1. Revised Curriculum 2008 Range

2. Index Subject AreaPage Language Literacy and Communication FP3 Language Literacy and Communication KS24 English4 Modern Foreign Languages5 Knowledge and Understanding of the World FP6 Knowledge and Understanding of the World KS27 Science7 Geography8 History9 IT10 Mathematical Development FP11 Mathematical Development KS213 Creative Development FP15 Creative Development KS216 Art and Design16 Music17 Design and Technology18 Personal and Social FP19 Personal and Social KS220 Physical Development FP21 Physical Development KS222

3. Index continued Subject AreaPage Welsh Language Development FP23 Welsh Language Development KS224 Religious Education FP25 Religious Education KS227

4. Guide to Symbols Developing ICT Learners develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software. Developing number Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings. Developing thinking Learners develop their thinking across the curriculum through the processes of planning, developing and reflecting. Developing communication Learners develop their communication skills across the curriculum through the skills of oracy, reading, writing and wider communication. 1

5. Guide to Symbols continued Curriculum Cymreig (7-14) and Wales, Europe and the World (14-19) Learners aged 7 – 14 should be given opportunities to develop and apply knowledge and understanding of the cultural, economic, environmental and linguistic characteristics of Wales. Learners aged 14-19 should have opportunities for active engagement in understanding the political, social, economic and cultural aspects of Wales as part of the world as a whole. Personal and social education Learners should be given opportunities to promote their health and emotional well-being and moral and spiritual development; to become active citizens and to promote sustainable development and global citizenship; and to prepare for lifelong learning. Careers and the world of work Learners aged 11-19 should be given opportunities to develop their awareness of careers and the world of work and how their studies contribute to their readiness for a working life. 2

6. Language, Literacy and Communication Foundation Phase Range Children should be given opportunities to: experience activities in the indoor and outdoor learning environments experience the different types of play and a range of planned activities including those that are child initiated engage as individuals and in groups, talking to different audiences including friends, the class, teachers, practitioners and other familiar adults and visitors experience a range of stimuli including: -simple rhymes, nursery rhymes, songs; stories and poetry -stories, both real and imagined -information texts -media and ICT texts, such as children’s TV programmes and animated tales on CD talk/communicate, spontaneously and though structures activities, for a variety of purposes, including: -repeating rhymes and poems, sometimes from memory -telling and retelling stories, both real and imagined -talking of matters of immediate and personal interest -discussing information texts -asking and answering questions -expressing thought, ideas and feelings, likes, dislikes and needs -expressing opinions -predicting outcomes and discussing possibilities participate in role play and drama activities, imaginative play, improvisation and performances of varying types extend their vocabulary through activities that encourage their interest in words. Range Children should be given opportunities to: hear lively readings from a variety of sources be introduced extensively to books, stories and words around them read individually and collaboratively read aloud their own work and other texts to different audiences experience and respond to a wide range of print and fonts that include: -picture books, plays, stories with familiar settings, those based on imaginary or fantasy worlds, retellings of traditional folk tales and fairy stories, poems and chants, including those with patterned and predictablelanguage -stories and poems from Wales and a range of cultures -information, reference and non-literary texts, including print and computer-based materials  read and share books and texts -written by significant children’s authors -including adaptations and translations -including stories and poems that are challenging in terms of length and vocabulary. Range Children should be given opportunities to: write in the indoor and outdoor learning environments write through a range of planned activities and those that are child initiated write independently and collaboratively, in response to a variety of stimuli, on subjects that are of interest and importance to them, including stories, poems, class activities and personal experiences write in range of genres, incorporating some of the different characteristics of these forms, e.g. stories, diaries, poems; notes, e.g. lists, captions; records, e.g. observations; and messages; records, e.g. observations; and messages, e.g. notices, invitations, instructions write for different audiences, including peers, adults, members of their family and themselves. 3

7. Language, Literacy and Communication Key Stage 2 - English Range 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, choices and impact. Range 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-literacy 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 of in language use -that reflect the diversity of society in the twenty-first century -that reflect individual pupils’ personal choice of reading matter. Range 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 range of real or imagined audiences 3. writing in a range if forms 4. writing in response to a wide range of stimuli: visual, audio and written. 4

8. Language, Literacy and Communication Key Stage 2 – Modern Foreign Languages Range 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, drawing upon work in other areas of the primary curriculum 2. develop sensitivity towards different peoples, their customs, values and perspectives 3. appreciate the importance of other language learning in a global society 4. work with authentic materials 5. interact with native speakers and learners of the language, e.g. visits to the country, town-twinning links and Comenius Projects, the exchange of materials with partner schools via letter, e-mail, interactive use of ICT and class projects. Range Language learning strategies To support learning a new language pupils should have opportunities to: 1. recognise basic approaches to learning a language, e.g. imitating, repeating and practising 2. use and apply techniques for memorising language including rhyme, rhythm, mnemonics, physical response and visualisation 3. compare and appreciate differences and similarities between English, Welsh and target language, developing their triple literacy skills and confidence in language use 4. use self evaluation to encourage progress and confidence in using the language. Range Activities and contexts Pupils should have opportunities to develop their language skills through: 1. languages games including using ICT, puzzles, numeracy activities and playing with words 2. responding to and joining in with songs, poems, rhymes, drama and stories 3. listening to video/DVD, audio, native speaker and other language learners 4. big books, the internet, and CD-ROM activities 5. physical activities, including dance 6. ICT to support independent learning 7. art work including displays, signs and posters 8. working in pairs and groups producing and practising dialogues and sketches 9. using language in a range of creative activities. 5

9. Knowledge and Understanding of the World Foundation Phase Range Throughout the Foundation Phase children should be given opportunities to: explore a wide range of stimuli engage with resources from a variety of contexts including interactive forms investigate indoor and outdoor learning environments, as well as including natural conditions as they arise participate in different types of play and a range of planned activities, including those that are child initiated and those that build on previous experiences work on their own and in pairs and small groups. Myself and other living things Children should be given opportunities to: learn the names and uses of the main external parts of the human body and plants observe differences between animals and plants, different animals, and different plants in order to group them identify the similarities and differences between themselves and other children learn about the senses that humans and other animals have and use to enable them to be aware of the world around them identify some animals and plants that live in the outdoor environment identify the effects the different seasons have some animals and plants. Myself and non-living things Children should be given opportunities to: experiment with different everyday objects and use their senses to sort them into groups according to simple features experiment with different everyday materials and use their senses to sort them into groups according to simple properties develop an awareness of, and be able to distinguish between, made and natural materials understand how some everyday materials change in shape when stretched, squashed, bent and twisted, and when heated or cooled understand that light comes from a variety of sources, such as the Sun, and that darkness is the absence of light understand that there are many kinds and sources of sound, that sounds travel away from sources and that they are heard when they enter the ear. Places and people Children should be given opportunities to: learn about where their locality is learn about distance and how to follow directions and routes use and make simple maps, to find where places are and how places relate to other places identify natural features, e.g. rivers, hills, beaches, and the human features, e.g. buildings, roads, bridges, of their own locality begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world learn about how and why people and places are linked, e.g. where they work and where they go on holiday, where family and friends live use atlases and globes investigate how places change, e.g. the weather, the seasons, buildings, people’s jobs recognise how people’s actions can improve or damage the environment Time and people Children should be given opportunities to: sequence events, routines and changes, e.g. in a journey to school, in a story measure time, using simple measuring devices, clocks, watches and calendars recognise the changes caused by time, e.g. to themselves and to people and places familiar to them recognise that there are reasons for, and consequences of, some actions begin to identify differences between ways of life at different times, e.g. by comparing a familiar place at different times in the past use a range of historical sources, including artefacts and buildings, adults recalling their own past, and visual sources look at different representations and interpretations of the past, e.g. different books/pictures/ICT sources about the same person or event. 6

10. Knowledge and Understanding of the World Key Stage 2 - Science 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. 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. 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. Range 7

11. Knowledge and Understanding of the World Key Stage 2 - Geography Range 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  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 that the school’s immediate vicinity. It will normally contain the homes of the majority of the pupils in the school. The contrasting localities should be in areas of a similar size to the local area. Range 8

12. Knowledge and Understanding of the World Key Stage 2 – History Range 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: 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? Range 9

13. Knowledge and Understanding of the World Key Stage 2 – IT Range 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. 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. Range 10

14. Mathematical Development Foundation Phase Range Children should develop their mathematical skills, knowledge and understanding through learning about and using Number, Measures and money, Shape, position and movement, and Handling data. Number Children should be given opportunities to: develop an interest in numbers recognise that some numbers/numerals will have personal meaning/significance to them and others understand number and number notation: -use number names accurately, matching the symbol to the sound -count, read, write, compare and order numbers, and appreciate the conservation of number -use numbers naturally in their play and daily activities, including number rhymes, songs, stories and counting activities from Wales and around the world -experiment with numbers, and observe numbers and patterns in the environment and everyday life  calculate in a variety of ways: -begin to develop their mental calculation strategies during counting and grouping activities, games and through day-to-day classroom activities -progress from counting on or back in steps, to mental mathematics involving all four operations with small numbers, using their own methods to record their calculations  investigate patterns and relationships: -explore patterns in number tables and sequences -begin to understand the relationships between addition and subtraction, between multiplication and division, and between halving and doubling -match pairs of objects in practical contexts, leading to an understanding of one-to-one correspondence. Range Measures and money Children should be given opportunities to: understand and use measures: -compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers -use uniform non-standard units for comparison, and see the need for standard units of measure; use standard metric units of length, mass and capacity -choose units and measuring equipment appropriate to a relevant measuring task; read a scale with some accuracy -recognise the time of day in relation to regular daily activities; understand the passage of time in relation to daily activities and life events -know and order days of the week, the months and seasons of the year -sequence two or more familiar events -gradually read the time to the quarter hour on an analogue clock, and relate this to digital time  understand and use money: -develop an awareness of the use of money and its value, initially through role play -recognise, sort and use coins; find totals, and give change. 11

15. Mathematical Development Foundation Phase Range Shape, position and movement Children should be given opportunities to: play with shapes; make models and pictures recognise shapes in their environments understand and use the properties of shapes: -recognise similarities and differences of 2-D and 3-D shapes; know the names of more common 3-D and 2-D shapes -make increasingly more complex or accurate models and patterns of shapes -sort shapes according to one or more criteria  understand and use the properties of position and movement: -develop an awareness of position and movement during their own physical activities -follow instructions and give directions for simple movements -fit together and move shapes and solids in various ways -recognise translations and rotations as movements and combine them in simple ways -begin to understand angle as a measure of turn, and recognise whole, half and quarter turns. Handling data Children should be given opportunities to: collect, represent and interpret data: -sort and classify sets of objects using one or more criteria -collect data for a variety of defined purposes and from a variety of sources, including ICT -represent collected data initially using real objects, pictures or diagrams, progressing to a variety of simple charts, graphs, diagrams, tables or databases. 12

16. Mathematical Development Key Stage 2 - Mathematics Range 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 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. Range 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. 13

17. Mathematical Development Key Stage 2 - Mathematics 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 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. Range 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. 14

18. Creative Development Foundation Phase Range Children should have opportunities to: explore, investigate and use the indoor and outdoor learning environments be involved in different types of play and a range of planned activities, including those that are child initiated be involved in activities that allow them to work as individuals and in groups use a wide range of resources and stimuli experience traditions and celebrations of different cultures experience art, craft, design, music and dance from Wales and other cultures. Range 15

19. Creative Development Key Stage 2 – Art and Design Range 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. 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 contexts including: local and Welsh examples different cultures and periods. 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 minimize risks to themselves and others. 16

20. Creative Development Key Stage 2 – Music 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. 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. 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. Range 17

21. Creative Development Key Stage 2 – Design and Technology 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. 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. Range 18

22. Personal and Social – Well being and Cultural Diversity Foundation Phase Range Throughout the Foundation Phase, children should be given opportunities to develop their skills, knowledge and understanding through being involved in a range of experiences including: Personal development activities in the indoor and outdoor learning environments different types of play and a range of planned activities, including those that are child initiated Social development activities that allow them to adopt a range of roles, including leadership within a small group, paired learning or working within a team different resources such as those in print and interactive forms activities that allow them to become independent learners activities that allow them to use their senses, to be creative and imaginative Moral and spiritual development activities that allow them to communicate their ideas, values and beliefs about themselves, others and the world activities that allow them to solve problems and discuss outcomes activities that allow them to begin to understand how they can protect the environment and become environmentally friendly in their everyday lives activities that allow them to feel safe and secure and feel that they are valued Well-being activities that contribute to their own safety activities that allow them to make healthy choices and to develop and understand their own bodies and how to keep them safe and healthy 19

23. Personal and Social – Well being and Cultural Diversity Key Stage 2 - PSE Active citizenship Learners should be given the opportunities to: develop respect for themselves and others value families and friends as a source of mutual support value diversity and recognise the importance of equality of opportunity participate in school life and to understand: their rights, e.g. the UN Convention on the Rights of the Child, and responsibilities the importance of democratic decision-making the benefits of families and friends and the issues that can arise situations which produce conflict and the nature of bullying aspects of the cultural heritage and diversity in Wales how injustice and inequality affect people’s lives what is meant by disability the challenges learners might have in accessing earning opportunities in school Health and emotional well-being Learners should be given the opportunities to: take increasing responsibility for keeping the mind and body safe and healthy feel positive about themselves and be sensitive towards the feelings of others and to understand: the features and physical and emotional benefits of a healthy lifestyle, e.g. food and fitness the harmful effects, both to themselves and others, of tobacco, alcohol and other legal and illegal substances the reasons for the physical and emotional changes which take place at puberty, to include conception, pregnancy and birth the range of their own and others’ feelings and emotions the importance of personal safety how to distinguish between appropriate and inappropriate touching what to do or to whom to go when feeling unsafe Moral and spiritual development Learners should be given opportunities to: explore their personal values be honest and fair and have respect for rules, the law and authority and to understand: how cultural values and religious beliefs shape the way people live that people differ in what they believe is right and wrong that personal actions have consequences Preparing for lifelong learning Learners should be given opportunities to: enjoy and value learning and achievements take increasing responsibility for their learning and to understand: the range of jobs carried out by people in their community that money is earned through work and can buy goods and services the importance of looking after their money and benefits of regular saving Sustainable development and global citizenship Learners should be given opportunities to: appreciate the natural world as a source of inspiration take an active interest in varied aspects of life in school and the wider environment develop a positive attitude on issues of poverty and fairness and to understand: how the environment can be affected by the decisions we make individually and collectively that local actions have global effects because of connections between places and people how poverty and inequality can cause problems 20

24. Physical Development Foundation Phase Range Throughout the Foundation Phase, children should have opportunities to develop their skills, knowledge and understanding through: exploring and investigating their indoor and outdoor learning environments exploring, investigating and using a wide range of stimuli and resources involvement in the different types of play and a range of planned activities including those that are child initiated practising different types of games play developing their gross and fine motor skills through their practical activities and use of varied tools, equipment and apparatus, including ICT being involved in physical activities that allow them to work as individuals, with a partner and in small groups, sharing ideas and helping each other to improve their work. 21

25. Physical Development Key Stage 2 Range 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. 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. 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. 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. 22

26. Welsh Language Development Foundation Phase Range Oracy Children should be given opportunities to: experience activities in the indoor and outdoor learning environments experience the different types of play and a range of planned activities including those that are child initiated talk/communicate for a variety of purposes including: -joining in with simple rhymes and stories -speaking, substituting words in familiar patterns -reciting or singing Welsh poems, songs and raps -presenting simple information -talking of matters of immediate and personal interest -asking and answering questions -expressing feelings, likes, dislikes and needs -conveying personal and imaginative experiences using familiar language patterns  participate as individuals, pairs and in different size groups  experience a range of stimuli including: -simple rhymes, nursery rhymes, songs, stories and poetry -stories, both real and imagined -information texts -media and ICT texts, such as children’s TV programmes animated tales on CD  be involved in spontaneous and active learning activities, including dialogue and role-playing activities. Range Reading Children should be given opportunities to: hear lively readings from a variety of sources appreciate books, stories and words around them read individually and collaboratively read and respond to imaginative material, as appropriate, which should include: -prose and poetry for young children -stories, poems and chants containing patterned and predictable language -work written for learners -information resources  read and make use, for different purposes, of a variety of printed and ICT resources  choose from a wide range of books and immerse themselves in them. Range Writing Children should be given opportunities to: write in the indoor and outdoor learning environments write through a range of planned activities and those that are child initiated write independently and collaboratively, in response to a variety of stimuli including: -simple creative pieces -factual information -short passages that express an opinion, e.g. Rwy’n hoffi…’  write for different audiences, including peers, adults, members of their family and themselves. Range 23

27. Welsh Language Development Key Stage 2 Range 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 simple comments -giving and following sets of simple instructions -presenting personal and imaginative experiences and straightforward factual information -expressing opinions and offering a brief explanation -reporting back using notes 4. work independently, in pairs, in groups and as a member 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 if Welsh and English and other languages. Range Reading Pupils should be given opportunities to: 1. develop as enthusiastic, independent and reflective readers 2. read in a variety of situation including reading: -with support -independently -in pairs -in a group -aloud and listen whilst following print 3. experience a variety of texts and forms including: -traditional and contemporary poetry and prose including some material written specifically for learners -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 features. Range 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 if 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 4. write in response to variety of audio, visual and audio-visual stimuli, e.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, a television programme, a statue. 24

28. Religious Education Foundation Phase Range Throughout the Foundation Phase children should have opportunities to: explore a wide range of stimuli engage with resources from a variety of contexts including interactive forms investigate indoor and outdoor learning environments including natural conditions as they arise participate in different types of play and a range of planned activities, including those that are child-initiated and those that are built on previous experiences work on their own and in small and large groups Range for nursery settings The range is further illustrated in Annex 2. Children should (through stories, activities and experiences) be given opportunities to: gain insight into their own and other people’s spiritual, moral and cultural identities, lifestyle and traditions consider the influence of the spiritual, moral and cultural aspects of life that have guided people’s lives, past and present, locally in Wales. ask questions about their own and other people’s beliefs, actions and viewpoints explore and express meaning in creative ways (through art, dance, ritual, artefacts) share their personal responses to important personal, spiritual and moral questions show responsibility, care and/or concern for living things for the natural world. Range for the rest of Foundation Phase The range is further illustrated in Annex 2. Children should (through stories, activities and experience) be given opportunities to: gain insight into religion, religious people and religious aspects of life explore how religion, has influenced and guided people’s lives, past and present, including the emphasis of religion on spirituality and religious experience, in Wales and the wider world pose questions about beliefs, values and actions that arise form exploration investigate and express meaning (including religious meaning) through signs, symbols artefact and imagery express personal responses to personal, religious and moral questions explore our responsibility and the responsibility of religion for living things and for the natural world ask and explore more complex questions (including personal, religious, spiritual, and moral questions) about the world, human experience, and aspects of religion. Annex 2 – Religious education in the Foundation Phase Suggested topics for People beliefs and questions People, beliefs and questions for nursery settings Within nursery settings children will concentrate on accessing cultural and traditional stories and practical experiences relating to spiritual and moral endeavour. These stories and experiences will encourage children to become aware of and ask questions about: Themselves their homes, families and experiences in order to explore their identity (including Curriculum Cymreig, Cultural diversity) their likes, dislikes and feelings (including hopes, dreams, opinions and sense of fun) their role and place in the community (as a member of their family, out of school activities) choices that they make (sharing, kindness, behaviour) deeper spiritual/ moral meaning expresses in stories, poems, artefact, art, movement, rituals and celebration (birthdays, St. David’s Day, traditional stories about people who help others, dealing with happy and sad times) 25

29. Religious Education Foundation Phase Other people other people’s homes, families and experiences in order to explore similarities and differences of lifestyle and traditions (family celebrations and traditions) special people and people who help them (stories about influential people past and present such as Jesus and St. David, children’s families, teachers, and people in the community) likes, dislikes and feelings (including sharing hopes, dreams, opinions and a sense of fun with others) people’s roles and place in the community (as members of families and groups) decisions other people make (rules, routines, consequences of choice, as part of a community) reasons why other people express a deeper spiritual/ moral empathy towards other people (exploring why people help others in their work and free time) the need to respect/ challenge their own ideas/ beliefs and those of other people (ask questions, share ideas and opinions) Living things the ways in which they and others show care, concern and respect for living things, the environment and the natural world (taking responsibility for animals/ plants, asking questions and sharing opinions) responsibility/ recycling/ global concern for the world (finding out how people can make a difference) awe/ wonder (investigation of nature, the natural world and the seasons). People, beliefs and questions for the rest of the Foundation Through developing their skills of enquiry, investigation and experimentation across all the Areas of Learning of the Foundation Phase, children should have opportunities to prepare for Key Stage 2 by extending their knowledge and understanding of: Themselves their homes, families and experiences in order to explore their identity and belonging (personal experiences of festivals celebrations rite of passage including Curriculum Cymreig, cultural diversity) their personal responses (in times of joy and sadness, their hopes, dreams, opinions and sense of fun) their role and place in the community (as a member of their family, group activities including religious activities and charity work) the decisions that they make and resulting consequences (behaviour, choice, attitudes) deeper spiritual/ moral meaning expressed in the stories, poems, artefacts, art, movement, rituals and celebrations (religious stories, dealing with happy and sad times, asking about big questions) Other people other people’s homes, families and experiences in order to explore similarities and difference of lifestyle and traditions (experience of religious festival, worship, rules, food) special people and people who help them (stories about Jesus and other influential religious people past and present) personal responses (including sharing feelings, ideas, experiences, opinions and a sense of fun with others) people’s roles and place in the community (as members of families, religious groups, local religious leaders) decisions other people make and resulting consequences rules, routines, choices, being part of a community) reasons why other people express a deeper spiritual/ moral empathy towards other people (exploring why people help others in their work and free time – do their beliefs influence their lives?) the need to respect/challenge their own ideas/ beliefs and those of other people (ask questions, share ideas and opinions) Living things they ways in which they and others show care, concern and respect for living things, the environment and the natural world (taking responsibility for animals/plants, asking questions and sharing opinions) responsibility/ recycling/ global concern for the world (finding out how people can make a difference) awe/ wonder (investigation of nature, the natural world and the seasons). During this phase of education children should also extend their skills so they can begin to: develop insights into religion and religious people understand about belief and action recognise and appreciate how religion has influenced and guided people’s lives past and present, including an emphasis on spirituality and religious experience raise increasingly complex religious and moral questions and issues about human experience, the world and aspects of religion 26

30. Religious Education Key Stage 2 Range Pupils should be given opportunities to develop their skills by focussing on the following contexts for study. Theses 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 Range 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 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. 27