planning and assessment is continuous. A link to the Letters and Sounds document is below.


Maths programmes of study follow the National Curriculum. All children are taught Maths skills directly and then apply these skills across a range of cross-curricular problems. A link to the National Curriculum is below.

Foundation Subjects and Science

Foundation Subjects are taught through ‘Learning Adventures’. This is our cross-curricular approach and involves one project that facilitates the use of subject specific skills to a relevant and engaging topic area.


Knayton’s Learning Adventures 2017-2018

Autumn Term

Autumn Term 1 RE Week

Autumn Term 2 RE Week

Spring Term

Spring Term 1 RE Week

Spring Term 2 RE Week

Summer Term

Summer Term RE Week

It’s a Kind of Magic



Time Travellers

Holy Places


Why do people love their sacred places? What can we learn from visiting a sacred building? (KS2)

The Nativity



We Will Rock You


Being British

(Shakespeare Week)

Who celebrates what and why?






We are Explorers


The Performance

Questions that puzzle us



What can make our community more tolerant and respectful?




Foundation Subject Coverage

Below are details of how we ensure that the whole curriculum is covered effectively and that the children access a broad and balanced curriculum.

As our ‘Learning adventures’ are never repeated, teachers plan in the national curriculum objectives into each ‘Learning Adventure’ topic, where they work best, highlighting objectives as they teach them. Children’s foundation subject learning should never be stale or predictable. They are child-led and exciting, following a different learning journey each time, giving their learning context and meaning.





Working Scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • 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



Year 1


  • 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


Animals, including humans


  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Everyday materials

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties


Seasonal changes


  • observe changes across the 4 seasons
  • observe and describe weather associated with the seasons and how day length varies

Year 2


  • 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

  • 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


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 plants and 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


Uses of everyday materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular use
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching


Working Scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • 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

Year 3


  • 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, including humans, 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




  • compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • describe in simple terms how fossils are formed when things that have lived are trapped within rock
  • recognise that soils are made from rocks and organic matter



  • recognise that they need light in order to see things and that dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by an opaque object
  • find patterns in the way that the size of shadows change

    Forces and magnets
  • compare how things move on different surfaces
  • notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
  • observe how magnets attract or repel each other and attract some materials and not others
  • compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • describe magnets as having 2 poles
  • predict whether 2 magnets will attract or repel each other, depending on which poles are facing

Year 4

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


Animals, including humans

  • 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

States of matter

  • compare and group materials together, according to whether they are solids, liquids or gases
  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature


  • identify how sounds are made, associating some of them with something vibrating
  • recognise that vibrations from sounds travel through a medium to the ear
  • find patterns between the pitch of a sound and features of the object that produced it
  • find patterns between the volume of a sound and the strength of the vibrations that produced it
  • recognise that sounds get fainter as the distance from the sound source increases


  • identify common appliances that run on electricity
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • recognise some common conductors and insulators, and associate metals with being good conductors


Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

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 from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations

identifying scientific evidence that has been used to support or refute ideas or arguments

Year 5

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

Animals, including humans

  • describe the changes as humans develop to old age

Properties and changes of materials

  • compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

demonstrate that dissolving, mixing and changes of state are reversible changes

  • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Earth and space

  • describe the movement of the Earth and other planets relative to the sun in the solar system
  • describe the movement of the moon relative to the Earth
  • describe the sun, Earth and moon as approximately spherical bodies
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky


  • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
  • identify the effects of air resistance, water resistance and friction, that act between moving surfaces
  • recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Year 6

Living things and their habitats

  • 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



Animals including humans

  • 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

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



  • recognise that light appears to travel in straight lines
  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them


  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram





Year 1

  • the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods
  • changes within living memory – where appropriate, these should be used to reveal aspects of change in national life 

Year 2

  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • significant historical events, people and places in their own locality

Year 3

  • Local history study
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • Viking and Anglo Saxon

Year 4/5

  • Britain from Stone Age to Iron Age
  • Romans and their impact on Britain
  • Britains settlement by the Anglo Saxons and Scots

Year 6

  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China





Locational knowledge

  • name and locate the world’s 7 continents and 5 oceans
  • name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
  • 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

Geographical skills and fieldwork

  • use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
  • 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 simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment


Human and physical Geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to:
    • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • 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 simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
  • 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 simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment



Locational knowledge

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

Human and physical geography

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies



Design and Technology



Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products


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


  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • 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 [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics 



  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • 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.


Art and Design



  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 
  • to use a range of materials creatively to design and make products
  • 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 


  • to create sketch books to record their observations and use them to review and revisit ideas
  • 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



Computing is embedded into Knayton’s big idea approach where possible making learning inspiring, meaningful and fun. Children are given opportunities to be exposed to new technology stretching their computing potential and interest outside of the statutory computing national curriculum. Computing is also used to publish and inspire writing, reading and maths. Children learn the strands of; e-Safety, Programming, Handling Data, Multimedia and Technology in our Lives through our ‘Learning adventure’ approach, incorporating them where they work best in context.



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


  • 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 in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact









  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the interrelated dimensions of music


  • 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 interrelated dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music


Physical Education



  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns 


  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, modified as appropriate
  • Develop flexibility & control in gym, dance & athletics
  • Compare performances to achieve personal bests
  • Swimming proficiency at 25m (KS1 or KS2)


  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • Swimming
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
  • perform safe self-rescue in different water-based situations.

Modern Foreign Languages

French is taught from Reception to Year 6 and follows the North Yorkshire Scheme of Learning. Introducing French from Reception means that when the children reach Key Stage Two they have a basic knowledge of French and can learn new vocabulary with confidence.



  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • present ideas and information orally to a range of audiences*
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English
  • The starred (*) content above will not be applicable to ancient languages.

Knayton’s PSHCE Curriculum



At Knayton, we use Philosophy for Children (P4C) to explore issues and teach the children questioning, thinking and debate skills. We believe that children need to feel safe and happy in order to learn and achieve their potential and our PSHCE curriculum aims to embed safe practices as well as happiness, self-confidence and self-esteem. Fundamental British Values of Democracy, Rule of Law, Tolerance, Mutual Respect and Individual Liberty are explored through our approach and are also embedded across all aspects of school life, including Collective Worship, the creative curriculum and our ethos and core values.



Health and wellbeing


  • what constitutes, and how to maintain, a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health
  •  to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences
  • to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals
  • about good and not so good feelings, a vocabulary to describe their feelings to others and to develop simple strategies for managing feelings
  • about change and loss and the associated feelings (including moving home, losing toys, pets or friends)
  • the importance of, and how to, maintain personal hygiene
  •  how some diseases are spread and can be controlled; the responsibilities they have for their own health and that of others; to develop simple skills to help prevent diseases spreading
  • about the process of growing from young to old and how people’s needs change
  • about growing and changing and new opportunities and responsibilities that increasing independence may bring
  •  the names for the main parts of the body (including external genitalia) and the bodily similarities and differences between boys and girls
  • that household products, including medicines, can be harmful if not used properly
  • rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety
  • about people who look after them, their family networks, who to go to if they are worried and how to attract their attention
  • about the ways that pupils can help the people who look after them to more easily protect them
  • to recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’ including knowing that they do not need to keep secrets




  •  to communicate their feelings to others, to recognise how others show feelings and how to respond
  •  to recognise that their behaviour can affect other people
  • the difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid
  •  to recognise what is fair and unfair, kind and unkind, what is right and wrong
  •  to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class
  • to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation)
  • to offer constructive support and feedback to others
  • to identify and respect the differences and similarities between people
  • to identify their special people (family, friends, carers), what makes them special and how special people should care for one another
  • to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)
  • that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)
  • to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say
  • to recognise different types of teasing and bullying, to understand that these are wrong and unacceptable
  • strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help




Health and wellbeing


  • what positively and negatively affects their physical, mental and emotional health
  • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
  • to recognise opportunities and develop the skills to make their own choices about food, understanding what might influence their choices and the benefits of eating a balanced diet
  • to recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves
  •  to reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals
  • to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others
  • to recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these
  •  about change, including transitions (between key stages and schools), loss, separation, divorce and bereavement
  • to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
  • to recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience
  •  to recognise how their increasing independence brings increased responsibility to keep themselves and others safe
  • that bacteria and viruses can affect health and that following simple routines can reduce their spread
  • how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media
  •  to recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong
  •  school rules about health and safety, basic emergency aid procedures, where and how to get help
  • what is meant by the term ‘habit’ and why habits can be hard to change
  • which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others
  • how their body will, and their emotions may, change as they approach and move through puberty
  • about human reproduction
  • about taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers
  • strategies for keeping physically and emotionally safe including road safety (including cycle safety- the Bikeability programme), and safety in the environment (including rail, water and fire safety)
  • strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others
  • about people who are responsible for helping them stay healthy and safe; how they can help these people to keep them healthy and safe
  • the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.)
  • how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if they feel uncomfortable or are concerned by such a request


  • to recognise and respond appropriately to a wider range of feelings in others
  •  to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
  • to recognise ways in which a relationship can be unhealthy and whom to talk to if they need support
  • to recognise different types of relationship, including those between acquaintances, friends, relatives and families
  • that civil partnerships and marriage are examples of a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment
  •  that marriage is a commitment freely entered into by both people, that no one should marry if they don’t absolutely want to do so or are not making this decision freely for themselves
  • that their actions affect themselves and others
  • to judge what kind of physical contact is acceptable or unacceptable and how to respond
  • the concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’
  • to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge others’ points of view
  • to work collaboratively towards shared goals
  • to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves
  • that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010)
  •  to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help)
  • to recognise and manage ‘dares’
  • to recognise and challenge stereotypes
  • about the difference between, and the terms associated with, sex, gender identity and sexual orientation
  •  how to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media)



Global Education

At Knayton we use ‘OXFAM’s Curriculum for Global Citizenship’ developing the knowledge and understanding, skills, values and attitudes that learners need both to participate fully in a globalised society and economy, and to secure a more just, secure and sustainable world than the one they have inherited.

To view this programme of study visit:


Forest School Curriculum

Forest School is a valued part of the curriculum at Knayton. It is embedded into many different areas of our curriculum, including maths, English and our big idea approach. Children are given opportunities to be exposed to nature, take ownership and responsibility within Forest School and develop lifelong skills. For us, Forest School is an inspirational process that offers every child regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in our wonderful woodland area. We believe that in doing this, we are providing children with life-long skills and first-hand learning experiences.