Range KS2 Art and design Key Stage 3

Range KS2 Art and design Key Stage 3
In art and design, pupils at Key Stage 2 should develop their understanding and investigating skills in order to enrich and inform their making. Understanding Pupils should be stimulated and inspired, where appropriate, by: • other artists, craftworkers and designers • methods and processes • media • styles • ideas • local and Welsh art, craft and design • images and artefacts from a variety of historical and contemporary cultures and contexts. They should develop, where appropriate, their understanding through: • books • videos • digital-based resources • the internet • galleries • practising artist, craftworkers and designers • other resources. In art and design, pupils at Key Stage 3 should develop their understanding and investigating skills in order to enrich and inform their making. Understanding Pupils should be stimulated and inspired, where appropriate, by: • other artists, craftworkers and designers • the work of their peers • methods and processes • media • ideas • styles • local and Welsh art, craft and design • images and artefacts from a variety of historical and contemporary cultures and contexts. They should, where appropriate, develop their understanding through: • books • videos • digital-based resources • the internet • galleries • practising artist, craftworkers and designers • other resources. KS2 Range

Range KS2 Art and design Key Stage 3 Investigating Investigating
Pupils should investigate: • the properties of materials and processes • natural objects and environments • made objects and environments • imagined objects and environments. They should, where appropriate, apply to their own work findings collected from: • books • videos • digital-based resources • the internet • galleries • practising artists, craftworkers and designers • other resources and from a variety of context including: • local and Welsh examples • different cultures and periods. Investigating Pupils should investigate: • the properties of materials and processes • natural objects and environments • made objects and environments • imagined objects and environments. They should, where appropriate, apply to their own work relevant findings collected from: • books • videos • digital-based resources • the internet • galleries • practising artists, craftworkers and designers • their own practical experimentations and recordings • other resources and from a variety of contexts including: • local and Welsh examples • different cultures and periods. Their investigations and information collected should enrich and inform their own work. KS2 Range

Range KS2 Art and design Key Stage 3 Making Making
Pupils should design and make both imaginatively and expressively: • objects • artefacts • images. They should use a variety of: • tools and equipment • materials, e.g. paints, pencils, crayons, pastels, charcoal, inks, resistant materials, clays, sustainable materials, textiles, digital-based media, etc. • processes, e.g. drawing, painting, printing, multimedia, craft processes, three-dimensional processes, digital based processes, etc. They should have opportunities to work as: • individuals • group members. They should work in different contexts such as: • galleries • art room • outdoors • the home. Pupils should be taught to consider the hazards and the risks in their art and design activities. They should be able to follow instructions to minimise risks to themselves and others. Making Pupils should design and make both imaginatively and expressively: • objects • artefacts • images. They should use a variety of: • tools and equipment • materials, e.g. paints, pencils, crayons, pastels, charcoal, inks, resistant materials, clays, sustainable materials, textiles, digital-based media, etc. • processes, e.g. drawing, painting, printing, multimedia, craft processes, three-dimensional processes, digital-based processes, etc. They should have opportunities to work as: • individuals • group members. They should work in different contexts such as: • galleries • art room • outdoors • the home. Pupils should be taught to consider the hazards and the risks in their art and design activities. They should be able to follow instructions to minimise risks to themselves and others. KS2 Range

KS2 Skills Art and design Key Stage 3
Understanding, Investigating and Making should be regarded as integrated activities. Understanding Pupils should be given opportunities to: 1.describe and make comparisons: • between their own work and that of others 2.experiment with and examine the methods used by other artists, craftworkers and designers from different: • periods • places • cultures e.g. consider how work from unfamiliar cultures may influence pattern design for their own textile project 3.evaluate the methods and results of their own work and that of their fellow pupils through: • discussion • reading • writing • reflection. Understanding, Investigating and Making should be regarded as integrated activities. Understanding Pupils should be given the opportunities to: 1. use their knowledge about the work of other artists, craftworkers and designers to enrich and inform their work through: • analysis • comparison • evaluation e.g. collect information about an artist from the internet, library, galleries or interviews and use the information to influence their own work 2. explore the diverse working practices of artists, craftworkers and designers from different: • periods • places • cultures considering their purpose and intentions 3. evaluate their work, methods and results of their investigation, modifying and refining their work through: • discussion • reading • writing • reflection. KS2 Skills

KS2 Skills Art and design Key Stage 3 Investigating Investigating
Pupils should be given opportunities to: 1. select and record from: • observation • experience • memory • imagination 2. investigate: • the natural environment • the made environment • the world of imagination using a variety of materials 3. organise: • reference materials • resources to develop ideas themes and feelings, e.g.collect information for a design project from the internet, library or local gallery about endangered species 4. keep a sketchbook to: • develop ideas and feelings • explore themes • experiment with processes and media • research and enquire. Investigating Pupils should be given the opportunities to: 1. develop specific skills for recording from: • observation • experience • memory • imagination develop specific skills for investigating: • the natural environment • the made environment • the world of imagination using a variety of media 2. explore and organise a: range of reference materials range of resources to establish and develop ideas or themes keep a sketchbook to address different aspects of investigating to: develop ideas and feelings explore themes explore and experiment with materials and processes initiate and support independent work e.g. after investigating organic forms, develop ideas for sculptural forms to adorn the body. KS2 Skills

KS2 Skills Art and design Key Stage 3 Making
Pupils should be given opportunities to: 1. explore, experiment with and apply the elements of the visual, tactile and sensory language of art, craft and design which include: • line, e.g. long lines, short lines, wavy lines, heavy lines • tone, e.g. light, medium and dark tones • colour, e.g. primary and tertiary, matching colours, cold, warm • pattern, e.g. natural, made patterns, patterns from other cultures, repetitive patterns • texture, e.g. rough and smooth textures in a range of materials • shape, e.g. shapes from nature, from the made world, and from their imagination • form, e.g. various three-dimensional shapes 2. design and make: • two-dimensional images • three-dimensional objects and artefacts using a range of various materials for a variety of purposes e.g. use a range of media to make a two- or three-dimensional representation based on a poem or story 3. use their experience and knowledge of different materials, tools and techniques: • experimentally • expressively. Making Pupils should be given the opportunities to: 1. explore, experiment with and apply the visual, tactile and sensory language of art, craft and design 2. design and make images and artefacts using a variety of materials, processes and ideas 3. experience a wide range of techniques and media to: • realise their ideas • express their feelings • communicate meaning e.g. produce a piece of site-specific sculpture for a multi-sensory garden. KS2 Skills

KS2 Range Design and technology Key Stage 3
Pupils should be given opportunities to develop their design and technology capability through: • tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making • tasks in which they learn about the responsible use of materials, considering issues of sustainability • tasks in which they develop and practise particular skills and techniques that can be applied in their designing and making • tasks in which they design and make products, focusing on different contexts and materials. They should be given opportunities to: • be creative • be innovative • work independently and in groups. Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control. Pupils should be given opportunities to develop their design and technology capability through: • activities in which they investigate, analyse and evaluate products in order to acquire technological and health and safety knowledge and understanding that can be applied in their designing and making • activities in which they learn about the responsible use of materials considering issues of sustainability • reflecting on the work of designers, inventors, architects and chefs, including those from Wales • activities in which they develop and practise particular skills and techniques that can be applied in their designing and making • activities in which they design and make products, focusing on different contexts and materials. They should be given opportunities to: • be creative • be innovative and enterprising • work independently and in groups. Taken together, these activities should cover a range of materials and components, including food, resistant materials, textiles, and include work with systems and control. KS2 Range

KS2 Range Design and technology Key Stage 3 Health and safety
Pupils should be taught how to use tools/utensils and equipment safely and to consider the hazards and risks in their activities, behaviour and lifestyle. They should be able to follow instructions to control risk to themselves and others, e.g. ensure that food preparation areas are scrupulously clean; risk associated with hand tools. They should be made aware of the impact on their health and safety of certain behaviour, e.g. healthy eating. Health and safety Pupils should be taught how to use tools/utensils and equipment safely and to consider the hazards and risks in their activities. They should be able to follow instructions to control risk to themselves and others, e.g. electrical tools/utensils, rotating machinery, sewing machines. When designing and making, pupils should take account of user safety, e.g. the build quality of products, how hygiene standards should be maintained in the production of a food product. They should be made aware of the impact on their health and safety of certain behaviour, e.g. healthy eating. KS2 Range

KS2 Skills Design and technology Key Stage 3 Designing
Pupils should be given opportunities to: 1. use a range of information sources to generate ideas for products 2. investigate how existing products look and function as a source of ideas for their own products, e.g. examine a range of products related to their task, toys, healthy eating 3. develop a simple specification/recipe for their products indicating their intentions and approach 4. demonstrate their creative thinking when considering and recording solutions to problems that arise during their designing and making, e.g. realise that it would be quicker and easier to use ready-made materials, components and ingredients rather than make their own 5. develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate 6. consider the safety, reliability and sustainability of their activities/products, e.g. consider how use or misuse of their products might cause injury, damage or poor health 7. evaluate their design ideas as they develop, considering the needs of the user. Designing Pupils should be given opportunities to: 1. use given design briefs, and where appropriate, develop their own to clarify their ideas for products 2. identify and use appropriate sources of information to help generate and develop their ideas for products 3. be creative and innovative in their thinking when generating ideas for their products 4. identify and apply knowledge and understanding about technological, sustainability and health and safety issues to develop ideas for products that are achievable and practical 5. develop a specification/recipe for their product 6. explore, develop and communicate design ideas in a range of ways, including annotation, drawings and CAD, e.g. clip art libraries, internet resources, scanners, digital cameras 7. model and refine their design ideas in 3-D form or food prototyping where appropriate 8. evaluate, refine and modify their design ideas as they develop in relation to aesthetics, sensory requirements, healthy lifestyle, function, safety, reliability, properties of materials, ingredients, components, sustainability and cost 9. evaluate their final design ideas against theirinitial specification/recipe. KS2 Skills

KS2 Skills Design and technology Key Stage 3 Making
Pupils should be given opportunities to: 1. work to their specification/recipe to make products 2. choose appropriate materials, ingredients, equipment, tools/utensils and techniques, from a range made available to them 3. measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/utensils, equipment and techniques 4. find alternative ways of making if the first attempt fails 5. apply appropriate finishes to their products 6. discuss their products, and evaluate their work, e.g. explain why and how they made their product and what they think about its function, features, performance, taste Food 7. plan and carry out a broad range of practical food preparation tasks safely and hygienically 8. apply current healthy eating messages and consider nutritional needs when undertaking food preparation tasks 9. classify food by commodity/group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties, e.g. meat, fish, fruit, vegetables Making Pupils should be given opportunities to: 1. develop the skills to select and work with a range of materials and ingredients to make products in a variety of contexts 2. use hand and machine tools/utensils, and a range of equipment and processes, to mix, shape, form and join materials and ingredients 3. be creative in finding alternative ways of making if the first attempt is not achievable 4. develop techniques to ensure consistency and accuracy including the use of CAM, e.g. CAM software linked to a cutter/plotter, lathe, milling machine or sewing machine 5. test and evaluate their product against their original specification/recipe Food 6. use a broad range of skills, techniques and equipment, as well as standard recipes, to cook meals and products 7. plan and carry out a broad range of practical cooking tasks safely and hygienically 8. apply current healthy eating messages in relation to the nutritional needs of different groups in society and consider issues of sustainability in order to make informed choices when planning, preparing and cooking meals or products 9. classify food by commodity/group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties KS2 Skills

KS2 Skills Design and technology Key Stage 3 Making
Rigid and flexible materials 10. use a range of materials and components, making choices based on their developing knowledge of how they should be used, e.g. using square-section timber or lollypop sticks to strengthen a cardboard structure 11. learn about the efficient use of materials, e.g. planning cutting from sheet materials to minimise waste 12. use techniques for reinforcing and strengthening structures in their products, e.g. use triangulation and gussets in frame structures, use fabric reinforcing in bags, clothing and kites Systems and control 13. construct simple mechanisms to produce different types of movement, e.g. use simple levers to move the wings on a bird made from flat card 14. build simple low-voltage electrical circuits within products, e.g. add a simple lighting system to a model house that includes a battery, switch and bulbs 15. use programmable/computer control systems that can create, test, modify and store instructions to control events, e.g. enter and store instructions in a programmable toy, write a simple programme for a floor turtle, control their products using computer hardware/software. Making Resistant materials and textiles 10. learn about the properties and characteristics of materials and apply this knowledge and understanding when designing and making products 11. undertake materials testing, to determine suitability for intended use 12. combine and process materials in order to create enhanced properties and desired aesthetic characteristics 13. understand that loads can cause material failures in structures by bending, twisting and stretching 14. be aware of current developments in materials technology, e.g. ‘smart’ materials 15. consider issues of sustainability when choosing and using materials Systems and controls 16. learn about the properties and characteristics of electrical/electronic and mechanical components and apply this knowledge and understanding when designing and making products 17. interconnect mechanisms to achieve different kinds of movement in products 18. build electronic components into control systems within products 19. understand feedback in control systems 20. design and interconnect systems and sub-systems for application in products 21. build microprocessor and computer control systems into products. KS2 Skills

KS2 Range English Key Stage 3 Oracy
Pupils should be given opportunities to develop their oral skills through: 1. seeing and hearing different people talking, including people with different dialects 2. experiencing and responding to a variety of stimuli and ideas: visual, audio and written 3. communicating for a range of purposes, e.g. presenting information, expressing opinions, explaining ideas, questioning, conveying feelings, persuading 4. speaking and listening individually, in pairs, in groups and as members of a class 5. using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate 6. presenting, talking and performing for a variety of audiences 7. increasing their confidence in language use by drawing on their knowledge of English, Welsh and other languages 8. engaging in activities that focus on words, their derivation, meanings, choice and impact. Oracy Pupils should be given opportunities to develop their oral skills through: 1. seeing and hearing different people talking, including people with different dialects 2. experiencing and responding to a variety of stimuli and ideas: audio, visual and written 3. communicating for a range of purposes, e.g. argument, debate, analysis, formal presentation, exploration and consideration of ideas in literature and the media 4. speaking and listening individually, in pairs, in groups and as members of a class 5. using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate 6. presenting, talking and performing for a variety of audiences 7. increasing their confidence in language use by drawing on their knowledge of English, Welsh and other languages 8. engaging in activities that focus on words, their derivation, meanings, choice and impact. KS2 Range

KS2 Range English Key Stage 3 Reading Reading
Pupils should be given opportunities to develop their reading/viewing skills through: 1. becoming enthusiastic and reflective readers 2. reading individually and collaboratively 3. experiencing and responding to a wide range of texts that include: • information, reference and other non-literary texts, including print, media, moving image and computer-based materials • poetry, prose and drama, both traditional and contemporary • texts with a Welsh dimension and texts from other cultures 4. reading/viewing extracts and complete texts: • with challenging subject matter that broadens perspectives and extends thinking, e.g. environmental issues, sustainability, animal rights, healthy eating • with a variety of structural and organisational features • that show quality and variety in language use • that reflect the diversity of society in the twenty-first century • that reflect individual pupils’ personal choice of reading matter. Reading Pupils should be given opportunities to develop their reading/viewing skills through: 1. becoming enthusiastic and reflective readers 2. reading individually and collaboratively 3. experiencing and responding to a wide range of texts that include: • information, reference and other non-literary texts including print, media, moving image and computer-based materials • traditional and contemporary poetry and prose • drama, including Shakespeare • texts with a Welsh dimension and texts from other cultures 4. reading/viewing extracts and complete texts • that extend pupils’ intellectual, moral and emotional understanding • with a diverse range of structures, forms, purposes, audiences and presentational devices • that show quality and variety in language use • that reflect the diversity of society in the twenty-first century • that reflect individual pupils’ personal choice of reading matter. KS2 Range

KS2 Range English Key Stage 3 Writing
Pupils should be given opportunities to develop their writing skills through: 1. writing for a range of purposes, e.g. to entertain, report, inform, instruct, explain, persuade, recount, describe, imagine and to generate ideas 2. writing for a range of real or imagined audiences 3. writing in a range of forms 4. writing in response to a wide range of stimuli: visual, audio and written. Writing Pupils should be given opportunities to improve and extend their skills in writing through: 1. writing for a range of purposes, e.g. engage, empathise, create effects, analyse, persuade, explore ideas and opinions in literature and the media 2. writing for a range of real or imagined audiences 3. writing in a range of forms 4. writing in response to a wide range of visual, audio and written stimuli. KS2 Range

KS2 Skills English Key Stage 3 Oracy
Pupils should be given opportunities to: 1. listen and view attentively, responding to a wide range of communication 2. identify key points and follow up ideas through question and comment, developing response to others in order to learn through talk 3. communicate clearly and confidently, expressing opinions, adapting talk to audience and purpose, using appropriate gesture, intonation and register in order to engage the listener 4. develop their awareness of the social conventions of conversation and discussion 5. develop their ability to use a range of sentence structures and vocabulary with precision, including terminology that allows them to discuss their work 6. develop their understanding of when it is necessary to use standard English, and use formal and informal language appropriately 7. evaluate their own and others’ talk and drama activities and develop understanding of how to improve, considering how speakers adapt their vocabulary, tone, pace and style to suit a range of situations. Oracy Pupils should be given opportunities to: 1. listen and view attentively, responding to a wide range of communication 2. identify key points and follow up ideas through probing question and comment in order to inform and moderate opinions, ideas and judgements and to learn through talk 3. communicate clearly and confidently, expressing reasoned opinions, adapting talk to audience and purpose, using appropriate gesture, intonation and register in order to engage the listener 4. extend their understanding of the social conventions of conversation and discussion 5. develop their ability to organise and extend their talk using an increasing range of sentence structures and precise and effective vocabulary, including terminology that allows them to discuss their work 6. extend their understanding of the use of standard English and their ability to recognise and use formal and informal language appropriately 7. evaluate their own and others’ talk and drama activities, extending their understanding of how to improve, considering how speakers adapt their vocabulary, tone, pace and style to suit a range of situations. KS2 Skills

KS2 Skills English Key Stage 3 Reading
Pupils should be given opportunities to: 1. consolidate phonic, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme 2. develop their ability to read with fluency, accuracy, understanding and enjoyment 3. read in different ways for different purposes, including: • skimming, scanning and detailed reading • using prediction, inference and deduction to gain meaning and enhance understanding of texts • distinguishing between fact and opinion, bias and objectivity and the consideration of alternative interpretations 4. recognise and understand the characteristic features of different genres in terms of language, structure and presentation 5. consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of image and language and be able to select evidence from text to support their views 6a. use a range of appropriate information-retrieval strategies, including ICT, e.g. the alphabet, indexes and catalogues 6b.retrieve, collate and synthesise information and ideas from a range of sources including printed, visual, audio, media, ICT and drama in performance 7. use the knowledge gained from reading to develop their understanding of the structure, vocabulary, grammar and punctuation of English, and of how these clarify meaning 8. consider how texts change when they are adapted for different media and audiences. Reading Pupils should be given opportunities to: 1. develop phonic, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme 2. develop their ability to read with fluency, accuracy, understanding and enjoyment 3. read in different ways for different purposes, including: • skimming, scanning and detailed reading • using prediction, inference and deduction • distinguishing between fact and opinion, bias and objectivity in what they read/view 4. recognise and understand the characteristics of different genres in terms of language, structure and presentation 5. consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of image and language, and be able to select evidence to support their views 6a. use a range of appropriate information retrieval strategies including ICT, e.g. the alphabet, indexes and catalogues 6b.retrieve and collate information and ideas from a range of sources including printed, visual, audio, media, ICT and drama in performance 7. use the knowledge gained from reading to develop their understanding of the structure, vocabulary, grammar and punctuation of English, and of how these clarify meaning 8. consider how texts change when they are adapted for different media and audiences. KS2 Skills

KS2 Skills English Key Stage 3 Writing Writing
Pupils should be given opportunities to communicate in writing and to: 1. use the characteristic features of literary and non-literary texts in their own writing, adapting their style to suit the audience and purpose 2. use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively 3. use punctuation to clarify meaning including full stop, exclamation and question marks, comma, apostrophe, bullet points, speech marks 4. choose and use appropriate vocabulary 5. use the standard forms of English: nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses 6. develop and use a variety of strategies to enable them to spell correctly 7. use appropriate vocabulary and terminology to consider and evaluate their own work and that of others 8. draft and improve their work, using ICT as appropriate, to: • plan • draft • revise • proof-read • prepare a final copy 9. present writing appropriately: • developing legible handwriting • using appropriate features of layout and presentation, including ICT. Writing Pupils should be given opportunities to communicate in writing to: 1. use the characteristic features of literary and non-literary texts in their own writing, adapting their style to suit the audience and purpose 2. use the range of sentence structures effectively to enhance the fluency and coherence of their writing and develop their ability to use paragraphs effectively 3. use the full range of punctuation in order to clarify meaning and create effect 4. choose and use a wide range of vocabulary with increasing precision 5. use the standard forms of English: nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses 6. extend their range of strategies to enable them to spell correctly 7. use appropriate vocabulary and terminology to consider and evaluate their own work and that of others 8. draft, edit and improve their work, using ICT as appropriate to: • plan • draft • revise • proof-read • prepare a final copy 9. present their writing appropriately: • using legible handwriting with fluency and, when required, speed • using appropriate features of layout and presentation, including ICT. KS2 Skills

KS2 Range Geography Key Stage 3
Pupils develop their geographical skills, knowledge and understanding through learning about places, environments and issues. Pupils should be given opportunities to: • study – living in Wales: their local area* and an investigation of at least one aspect of the geography of the whole of Wales, e.g. national parks, where people live – living in other countries: two contrasting localities* in countries at different levels of economic development outside the United Kingdom – living in my world: caring for places and environments and the importance of being a global citizen • carry out – investigations of ‘geography in the news’, topical events and issues in the local area and the wider world – fieldwork to observe and investigate real places and processes Pupils develop their geographical skills, knowledge and understanding through learning about places, environments and issues at a range of scales in selected locations within Wales, the European Union and the wider world. Pupils should be given opportunities to: • study – the town and country: the variations and changes in quality of life in rural and/or urban environments – the physical world: the processes and landforms of coasts or rivers – people and the planet: population patterns, change and movement – people as consumers: the impacts on and changes in economic activity – the rich and poor world: economic development in different locations/countries – the hazardous world: global distribution, causes, and impacts of extreme tectonic and other hazardous events – threatened environments: characteristics of, and possibilities for, their sustainable development – tomorrow’s citizens: issues in Wales and the wider world of living sustainably and the responsibilities of being a global citizen • carry out – at least one group investigation and one independent investigation into a geographical question or issue – investigations into ‘geography in the news’, topical events and issues in the locality and the wider world – fieldwork to observe and investigate real places and processes KS2 Range

KS2 Range Geography Key Stage 3 • ask and answer the questions
– where is this place/environment? What is it like and why? What is happening and why? – how is this place the same as or different from other places/environments and why? Is it always the same? Why is it changing? – how are places and environments linked/connected to other places and environments? How am I and/or other people linked to other parts of the world? – how have people affected this place/ environment? How can I and other people look after this environment? – how do people’s views differ about this geographical issue and what do I think? * The local area should cover an area larger than the school’s immediate vicinity. It will normally contain the homes of the majority of pupils in the school. The contrasting localities should be in areas of a similar size to the local area. • ask and answer the questions – what are the features, the processes and patterns of this place/environment and why do they occur? – how and why is this place/environment changing? What might happen next, in the short/long term and why? – how and why is this place/environment/ feature connected to and interdependent with other places/environment/features? – how do environments and people interact? – how can changes be sustainable and why is it important for this place/environment? – what are the geographical issues for people living in this location? How and why do people’s views on issues differ and what do I think? – how can my actions and those of other people make a difference locally, nationally and globally? KS2 Range

KS2 KS2 Skills Geography Key Stage 3
Locating places, environments and patterns Pupils should be given opportunities to: 1. identify and locate places and environments using globes, atlases, and maps, e.g. use co-ordinates and four-figure references 2. follow directions, estimate and calculate distances, e.g. follow map and ground routes, calculate map-to-ground distances 3. use maps, imagery and ICT to find and present locational information, e.g. draw sketch maps using symbols and keys. Interpret maps, and photographs including oblique, aerial and satellite images 4. identify and describe the spatial patterns (distributions) of places and environments and how they are connected, e.g. a line of towns in a valley, the pattern of areas affected by a tsunami. Locating places, environments and patterns Pupils should be given opportunities to: 1. locate places and environments using globes, atlases, maps and plans, e.g. use six-figure grid references, OS 1:25,000 and 1:50,000 maps, and internet/satellite imagery 2. use maps, plans and imagery of different types and scales and ICT to interpret and present locational information, e.g. use relief maps, satellite images, GIS, draw sketch maps 3. explain the spatial patterns of features, places and environments at different scales and how they are interconnected, e.g. local traffic flows, global population density. KS2 Understanding places, environments and processes Pupils should be given opportunities to: 1. describe and explain physical and human features, e.g. the features of a river, characteristics of economic activity 2. explain the causes and effects of physical and human processes and how the processes interrelate, e.g. causes and consequences of tectonic activity, impacts of migration in Europe 3. explain how and why places and environments change and identify trends and future implications, e.g. population increase, climate change, globalisation. Understanding places, environments and processes Pupils should be given opportunities to: 1. identify and describe natural and human features, e.g. weather conditions, types of buildings 2. identify similarities and differences to describe, compare and contrast places and environments 3. describe the causes and consequences of how places and environments change, e.g. by season; from past to present; the need for sustainability. KS2 Skills

KS2 KS2 Skills Geography Key Stage 3 Investigating
Pupils should be given opportunities to: 1. observe and ask questions about a place, environment or a geographical issue, e.g. Why does it flood? How and why is our village changing? 2. measure, collect and record data through carrying out practical investigations and fieldwork, and using secondary sources, e.g. use instruments to measure rainfall, use GIS, design questionnaires 3. organise and analyse evidence, develop ideas to find answers and draw conclusions, e.g. use a data spreadsheet, compare weather data. Investigating Pupils should be given opportunities to: 1. identify and establish sequences of questions for investigation, e.g. What are the processes? How can people manage these processes? What are the issues? What decision would I make? 2. observe, measure, extract and record data through carrying out practical investigations and fieldwork and using a variety of secondary sources, e.g. carry out land use mapping, use GIS 3. analyse and evaluate ideas and evidence, answer questions and justify conclusions, e.g. analyse trends over time, evaluate causes and effects. KS2 Communicating Pupils should be given opportunities to: 1. express their own opinions and be aware that people have different points of view about places, environments and geographical issues, e.g. about wind farms, fair trade 2. make decisions about geographical issues by distinguishing between fact and opinion and considering different arguments, e.g. a traffic problem 3. communicate findings in a variety of ways, e.g. using geographical terms, annotated photographs, maps, diagrams, or ICT. Communicating Pupils should be given opportunities to: 1. develop opinions and understand that people have different values, attitudes and points of view on geographical issues, e.g. about buying local or global produce 2. assess bias and reliability of geographical evidence to weigh arguments, make decisions and solve problems, e.g. about a proposed route for a new bypass 3. communicate findings, ideas and information using geographical terminology, maps, visual images, a range of graphical techniques and ICT, e.g. use extended terminology, construct graphs, conduct a debate, produce a PowerPoint presentation. KS2 Skills

KS2 Range History Key Stage 3
Pupils should develop their historical skills, knowledge and understanding through learning about a range of historical contexts. These should be based primarily on the local area within the wider context of Wales, but including examples from Britain and other countries. The focus should be on the characteristics of daily life during the selected contexts. One aspect of daily life (either houses and homes or food and farming or transport) should be studied in all contexts. Pupils should be given opportunities to develop their historical skills and to build on their knowledge and understanding of the characteristics of daily life in the past by focusing on political, economic, social, religious and cultural history in the following contexts. KS2 Range

KS2 Range History Key Stage 3 Pupils should be given opportunities to:
• study • the daily life of people living in either the time of the Iron Age Celts or the Romans • the daily life of people living either in the Age of the Princes or in the time of the Tudors or the time of the Stuarts • changes to people’s daily lives in the locality in the nineteenth century • the differences in people’s daily lives in two contrasting periods of the twentieth century carry out • investigations into the history around them and into the life of people at different times and places in the past • ask and answer the questions • what do you know about life at this time; how do you know this and how can you find out more? • what was life like for rich and for poor people, for men, women and children, e.g. houses, food and farming, transport, education, clothes, celebrations, pastimes? • were there significant changes in people’s lives at this time and, if so, why? • how have the daily lives of people at this time been represented and interpreted and why? • what impact did people of this time have on their environment? Pupils should be given opportunities to: • explore and interpret the following historical contexts in chronological order • how the coming of the Normans affected Wales and Britain between 1000 and 1500 • the change and conflict in Wales and Britain between 1500 and 1760 • the changes that happened in Wales, Britain and the wider world between 1760 and 1914 and people’s reactions to them • how some twentieth century individuals and events have shaped our world today • carry out • investigations into historical issues on a range of scales, from the local to the international • ask and answer the questions • what historical knowledge do you have about this period; how did you gain it and what else would you like to know? • what were the key changes in this period; what impact did these changes have on your locality, Wales, Britain and, where relevant, the world? • what are the different opinions about this period? Why are there these differences? Which do you consider most valid? • what important links can you see within this period and across other periods you have studied? • what significance does this period of history have for our world today? KS2 Range

KS2 KS2 KS2 Skills History Key Stage 3 Chronological awareness
Pupils should be given opportunities to: 1. use timelines to sequence events 2. use appropriate key words to estimate, measure and describe the passage of time. Chronological awareness Pupils should be given opportunities to: 1. use a range of chronological frameworks 2. explain links between people, events and changes within and across the periods studied 3. use specialist vocabulary to describe historical periods and the passage of time. KS2 Historical knowledge and understanding Pupils should be given opportunities to: 1. identify differences between ways of life at different times 2. identify significant people and describe events within and across periods 3. understand why people did things, what caused specific events and the consequences of those events. Historical knowledge and understanding Pupils should be given opportunities to: 1. recognise the characteristic features of the periods, situations and societies studied and the diversity of experience within each one 2. describe, analyse and explain patterns and relationships, e.g. the causes and consequences of the historical events, situations and changes studied 3. evaluate the significance of the main events, people and changes studied. KS2 Interpretations of history Pupils should be given opportunities to: 1. identify the ways in which the past is represented and interpreted 2. distinguish between ‘fact’ and ‘opinion’, giving some evidence/knowledge-based reasons for this. Interpretations of history Pupils should be given opportunities to: 1. consider differing views and representations of some historical events, people and changes, and understand how and why they have been interpreted in these ways 2. apply their historical knowledge to analyse and evaluate interpretations 3. identify and begin to assess why some historical interpretations are more valid than others. KS2 Skills

KS2 KS2 Skills History Key Stage 3 Historical enquiry
Pupils should be given opportunities to: 1. ask and answer relevant questions about the past 2. plan the investigative approach to be used, suggesting how to find relevant information 3. use a range of sources, including ICT, e.g. artefacts, buildings and sites, adults talking about their own past, visual sources, data and appropriate written sources 4. reflect on their findings and the investigative approach used. Historical enquiry Pupils should be given opportunities to: 1. ask and answer significant questions 2. identify strategies for historical enquiry 3. independently use a range of historical sources in their historical context, including documents, artefacts, visual sources, buildings and sites, music and oral accounts, statistical and numerical data, interpretations and representations, and a variety of ICT sources 4. select and summarise information accurately from sources 5. record and evaluate the information acquired, reaching reasoned conclusions. KS2 Organisation and communication Pupils should be given opportunities to: 1. select, record, and organise historical information 2. communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT, e.g. graphs, charts, extended writing, visual and oral presentations. Organisation and communication Pupils should be given opportunities to: 1. select, recall and organise historical information with increasing independence and accuracy 2. begin to organise ideas and arguments to help them to understand the historical issues and developments studied 3. use the necessary vocabulary to communicate findings, ideas and opinions with increasing independence in a variety of ways, including extended writing, graphs, charts, diagrams visual and oral presentations and a range of ICT. KS2 Skills

Information and communication tecnhology
Key Stage 3 Pupils should be given opportunities to: • use ICT tools and suitable information sources safely and legally, in accordance with LEA/school guidelines • use a range of ICT resources and equipment independently and collaboratively, e.g. cameras, scanners, CD/DVD players, MP3 players, mobile phones, PDAs • use a range of information, from a variety of sources, considering how its characteristics, structure and purpose influences its use with ICT • use ICT to analyse and interpret data and produce new information on which to draw conclusions • use their knowledge and understanding of ICT to design information systems and evaluate existing systems suggesting improvements • use ICT to explore and to solve problems in the context of work across a variety of subjects • draw upon their experiences of using ICT to form judgements about its value in supporting their work • manage their workspace • reflect on their work, evaluating outcomes and learning • become aware of new developments in ICT and consider the social, economic, ethical and moral issues raised by the impact and use of ICT. Pupils should be given opportunities to: • use ICT tools and suitable information sources safely and legally, in accordance with LEA/school guidelines • use a range of ICT resources and equipment independently and collaboratively, e.g. cameras, scanners, CD/DVD players, MP3 players, mobile phones, PDAs • use ICT sources of information and non-ICT sources of information • use ICT to further their understanding of information they have retrieved and processed • use ICT to explore and to solve problems in the context of work across a variety of subjects • draw upon their experiences of using ICT to form judgements about its value in supporting their work • store and retrieve information they have found or created • evaluate their work and learning • discuss new developments in ICT and the use of ICT in the wider world. KS2 Range

Key Stage 3 Health, safety and child protection Pupils should be taught how to use ICT comfortably, safely and responsibly, and to consider the hazards and risks in their activities. They should be able to follow instructions to minimise risk to themselves and others and understand that disclosing personal details can put themselves and others at risk. Health, safety and child protection Pupils should be taught how to use ICT comfortably, safely and responsibly, and to consider the hazards and risks in their activities, e.g. the importance of not disclosing personal details to strangers. They should be able to follow instructions to minimise risk to themselves and others. KS2 Range

Key Stage 3 Find and analyse information Pupils should be given opportunities to: 1. discuss the purpose of their tasks, the intended audiences and the resources needed 2. find information from a variety of sources for a defined purpose 3. select suitable information and make simple judgements about sources of information 4. produce and use databases to ask and answer questions, e.g. search, sort and graph 5. produce and use models and/or simulations to ask and answer questions, e.g. use a spreadsheet to calculate and graph sales in a shop 6. investigate the effect of changing variables in models and/or simulations to ask and answer ‘what if…?’ type questions. Find and analyse information Pupils should be given opportunities to: 1. plan tasks, including consideration of purpose/audience and appropriate resources 2. find relevant information efficiently from a variety of sources for a defined purpose 3. select relevant information and make informed judgements about sources of information 4. produce and use databases to analyse data and follow particular lines of enquiry, e.g. use simple and complex queries (searches/sorts) 5. produce and use models and/or simulations to analyse data and test hypotheses, e.g. changing data and formulas in spreadsheets 6. investigate more complex patterns and relationships in models and/or simulations. KS2 Skills

Key Stage 3 Create and communicate information Pupils should be given opportunities to: 1. create and communicate information in the form of text, images and sound, using a range of ICT hardware and software 2. create a range of presentations combining a variety of information and media, e.g. a poster combining text and graphics, a multimedia presentation 3. share and exchange information safely through electronic means, e.g. use of , virtual learning environments. Create and communicate information Pupils should be given opportunities to: 1. create and communicate information in the form of text, images and sound, using a range of ICT hardware and software 2. create and develop a range of presentations, combining a variety of information and media, for specific purposes and audiences, e.g. use higher order functions in a presentation package 3. share and exchange information safely through electronic means, e.g. collaborative use of with attachments, virtual learning environments. KS2 Skills

KS2 Range Mathematics Key Stage 3
Pupils develop their mathematical skills, knowledge and understanding through learning about and using Number, Measures and money, Shape, position and movement, and Handling data. They should use a variety of ICT resources as tools whenever appropriate. Number Pupils should be given opportunities to: 1. Understand number and number notation • count, read, write and order whole numbers • understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100 • identify negative numbers and decimals on a number line • use negative numbers in the context of temperature, and decimals in the context of money and measures 2. Calculate in a variety of ways • use a variety of mental methods of computation; extend informal written methods to non-calculator methods • round answers to calculations to an appropriate degree of accuracy • use the relationships between the four operations, including inverses; recognise situations to which the different operations apply • use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantities Pupils develop their mathematical skills, knowledge and understanding through learning about and using Number, Measures and money, Algebra, Shape, position and movement, and Handling data. They should use a variety of ICT resources as tools whenever appropriate. Number Pupils should be given opportunities to: 1. Understand number and number notation • extend their knowledge of the number system, including decimals, ratios, fractions, percentages and the relationships between them • use place value in whole numbers and decimals in computation and metric measurement • use negative numbers in a variety of contexts 2. Calculate in a variety of ways • use a calculator efficiently to plan a complex calculation • calculate with whole numbers, negative numbers, decimals, fractions, percentages and ratios, understanding the effects of the operations KS2 Range

KS2 Range Mathematics Key Stage 3
3. Investigate patterns and relationships • explore features of numbers, including number bonds, factors, multiples, even and odd numbers, primes, squares and square roots, and sequences of whole numbers • explore the inverse relationships of addition and subtraction, and of multiplication and division • deepen their understanding of one-to-one correspondence. 3. Investigate patterns and relationships • examine features of numbers, including primes, powers and roots • explore number and geometric patterns and sequences, e.g. patterns in the natural world, Fibonacci sequences, and the Golden ratio • explore inverse number relationships, and use these in computation strategies. KS2 Algebra Pupils should be given opportunities to: 1.Understand and use algebraic relationships, functions and graphs • extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of letters to represent variables or unknowns • experience ways in which algebra can be used to model real-life situations and solve problems • generate and generalise simple number sequences • construct and interpret tables and graphs of linear and simple quadratic functions; explore the properties of linear functions and their graphs • construct, interpret and evaluate formulae and expressions given in words or symbols • form, manipulate and solve linear equations and inequalities and simple linear simultaneous equations; solve simple quadratic equations, including trial-and-improvement methods where appropriate. Range

KS2 Range Mathematics Key Stage 3 Measures and money
Pupils should be given opportunities to: 1. Understand and use measures • choose appropriate standard units of length, mass, volume and capacity, temperature, area and time • understand the relationships between units, and convert one metric unit to another • read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences • know the rough metric equivalents of imperial units still in daily use • interpret numbers on scales and read scales to an increasing degree of accuracy; understand and use scale in simple maps and drawings • draw and measure angles • find perimeters of simple shapes; find areas and volumes by counting and other practical methods 2. Understand and use money • know and use the conventional way to record money • find approximate solutions to, and use the four operations to solve, problems involving money • understand a calculator display in relation to money, e.g. that a display of 21.4 (pounds) means £21.40 • be aware of other currencies. Measures and money Pupils should be given opportunities to: 1. Understand and use measures • extend their understanding of the nature of measurement, including the difference between discrete and continuous measures • make sensible estimates of length, mass, capacity and time in everyday situations, extending to less familiar contexts; calculate time and temperature differences • develop their understanding of the relationships between units, converting from one metric unit to another • know imperial measures in common use and their approximate metric equivalents • use compound measures, including metric or common imperial units where appropriate • use and interpret scale on graphs, maps and drawings • read and interpret scales on measuring instruments and understand the degree of accuracy that is possible, or appropriate, for a given purpose • find perimeters, areas and volumes of common shapes 2. Understand and use money • understand and use the conventional way of recording money • calculate with money and solve problems related to budgeting, saving and spending, and currency exchange rates • interpret a calculator display in relation to money. KS2 Range

KS2 Range Mathematics Key Stage 3 Shape, position and movement
Pupils should be given opportunities to: 1. Understand and use the properties of shapes • make 2-D and 3-D shapes and patterns with increasing accuracy • understand the congruence of 2-D shapes • name and classify 2-D shapes according to side and angle properties • know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes 2. Understand and use the properties of position and movement • recognise reflective and rotational symmetries of 2-D shapes • use positive co-ordinates to specify location • identify properties of position and movement, and use these to classify shapes • use right angles, fractions of a turn and degrees to measure rotation. Shape, position and movement Pupils should be given opportunities to: 1. Understand and use the properties of shapes • explore properties of shapes through drawing and practical work; construct 2-D and 3-D shapes from given information • understand congruence of simple 2-D shapes • explain and use angle properties of 2-D shapes • explore the properties of polygons and polyhedra; use these to classify shapes • use Pythagoras’ theorem to solve problems 2. Understand and use the properties of position and movement • use line and rotational symmetries to solve problems in two and three dimensions • use Cartesian co-ordinates to specify location • develop their understanding of tessellations and geometric patterns, e.g. wallpaper patterns, Islamic and Celtic designs, quilting patterns, and simple transformations of translation, reflection, rotation and enlargement. KS2 Range

KS2 Range Mathematics Key Stage 3 Handling data
Pupils should be given opportunities to: 1. Collect, represent, analyse and interpret data • use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet, questionnaires, data collection sheets, experiment • begin to develop an understanding of bias and reliability • construct appropriate diagrams and graphs to represent discrete and continuous data, including bar charts, line graphs, pie charts, frequency polygons and scatter diagrams • calculate or estimate values of the mode, median, mean and range of sets of discrete, grouped and continuous data • interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data • compare sets of data and their distributions, including methods that involve correlation and lines of best fit 2. Understand and use probability • understand and use the vocabulary of probability and the probability scale from 0 to 1 through experience, experiment and theory • recognise situations where probabilities can be based on equally likely outcomes and others where estimates must be based on experimental evidence; use relative frequency over a number of trials as an estimate of probability • identify all the outcomes of a combination of two experiments or a compound event. Handling data Pupils should be given opportunities to: 1. Collect, represent and interpret data • collect data for a variety of defined purposes, including those that arise from their own questions, and from a variety of sources • use and present data in a variety of ways including tables, pictograms, charts, bar charts, line graphs, diagrams, text and ICT • calculate and use the mode, median, mean and range of a set of discrete data 2. Understand and use probability • use everyday language for early ideas of probability • know that the likelihood of an event lies between impossible and certain. KS2 Range

Skills KS2 Mathematics Key Stage 3
Pupils should develop their application and understanding of their mathematical skills using contexts and techniques from across the Range. 1. Solve mathematical problems Pupils should be given opportunities to: • select and use the appropriate mathematics, materials, units of measure and resources to solve problems in a variety of contexts • identify, obtain and process information needed to carry out the work • develop their own mathematical strategies and ideas and consider those of others • try different approaches; use a variety of strategies, sequences of operation and methods of calculating • use their prior knowledge to find mathematical facts that they have not learned, and to solve numerical problems • use flexible and effective methods of computation and recording • estimate solutions to calculations; use alternative strategies to check the accuracy of answers • appreciate the continuous nature of measures, and that measurement is approximate; estimate measures, and measure to an appropriate degree of accuracy in a range of contexts. Pupils should develop their application and understanding of their mathematical skills using contexts and techniques from across the Range. 1. Solve mathematical problems Pupils should be given opportunities to: • select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems • identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information • develop and use their own mathematical strategies and ideas and consider those of others • select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks • use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems • use a range of mental, written and calculator computational strategies • use a variety of checking strategies, including mental estimation, approximation and inverse operations • develop their skills of estimating and measuring; recognise limitations on the accuracy of data and measurement; select an appropriate degree of accuracy. KS2 Skills

Skills KS2 Mathematics Key Stage 3 2. Communicate mathematically
Pupils should be given opportunities to: • use correct mathematical language, notation, symbols and conventions to talk about or to represent their work to others • recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations • visualise and describe shapes, movements and transformations • read information from charts, diagrams, graphs and text • use a variety of methods to represent data • devise and refine their own ways of recording • explain strategies, methods, choices and conclusions to others in a variety of ways – verbally, graphically, using informal written methods. 2. Communicate mathematically Pupils should be given opportunities to: • use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their work to others • generalise and explain patterns and relationships in words and symbols; express simple functions in words and symbolically • visualise, describe and represent shapes, movements and transformations, using related mathematical language • read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT • present work clearly, using diagrams, labelled graphs and symbols • evaluate different forms of recording and presenting information, taking account of the context and audience • explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing. KS2 Skills

Skills KS2 Mathematics Key Stage 3 3. Reason mathematically
Pupils should be given opportunities to: • extend mental methods of computation to consolidate a range of non-calculator methods • justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude • interpret and use simple algebraic relationships and functions; predict subsequent terms or patterns in number or geometric sequences • understand general algebraic statements; make and test generalisations; recognise particular examples of a general statement • interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation • explain, follow and compare lines of mathematical argument; make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid; appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias • evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of results; recognise that inferences drawn from data analysis may suggest the need for further investigation. 3. Reason mathematically Pupils should be given opportunities to: • develop a variety of mental and written strategies of computation • check results and interpret solutions to calculations, including calculator displays; check against the context of the problem that solutions are reasonable • develop early ideas of algebra and mathematical structure by exploring number sequences and relationships; explain and predict subsequent terms • investigate and generalise repeating patterns and relationships; search for pattern in their own results • present and interpret a wide range of graphs and diagrams that represent data; draw conclusions from this data; recognise that some conclusions can be uncertain or misleading • make and investigate mathematical hypotheses, predictions and conjectures. KS2 Skills

Modern Foreign Languages
Key Stage 3 Pupils should have the opportunity to develop the skills of oracy, reading and writing through the range of activities and experiences listed below. Intercultural understanding To increase their understanding and appreciation of their own and other cultures, pupils should have opportunities to: 1. celebrate, compare and appreciate differences and similarities between their own culture and community and that of the target language 2. develop sensitivity towards different peoples, their customs, values and perspectives 3. interact with native speakers and learners of the target language who have a recent and active experience of the language, e.g. visits, exchanges, partner schools, foreign language assistants, language students, texting, , video conferencing 4. access authentic materials, e.g. film, DVD, TV, drama, radio, magazines, adverts, internet, books, realia, songs, newspapers, literature 5. appreciate the importance of languages in the global society of the twenty-first century and for the world of work 6. develop their awareness of current events, news, people and issues in relation to the countries and communities of the target language. Range

Key Stage 3 Pupils should have the opportunity to develop the skills of oracy, reading and writing through the range of activities and experiences listed below. Language learning strategies To support learning a new language and to become independent language learners, pupils should have opportunities to: 1. take risks and experiment with language 2. acquire techniques for memorising and recording words, phrases and structures 3. practise new language in and outside the classroom 4. identify patterns in language, formulate rules and test their findings 5. increase their confidence in language use and triple literacy skills by building on skills already acquired through their learning of English and Welsh 6. make comparisons with English, Welsh and other languages, exploring similarities and differences in vocabulary and structure 7. use and apply positive techniques for self and peer evaluation to encourage progress and confidence in using the language 8. discuss their language learning 9. analyse what they need to know in order to carry out a task. Range

Key Stage 3 Pupils should have the opportunity to develop the skills of oracy, reading and writing through the range of activities and experiences listed below. Activities and contexts Pupils should have opportunities to develop their language skills through: 1. using language in a variety of relevant, engaging and up-to-date contexts that may be related to other areas of the curriculum 2. language games and solving puzzles, using ICT as appropriate 3. working in pairs and groups to take part in face to face dialogues, conversations and discussions 4. responding to and joining in songs, rhymes, story-telling activities and drama, interviews and other spoken language 5. responding to a range of texts, including stories, poems, literature, non-fiction, and using the internet 6. producing factual, descriptive and narrative texts as well as personal information/letters, diaries and creative pieces 7. reading, viewing and listening to integrated sources including video/DVD, audio, internet, CD-ROM for personal interest and pleasure as well as for information 8. using language creatively, independently and for real purposes 9. activities in which they use two or more skills in combination. Range

Key Stage 3 Oracy Pupils should have opportunities to: 1. listen attentively, for gist and detail, and respond appropriately 2. use context, grammatical clues and cognates to understand spoken language 3. relay the gist and relevant detail of spoken language 4. develop correct pronunciation and intonation 5. initiate and develop conversations by asking questions, responding to the contributions of others, giving information, instructions and explanations 6. communicate with each other and their teacher, taking part in unscripted dialogues and contributing to classroom discussion 7. make oral presentations, including using visual support such as ICT 8. listen to and deal with unpredictable and less familiar language 9. listen to and talk about past, present and future actions and events 10. use what they hear to develop their own productive language 11. adapt and vary previously learned language to suit context, audience and purpose for reuse in speech 12. express and justify personal opinions and feelings 13. use language creatively and imaginatively. Skills

Key Stage 3 Reading Pupils should have opportunities to: 1. understand and use the alphabet, common letter strings and syllables, sound patterns, punctuation, accents and other characters 2. read for gist and detail and respond appropriately 3. read aloud 4. use glossaries, bilingual dictionaries and other reference materials, including ICT 5. relay the gist and relevant detail of written language 6. read independently for pleasure and information 7. skim and scan texts 8. use context, grammatical clues and cognates to understand text and deal with unfamiliar language 9. read and respond to texts referring to past, present and future actions and events 10. use what they read to enhance or develop their own productive language 11. develop independent research skills including using ICT. Skills

Key Stage 3 Writing Pupils should have opportunities to: 1. understand and apply the grammar of the target language 2. write for different purposes using ICT as appropriate 3. acquire a repertoire of high-frequency words to support sentence building and linking 4. expand a sentence by adding, e.g. adjectives, adverbs, opinions, and changing, e.g. verb, tense, subject 5. build sentences to form continuous text 6. produce more extended writing 7. write about past, present and future actions and events 8. organise and present ideas and information clearly in a range of forms using ICT as appropriate 9. adapt and vary previously learned language to suit context, audience and purpose 10. summarise and report from spoken and written sources 11. express and justify personal opinions and feelings 12. use language creatively and imaginatively, using ICT as appropriate 13. evaluate and improve the quality of their writing through drafting and redrafting. Skills

KS2 Range Music Key Stage 3 Performing
The repertoire for performing should be taken from the past and present. This repertoire should include music from the European ‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures. It should extend pupils’ musical experience, be progressively more demanding and take account of pupils’ needs, interests, backgrounds and stages of musical development. The repertoire for singing should include unison and simple part songs, e.g. rounds, songs with a descant, cerdd dant arrangements, etc. and be appropriate for pupils’ vocal range. Each pupil should gain experience of playing a wide range of tuned and untuned instruments, e.g. percussion, recorders, electronic keyboards, etc. Performing The repertoire for performing should be taken from the past and present. This repertoire should include music from the European ‘classical’ tradition, folk and popular music, the music of Wales, other musical traditions and cultures, and music that evolves during the twenty-first century. It should extend pupils’ musical experience, be progressively more demanding and take account of pupils’ needs, interests, backgrounds and stages of musical development. The repertoire for singing should include unison and part songs, and be appropriate for pupils’ vocal range. Each pupil should gain experience of playing a wide range of instruments. KS2 Range

KS2 KS2 Range Music Key Stage 3 Composing
Composing activities should involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology. The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem. Composing Composing activities should involve the use of a wide variety of vocal, instrumental and electronic sound sources. The activities should be based on a wide range of stimuli, include individual and group work, and incorporate vocal and instrumental improvisation. KS2 Appraising The repertoire for listening should include pupils’ own compositions and performances and the music of others, of varied genres and styles, from different times and cultures. It should link with and extend pupils’ musical experiences and include examples taken from the European ‘classical’ tradition, folk and popular music, the music of Wales, and other musical traditions and cultures. Appraising The repertoire for listening should include live and recorded music, including pupils’ own compositions and performances and the music of others, of varied genres and styles, from different periods and cultures, composed for different media and for various purposes. It should link with and extend pupils’ musical experience and include examples taken from the European ‘classical’ tradition from its earliest roots to the present day, folk and popular music, the music of Wales, and other musical traditions and cultures, including those that evolve during the twenty-first century. KS2 Range

KS2 Skills Music Key Stage 3 Performing
Pupils should be given opportunities to: 1. sing with increasing control of breathing, posture, diction, dynamics, phrasing, pitch and duration 2. play instruments, using appropriate playing techniques and with increasing dexterity and control of sound 3. practise and evaluate their performing in order to improve during which they should: 4. maintain a part as a member of a group in a part song 5. maintain an individual instrumental part in a group piece 6. imitate, memorise, internalise (hear in their heads) and recall musical patterns and songs 7. communicate with others when performing 8. plan and make decisions about which music to perform and how to perform it. Performing Pupils should be given opportunities to: 1. sing with increasingly sophisticated technique and with control of subtle changes within the musical elements 2. play instruments, with increasingly sophisticated technique and with control of subtle changes within the musical elements 3. practise and evaluate their performing in order to improve during which they should: 4. maintain a part as a member of a group in a part song and/or sing a short solo part 5. maintain an individual instrumental part in a group piece and/or play a short solo part 6. imitate, memorise, internalise and recall increasingly complex sections of music and perform by ear 7. develop ensemble skills and communicate with other performers 8. rehearse and direct others and respond to a conductor 9. plan and make decisions about which music to perform and how to perform it 10. realise music using ICT and music technology. KS2 Skills

KS2 KS2 Skills Music Key Stage 3 Composing
Pupils should be given opportunities to: 1. improvise, compose and arrange music during which they should: 2. explore, use, create, select and organise sounds for a musical purpose 3. develop and refine musical ideas, and evaluate their work in order to improve it 4. communicate ideas and emotions through music. Composing Pupils should be given opportunities to: 1. improvise, compose and arrange music during which they should: 2. explore, use, create, select, combine and organise sounds for a musical purpose 3. develop and refine musical ideas, and evaluate their work in order to improve it 4. communicate ideas and emotions through music 5. compose using ICT and music technology. KS2 Appraising Pupils should be given opportunities to: 1. listen to and appraise music during which they should: 2. make distinctions within the musical elements 3. recognise and describe musical characteristics 4. discuss and evaluate music, making connections between their own and others’ work. Appraising Pupils should be given opportunities to: 1. listen to and appraise music with perception and attention to detail during which they should: 2. discriminate within the musical elements 3. recognise and describe distinctive musical characteristics 4. analyse music aurally, discussing, evaluating and making connections between their own and others’ work. KS2 Skills

KS2 KS2 Range Physical Education Key Stage 3
1. Health, fitness and well-being activities: activities that are non-competitive forms of exercise and chosen for what they contribute to general health, fitness goals and feelings of well-being. Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons, but also before and after school and during the lunchtimes. Finding activities that are enjoyable and sustainable is important if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include walking or cycling to school, joining a sports club, or swimming with the family and friends. 1. Health, fitness and well-being activities: activities that are non-competitive forms of exercise and chosen for what they contribute to general health, fitness goals and feelings of well-being. Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons, but also before and after school and during the lunchtimes. Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include walking or cycling to school, joining a sports club, or swimming with the family and friends. KS2 2. Creative activities: activities that are composed or choreographed and are generally artistic and aesthetic in nature. More complex sequence composition might include variations in speed, shape, level, direction and pathways; combining and linking actions; relationships to partners, apparatus or a musical stimulus. The use of compositional principles to enhance performance might include spatial awareness; relationship with others such as working in unison or canon; motif or sequence development. The different qualities that contribute to successful performance might include a focus on mood, feelings, variations in rhythm, timing and stimulus, use of light, colour and sound, technical efficiency, tension and focus and communication with the audience. 2. Creative activities: activities that are composed or choreographed and are generally artistic and aesthetic in nature. In gymnastic activities, developing means of travelling should include transferring weight from hands and feet and climbing activities. Rotation should include rolling and turning. The composition of sequences and choreographed dance motifs should include features such as variations in rhythm, speed, shape, level, direction and pathways; combining and linking actions; relationships to partners, an audience, apparatus or a stimulus. KS2 Range

KS2 KS2 Range Physical Education Key Stage 3
3. Adventurous activities: activities that are underpinned by problem solving, communication, leadership and teamwork and often have an outdoor living and learning focus. Participation in outdoor activities provides opportunities to increase awareness of the natural environment and understand the importance of issues such as conservation and sustainable development. Adventurous activities may be pursued in curriculum time, after school, or as part of an out-of-hours residential experience in new and challenging environments away from the local area. 3. Adventurous activities: activities that are underpinned by problem solving and often have an outdoor living and learning focus. Participation in outdoor activities provides opportunities to increase awareness of the natural environment and understand the importance of issues such as conservation and sustainable development. Adventurous activities may be pursued in curriculum time, after school, or as part of an out-of-hours residential experience in new and challenging environments away from the local area. KS2 4. Competitive activities: activities that are learned for the purpose of competition between an individual, group or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical and involve competing against others. A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. They should engage in these competitive activities against a background of changing situations that can be analysed. Through their adoption of different roles such as leader, official or performer, pupils could choose to develop these roles in their lessons and competitions. 4. Competitive activities: activities that are learned for the purpose of competition between an individual, group or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others. A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions. KS2 Range

KS2 Skills Physical Education Key Stage 3
1. Health, fitness and well-being activities Pupils should be given opportunities to: 1. engage in frequent and regular physical activity beneficial to their health, fitness and well-being 2. plan daily physical activity through opportunities in school, at home and in the community 3. identify how to eat and drink healthily in order to meet the energy requirements of different activities 4. find out how exercise affects the body 5. sustain activity over appropriate periods of time in a range of different activities, e.g. a short walk, a longer run, cycle ride or swim, a short dance, etc. and as their work develops: 6. follow relevant rules and safety procedures when exercising, and begin to understand risk and how to take responsibility for actions 7. describe how they feel when doing different activities 8. find out about opportunities in the community to try different activities. 1. Health, fitness and well-being activities Pupils should be given opportunities to: 1. engage in frequent and regular physical activity beneficial to their health, fitness and well-being 2. investigate and plan for participation in a range of daily activity opportunities at school, home and in the local community, and find ways of incorporating exercise into their lifestyles 3. try different activities that affect their fitness and find out how appropriate training can improve fitness and performance 4. identify how to eat and drink healthily in order to meet the energy requirements of different activities and levels of performance. KS2 Skills

KS2 Skills Physical Education Key Stage 3 2. Creative activities
Pupils should be given opportunities to: 1. develop, consolidate, and then apply, the basic actions of travelling, balancing and stillness, jumping and landing and rotation. Actions should be developed using the floor and apparatus, as appropriate 2. recognise the principles of simple composition and choreography in order to use them to plan sequences and a range of movement patterns 3. respond to a range of stimuli and accompaniment and as their work develops: 4. determine success criteria relating to the development of their performance using key words related to their activity 5. represent and respond to information in different forms including pictures, sounds, symbols showing some awareness of the audience and purpose 6. evaluate their own and others’ performances, using ICT when appropriate, and ask relevant questions in order to improve and make progress 7. perform and develop an appreciation of movement from different traditions, times and places, including some traditional dances from Wales 8. communicate ideas and emotions using gestures or other non-verbal signals to convey and enhance meaning. 2. Creative activities Pupils should be given opportunities to: 1. create and perform more complex movement patterns, techniques and sequences in their activities 2. use compositional principles when planning and performing their activities 3. describe, analyse and interpret performance, recognising different qualities that contribute to successful performance 4. develop and communicate a variety of imaginative ideas and information 5. listen carefully to others’ contributions, considering their ideas and responding aptly 6. vary their presentations for different audiences and purposes, using ICT when appropriate, to improve the impact of their work. KS2 Skills

KS2 Skills Physical Education Key Stage 3 3. Adventurous activities
Pupils should be given opportunities to: 1. overcome challenges of a physical and problem-solving nature with a partner or in a small group 2. acquire the skills necessary for the activities undertaken, e.g. reading a compass, map or instructions, tying a rope or constructing a shelter 3. identify why they should be mindful of their own and others’ safety and how to respect the environment. Pupils should be taught to: 4. develop skills of water safety and personal survival 5. swim unaided for a sustained period of time and as their work develops: 6. plan and evaluate their individual or group responses to challenges using key words related to their activity 7. use what they find out to plan how to improve their next attempts 8. apply their skills in familiar and unfamiliar environments. 3. Adventurous activities Pupils should be given opportunities to: 1. develop a range of skills and techniques in at least one of the following three types of adventurous activities: • outdoor and adventurous activities, e.g. climbing, canoeing, orienteering • problem-solving or initiative challenges, e.g. following or designing trails, rope courses • journeys, e.g. hill walking and camping 2. plan, undertake and evaluate activities, using what they find out to plan how to improve their next attempts 3. take some responsibility for themselves, others and the learning environment 4. apply and evaluate the principles and practice of rescue and resuscitation 5. listen carefully to the contribution of others, make individual and group decisions to identify problems and suggest alternative approaches. KS2 Skills

KS2 Skills Physical Education Key Stage 3 4. Competitive activities
Pupils should be given opportunities to: 1. develop, consolidate and then apply the skills and techniques needed to take part in a variety of competitive activities including sending (throwing, tossing, bowling); receiving (catching, fielding); striking (hitting, batting, volleying, serving); travelling (with a ball or other equipment); running (different speeds); jumping (for height or length); and throwing (for distance) 2. improve the efficiency and effectiveness of these skills and specific techniques 3. explore the principles underpinning their different activities, e.g. attack and defence; outwitting an opponent; maximising speed, distance, height or length and as their work develops: 4. determine success criteria for the development of their activity using key words related to their activity 5. plan how to improve performance through setting targets, e.g. a time, distance, goals, points 6. evaluate their own and others’ performances and ask relevant questions in order to improve and make progress 7. take part in, and design, small-sided, modified versions of their competitive activity 8. cooperate with others and observe the conventions of fair play, equality and appropriate conduct in individual and team activities. 4. Competitive activities Pupils should be given opportunities to: 1. develop their techniques, skills, strategies and tactics applicable to a variety of competitive activities including sending (throwing, tossing, bowling); receiving (catching, fielding); striking (hitting, batting, volleying, serving); travelling (with a ball or other equipment); application of spin; attacking and defending (possession, progression, scoring and change of possession); running (different speeds); jumping (for height or length); and throwing (for distance) 2. refine, adapt and apply their skills with consistent control and accuracy under competitive conditions 3. analyse and evaluate the effectiveness of increasingly complex strategies and tactics against a background of changing situations 4. use the information to modify, develop and try out their plans and identify other strategies and tactics that might have been effective 5. adopt an alternative role in their chosen activity, while working with others to apply the rules of an activity and ensure the conventions of fair play, honest competition, good sporting behaviour and informed spectatorship. KS2 Skills

KS2 Range Science Key Stage 3 Interdependence of organisms
Pupils use and develop their skills, knowledge and understanding by investigating how humans are independent yet rely on other organisms for survival, applying this to life in countries with different levels of economic development. They should be given opportunities to study: 1. the basic structure and function of some cells, tissues, organs and organ systems and how they support vital life processes 2. how food is used by the body as fuel during respiration and why the components of a balanced diet are needed for good health 3. the beneficial and detrimental effects of some drugs on the organs of the human body and other consequences of their use, e.g. insulin, steroids, paracetamol, caffeine 4. the interdependence of organisms and their representation as food webs, pyramids of numbers and simple energy-flow diagrams 5. how and why food webs are affected by environmental factors, e.g. light intensity, water availability, temperature, and their fluctuations 6. how human activity affects the global environment, e.g. acid rain, greenhouse effect, and the measures taken to minimise any negative effects and monitor them, e.g. by Earth observation satellites 7. applications of science, medicine and technology that are used to improve health and the quality of life, including those in countries with different levels of economic development. Interdependence of organisms Pupils should use and develop their skills, knowledge and understanding by investigating how animals and plants are independent yet rely on each other for survival. They should be given opportunities to study: 1. the names, positions, functions and relative sizes of a human’s main organs 2. the need for a variety of foods and exercise for human good health 3. the effect on the human body of some drugs, e.g. alcohol, solvents, tobacco 4. through fieldwork, the plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment 5. the interdependence of living organisms in those two environments and their representation as food chains 6. the environmental factors that affect what grows and lives in those two environments, e.g. sunlight, water availability, temperature 7. how humans affect the local environment, e.g. litter, water pollution, noise pollution. KS2 Range

KS2 Range Science Science Key Stage 3 The sustainable Earth
Pupils should use and develop their skills, knowledge and understanding by comparing the Earth with other planets, investigating materials around them and considering the importance of recycling. They should be given opportunities to study: 1. the daily and annual movements of the Earth and their effect on day and year length 2. the relative positions and key features of the Sun and planets in the solar system 3. a comparison of the features and properties of some natural and made materials 4. the properties of materials relating to their uses 5. how some materials are formed or produced 6. a consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled. The sustainable Earth Pupils use and develop their skills, knowledge and understanding by investigating the materials in the Earth and its atmosphere and how they can change, and apply this in contemporary contexts. They should be given opportunities to study: 1. the properties of solids, liquids and gases and how the particle model can be used to explain these properties 2. the physical and chemical properties of some elements, compounds and mixtures and how mixtures can be separated by simple techniques 3. the differences between physical and chemical changes using some common examples 4. investigations into the patterns of behaviour of elements and compounds and their use to describe and predict their behaviour in chemical reactions 5. the properties of sustainable materials and how these are related to their uses in everyday life, e.g. in the construction and manufacturing industries, and the importance of sustainability. KS2 Range

KS2 Range Science Key Stage 3 How things work
Pupils should use and develop their skills, knowledge and understanding by investigating the science behind everyday things, e.g. toys, musical instruments and electrical devices, the way they are constructed and work. They should be given opportunities to study: 1. the uses of electricity and its control in simple circuits 2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance 3. the ways in which forces can affect movement and how forces can be compared 4. how different sounds are produced and the way that sound travels 5. how light travels and how this can be used. How things work Pupils should use and develop their skills, knowledge and understanding by investigating the science involved in a range of contemporary devices/machines and evaluate different energy resources and possibilities. They should be given opportunities to study: 1. the behaviour of current in electrical circuits 2. the conservation of energy and ways in which energy can be stored 3. how familiar devices/machines work by using electricity, light, sound and other energy transfers 4. the forces in devices and their relationship to work done and power 5. how renewable and non-renewable energy resources are used to generate electricity and the implications of decisions made about their use 6. technologies under development, which may lead to more efficient use of energy resources or using them in new ways, e.g. hydrogen-powered cars, using cooking oil/gasohol, as replacements for diesel/petrol. KS2 Range

KS2 Range Welsh Key Stage 3 Oracy
Pupils should be given opportunities to: 1. see and hear different people talking, including those with different dialects 2. experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, interactive white board material, a theatrical performance 3. communicate for a variety of purposes including: • asking questions and offering comments • giving and following sets of instructions • presenting personal and imaginative experiences and factual information • expressing opinions, offering and developing comments and arguments • reporting back using notes 4. work independently, in pairs, in groups and as members of a class 5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion 6. converse with a variety of audiences including teachers, peers and familiar adults 7. increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages. Oracy Pupils should be given opportunities to: 1. see and hear different people talking, including those with different dialects 2. experience a variety of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, interactive white board material, a theatrical performance 3. communicate for a variety of purposes including: • asking questions and offering extended comments • giving and following sets of instructions • presenting personal and imaginative experiences, and factual information in a detailed and coherent manner • expressing opinions effectively, using evidence to construct an argument and be persuasive • reporting back using notes 4. work independently, in pairs, in groups and as members of a class 5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion 6. converse with a variety of audiences including teachers, peers and familiar adults 7. increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages. KS2 Range

KS2 Range Welsh Key Stage 3 Reading Reading
Pupils should be given opportunities to: 1. develop as enthusiastic, independent and reflective readers 2. read in a variety of situations including reading: • with support • independently • in pairs • in a group • aloud and listen whilst following the print 3. experience a variety of texts and forms including: • traditional and contemporary poetry and prose • material which is challenging • material that broadens horizons and expands the mind • material that presents information and reference material including media texts and computer material • extracts and complete texts • material with a variety of structural and organisational features. Reading Pupils should be given opportunities to: 1. develop as enthusiastic, independent and reflective readers 2. read in a variety of situations including reading: • with support • independently • in pairs • in a group • aloud and listen whilst following the printed text 3. experience a variety of texts and forms including: • traditional and contemporary poetry and prose • material which is challenging • material that broadens horizons and expands the mind • material which presents information and reference material, including formal, official and public material and media texts • extracts and complete texts • material with a variety of structural and organisational features. KS2 Range

KS2 Range Welsh Key Stage 3 Writing Writing
Pupils should be given opportunities to: 1. write for a variety of purposes including: • to entertain • to present information • to express opinions • to convey feelings and ideas 2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends 3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches 4. write in response to a variety of audio, visual and audio-visual stimuli, e.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue. Writing Pupils should be given opportunities to: 1. write for a wide variety of purposes including: • to entertain • to present information • to express opinions • to convey feelings and ideas 2. write for a wide variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends 3. write in a wide variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches, soliloquies 4. write in response to a wide variety of audio, visual and audio-visual stimuli, e.g. stories, poems, their interests, activities and their experiences in the classroom and elsewhere, a television programme, a statue. KS2 Range

KS2 Skills Welsh Key Stage 3 Oracy Oracy
Pupils should be given opportunities to: 1. view and listen carefully, extracting the main points 2. respond extensively by: • recognising the main points • asking questions and offering comments • taking and making use of notes based on their enquiries 3. communicate: • clearly and confidently • in a manner that is suitable for the audience and purpose • using appropriate gesture and intonation 4. develop their awareness of the social conventions of conversation and discussion 5. reinforce Welsh syntax by developing their ability to: • use a variety of sentence structures and vocabulary with accuracy • use language that is both refined and robust and an increasing range of vocabulary • avoid the unnecessary use of English words, phrases and patterns and those of an English nature Oracy Pupils should be given opportunities to: 1. view and listen carefully, extracting the main points 2. respond extensively by: • recognising the main points • asking questions and offering comments • evaluating the opinions of others • considering the use of evidence, suggestion and that which is implicit in what is said • taking and making notes based on their enquiries 3. communicate: • clearly and confidently • in a manner suitable for the audience and purpose • using appropriate gesture and intonation 4. develop their awareness of the social conventions of conversation; discuss perceptively and extensively and move a discussion forward 5. reinforce Welsh syntax by developing their ability to: • use a variety of sentence structures and vocabulary with accuracy • use language that is both refined and robust and a wide range of vocabulary • avoid the unnecessary use of English words, phrases and patterns or those of an English nature KS2 Skills

KS2 Skills Welsh Key Stage 3 Oracy
6. use spoken language appropriately and: • understand that there are differences between spoken and written language • identify differences in dialects • consider the ways in which formal and informal language varies according to context and purpose • develop accuracy by: a. using verb forms (tense and person) b. forming negative sentences c. using prepositions d. using mutations e. differentiating between similar words f. using noun gender 7. evaluate their own and others’ talk and consider ways of improving by taking account of the way in which speakers, including themselves, adapt the vocabulary, tone, pace and style of their conversation to different circumstances. Oracy 6. use spoken language appropriately and: • understand that there are differences between spoken and written language, and consider those differences • identify differences in the dialects and accents of different areas • consider the ways in which formal and informal language varies according to context and purpose • develop accuracy by: a. using verb forms (tense and person) b. forming negative sentences c. using prepositions d. using mutations e. differentiating between similar words f. using noun gender 7. evaluate their own and others’ talk and consider ways of improving by taking account of the way in which speakers, including themselves, adapt the vocabulary, tone, pace and style of their conversation to different circumstances. KS2 Skills

KS2 Skills Welsh Key Stage 3 Reading
Pupils should be given opportunities to: 1. use various strategies, e.g. phonics, word recognition, as required in order to consolidate their reading 2. read their own work and the work of others: • confidently • meaningfully • fluently • accurately • with appropriate expression in order to maintain the audience’s interest • with enjoyment 3. use different strategies to establish meaning and retrieve information in texts including: • skimming • scanning • detailed reading • predicting • using context and knowledge about language to understand that which is implicit in a text 4. identify and discuss the characteristics of different genres in terms of organisation, structure and presentation; note how effects are created by means of orthographical devices, sounds and words; differentiate between fact and opinion and come to recognise an author’s viewpoint Reading Pupils should be given opportunities to: 1. use various strategies, e.g. phonics, word recognition, as required in order to develop as readers 2. read their own and others’ work: • confidently • meaningfully • fluently • with enjoyment 3. use different strategies to establish meaning and retrieve information in texts including: • skimming • scanning • detailed reading • predicting • using context and knowledge about language to understand that which is implicit in a text 4. identify the characteristics of different genres in terms of organisation, structure and presentation; note how effects are created by means of orthographical devices, sounds and words and differentiate between fact and opinion 5. respond intelligently, clearly and appropriately both orally and in writing to the: • plot • events • characters • ideas • vocabulary • style • register • presentation • form offering comments or opinions and using relevant terms KS2 Skills

KS2 Skills Welsh Key Stage 3 Reading
5. discuss and interpret texts both orally and in writing by referring to the: • plot • events • characters • ideas • vocabulary • style • register • presentation • form with evidence to support comments or opinions and using a variety of relevant terms 6. look for information by using all kinds of information organising systems including ICT, e.g. the alphabet, indexes, catalogues 7. use the knowledge of language gained from reading texts containing rich language to: • reinforce the language presented to them • develop their understanding of the structure of the language • understand how a range of punctuation helps to convey meaning 8. read, re-read and recall materials that have been read, and retell the passages that were particularly enjoyable; memorise extracts 9. consider how texts change when adapted for different media, and draw comparisons. Reading 6. look for information by using all kinds of information organising systems, including ICT, e.g. the alphabet, indexes, catalogues 7. use the knowledge of language gained from their reading to: • reinforce the language presented to them • develop their understanding of the structure of the language • understand how a range of punctuation helps to convey meaning 8. read, re-read and recall materials that have been read, and retell the passages that were particularly enjoyable; memorise extracts 9. consider how texts change when adapted for different media. KS2 Skills

KS2 Skills Welsh Key Stage 3 Writing
Pupils should be given opportunities to: 1. use the characteristics of chosen forms, adapting their style to the audience and purpose 2. link sentences and clauses in an intelligible and coherent manner; use various Welsh constructions and use paragraphs effectively 3. use punctuation to convey appropriate meaning, including: • commas • full stops • question marks • quotation marks • exclamation marks • apostrophes • circumflexes • bullet points 4. choose and use appropriate vocabulary, develop language that is both refined and robust, and use it to create effects 5. develop accuracy by: • using verb forms • forming negative sentences • using prepositions • using mutations • using noun gender • differentiating between similar words • differentiating between ‘i’, ‘u’ and ‘y’ • avoiding the unnecessary use of English words, phrases and patterns and those of an English nature Writing Pupils should be given opportunities to: 1. use the characteristics of chosen literary forms, adapting their style to the audience and purpose 2. link sentences and clauses and in an intelligible and organised manner; use various Welsh constructions and use paragraphs effectively 3. use the full range of punctuation marks 4. choose and use appropriate vocabulary and refined robust language, and use a range of style techniques to create effects 5. develop accuracy by: • using verb forms • forming negative sentences • using prepositions • using mutations • using noun gender • differentiating between similar words • differentiating between ‘i’, ‘u’ and ‘y’ • avoiding the unnecessary use of English words, phrases and patterns or those of an English nature KS2 Skills

KS2 Skills Welsh Key Stage 3 Writing Writing
6. use a range of strategies to enable them to spell correctly; check spelling by using various methods, including ICT 7. use appropriate vocabulary and terminology when considering and evaluating their own work and the work of others 8. draft and improve their work, using ICT as required, in order to: • prepare and plan • draft and redraft content and language • proof-read • prepare a final copy 9. present their work appropriately by: • developing legible handwriting in accordance with convention • using appropriate methods in terms of presentation and layout, including ICT. Writing 6. use a range of strategies which enables them to spell correctly; check spelling by using various methods, including ICT 7. use appropriate vocabulary and terminology when considering and evaluating their own work and the work of others 8. draft and improve their work, using ICT as required to: • prepare and plan • draft and redraft content and language • proof-read • prepare a final copy 9. present their work appropriately by: • developing legible handwriting in accordance with convention • using appropriate presentation and layout, including ICT. KS2 Skills

KS2 Range Religious Education Key Stage 3
Pupils should be given opportunities to develop their skills, and their knowledge and understanding of Christianity and the other principal religions, and use these to raise and respond to fundamental human and religious questions. This should be carried out through the interrelationship of the three core skills of the subject. • Engaging with fundamental questions – fundamental questions are human and religious questions that focus on the search for meaning, significance and value in life. They have a profundity and intensity that underpins any aspect of study in religious education. • Exploring religious beliefs, teachings and practice(s) – this includes exploring religious stories, sacred texts, lifestyle, rituals and symbolism, which provide insight regarding these fundamental questions and raise further religious and human questions. • Expressing personal responses – this includes relating the issues raised during study to pupils’ own experiences and allowing the development of personal responses to, and evaluations of, beliefs, teachings and practice(s) and fundamental questions. These core skills inform one another and all three should be applied appropriately to the range studied. Pupils should be given opportunities to develop their skills by focussing on the following contexts for study. These should not be regarded as discrete topics but rather as interwoven areas of study that provide opportunities for pupils to engage, explore, and express ideas and responses. During the course of a whole key stage it would be reasonable to expect every aspect of the range to have been embraced. Pupils should be given opportunities to develop skills through engaging with: The world • the origin and purpose of life – how interpretations of the origins of the world and life influence people’s views, e.g. meaning and values • the natural world and living things – how religions show concern and responsibility, e.g. stewardship; sustainability Pupils should be given opportunities to develop their skills by focussing on the following contexts for study. These should not be regarded as discrete topics but rather as interwoven areas of study that provide opportunities for pupils to engage, explore, and express ideas and responses. During the course of a whole key stage it would be reasonable to expect every aspect of the range to have been embraced. Pupils should be given opportunities to develop skills through engaging with: The world • the origin and purpose of life – why religions value living things and hold positive views regarding the natural world: through contemporary debates about the origin, purpose and sanctity of life and the relationship between the natural world, human beings and God • the natural world and living things – why individual religions acknowledge the importance of taking responsibility for the natural world and living things and implement their beliefs through action, e.g. life as a gift; sustainability KS2 Range

KS2 Range Religious Education Key Stage 3 Human experience
• human identity – the ways in which religions understand human existence, e.g. the image of God; uniqueness; spirituality • meaning and purpose of life – how religious ideas, values and beliefs influence people’s responses to life and death belonging – how local believers, through home/community celebrations, share a sense of identity and commitment • authority and influence – how different forms of authority such as sacred texts, religious leaders and codes guide and influence people’s lives • relationships and responsibility – how the importance of personal relationships and responsibility to others is demonstrated by religions • the journey of life – how the various stages of life and natural occurrences are acknowledged, responded to and celebrated in religion, e.g. rites of passage; challenging and inspiring experiences Human experience • human identity – why religions believe humans have a unique status amongst living things and the implications of this belief on human behaviour, values, freedom, responsibility and consciousness, e.g. image of God • meaning and purpose of life – how and why religion is considered to provide insight into questions of truth, meaning, purpose and value, e.g. life/death/life after death; good/evil/suffering/hope, etc. • belonging – how and why individuals, local communities and society express religious identity and demonstrate commitment through worship, celebration, lifestyle, etc. • authority and influence – how religious authority conveys ideas regarding revelation, wisdom and truth/interpretation and why this influences believers, e.g. through sacred texts and religious founders, and historical and contemporary leaders • relationships and responsibility – how religions demonstrate rules for living, advise on making difficult moral decisions, recommend ways to develop and retain relationships and provide reasons why these are important, e.g. right/wrong; justice/equality; tolerance/respect; conflict/reconciliation • the journey of life – how and why religious people take on different roles, responsibilities and commitments at different stages of life, e.g. becoming an adult/parent/ascetic; participating in pilgrimage, etc. KS2 Range

KS2 Range Religious Education Key Stage 3 Search for meaning
• non-material/spiritual – how religions indicate (through stories, celebrations and activities) that life is spiritual (more than material/physical) • knowledge and experience regarding the non-material/spiritual – how religious/spiritual experience is developed and understood, e.g. relationship with God; lifestyle, commitment, worship, prayer, music, dance, meditation and fasting. Search for meaning • non-material/spiritual – how people explore and express issues, ideas and experiences of a transcendent/spiritual nature and why this spiritual side of life is important to them, e.g. the nature of God/the soul; religious experience/spiritual dimensions of human experience and truth/meaning/interpretation • knowledge and experience of the non-material/spiritual – how and why people develop, interpret and act on their religious/spiritual experience, e.g. relationship with and responses to God; lifestyle/sacrifice; impact of religion/religious commitment on individuals, communities and society; identity/diversity within and across religion. KS2 Range

KS2 Skills Religious Education Key Stage 3
Pupils should be given opportunities to develop their skills, and their knowledge and understanding of Christianity and the other principal religions, and use these to raise and respond to fundamental human and religious questions. This should be carried out through the interrelationship of the three core skills of the subject. • Engaging with fundamental questions – fundamental questions are human and religious questions that focus on the search for meaning, significance and value in life. They have a profundity and intensity that underpins any aspect of study in religious education. • Exploring religious beliefs, teachings and practice(s) – this includes exploring religious stories, sacred texts, lifestyle, rituals and symbolism, which provide insight regarding these fundamental questions and raise further religious and human questions. • Expressing personal responses – this includes relating the issues raised during study to pupils’ own experiences and allowing the development of personal responses to, and evaluations of, beliefs, teachings and practice(s) and fundamental questions. These core skills inform one another and all three should be applied appropriately to the range studied. Engaging with fundamental questions Pupils should be given opportunities to: • ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion • interrogate a range of evidence from religious and non-religious sources, including other disciplines, in order to consider the issues raised • use evidence from a range of sources effectively in order to present and support arguments and opinions • develop alternative explanations and suggest new possibilities • carry out investigation in an open-minded way and be prepared to accept challenge in the light of new information or evidence. Engaging with fundamental questions Pupils should be given opportunities to: • ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion • draw on their own experiences and on a variety of informed religious and non-religious sources, including other disciplines, in order to gather evidence and develop appropriate arguments • use problem-solving techniques, critical, creative and intuitive thinking to explore preconceptions, possibilities/explanations • formulate arguments and justify points of view while recognising that the conclusions are only partial, inconclusive and are open to different interpretations. KS2 Skills

KS2 Skills Religious Education Key Stage 3
Exploring religious beliefs, teachings and practice(s) Pupils should be given opportunities to: • recall, describe and begin to explain religious beliefs, teachings and practices • explore and make links between religious beliefs, teachings and practices • describe and begin to explain the impact that religion has on the lives of believers • identify the similarities and differences within and across religions • recognise and begin to interpret layers of meaning/symbolism within religious stories, rituals, art, dance and music. Expressing personal responses • express and begin to justify their own feelings and opinions in different ways, e.g. orally, in writing, and through creative arts • demonstrate how what they have learned has impacted on their own views/ideas • consider, appreciate, empathise with and respect the viewpoints of others • recognise, explore and reflect on the spiritual side of life • use a range of religious language appropriately • use ICT and other means to gain access to information and to communicate religious concepts. Exploring religious beliefs, teachings and practice(s) Pupils should be given opportunities to: • recall, describe, and explain the religious beliefs, teachings and practices investigated • make and investigate the links between religious beliefs, teachings and practices to demonstrate understanding of a range of religious ideas/concepts • describe and give explanations for the similarities and differences within and across religions • explain how religion impacts on the lives of individuals, local communities and wider society, using a range of interpretations • analyse and interpret the layers of meaning/ symbolism within religious stories, rituals, art, dance and music. Expressing personal responses • communicate religious ideas and concepts using reasoned argument, personal opinions and ideas in a variety of creative ways, e.g. orally, in writing, and through creative arts • explain how what they have learned about religious/spiritual experience and moral decision-making might relate to their own and other people’s lives • appreciate, respect, empathise with and evaluate the viewpoints of others, acknowledging where they are similar to and different from their own • recognise, explore and reflect on the spiritual side of life • use a range of religious language appropriately • use ICT and other means to gain access to information and to communicate religious concepts. KS2 Skills

Range KS2 Art and design Key Stage 3

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Range KS2 Art and design Key Stage 3

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