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The Key Stage 1 Curriculum

From 1st September 2014 a new primary school curriculum will be implemented. The curriculum is based on yearly programmes of study.The subjects taught include the core subjects of English, Mathematics, and Science, and the foundation subjects of Computing, History, Geography, Design and Technology, Music, Art and Design and Physical Education. The school is also required to teach Religious Education.

From the time each child enters our school their learning will be planned and guided towards a broader and deeper understanding of the world around them and their place within it.  The children are encouraged to learn both inside and outside of the classroom and active learning is an important feature in all year groups.


Children are taught in mixed ability classes.  A mixture of whole class, small group and individual teaching is used as appropriate.  Teaching Assistants are employed to help support the children and they work alongside the class teacher.

The Primary Curriculum is divided into three areas: Spoken Language, Reading, and Writing (which includes spelling, vocabulary, grammar, punctuation and handwriting).  At Bligh Infant School, we use the New National Curriculum to teach all aspects of English on a daily basis with very clear intentions of what children will be taught and be expected to know by the end of each term in school.

Spoken Language

Spoken language underpins the development of reading and writing. We aim to develop the children’s confidence and ability to speak clearly and articulately, putting forward their points of view and thoughts in a wide variety of situations, including drama. Listening is also a crucial skill, which needs to be learned, and practised.


Our aims are to teach the children to read so that they become independent readers as soon as possible, developing a love and appreciation of literature, and being able to use books to help in their learning.

The children are introduced to a wide variety and range of interesting, exciting and stimulating texts, both fiction and non-fiction, giving them a breadth of experience.  We do not follow a specific reading scheme but our wide range of books are graded by coloured book bands, each band increasing in difficulty.  Each book band contains a combination of graded reading scheme books from a variety of publishers as well as 'real' story books.  We teach reading through a variety of different methods, but initially when children enter school we focus on the teaching of phonological skills (the sounds of letters, blends and words). 

Our school does not follow a specific phonics scheme.  Teachers plan for individual children using the 'Letters and Sounds' framework.  We teach phonics using a variety of methods, supported by different resources.  The children are taught phonics on a daily basis in small groups.  Each group follows its own plan which is written according to the children's ability.  
All children are given books and/or reading activities and games to share at home.  They will have a home/school reading booklet for parents and teachers to use. We have found that children, who read at home with adult help, reinforcing the work we are doing at school, can make rapid progress with their reading.  It is a very important way in which you can help your child with their early learning.


The children are taught conventional, correct letter formation for lower case and capital letters, and joined script is encouraged from Year 2 onwards, developing into a comfortable and legible handwriting style.
The children will learn to spell the 160 most commonly used words (we call these high frequency words) in early reading and writing, and will then progress to learn medium frequency words, as well as common spelling patterns, and irregular words.  The names and order of letters of the alphabet are also taught.
The children are encouraged to write independently, being given opportunities to write for a variety of audiences and purposes, including imaginative, factual and non-chronological writing, and poetry, plays and reporting.  They are also taught basic grammar and punctuation.

We use the new National Curriculum 2014 as our framework which teaches all aspects of Maths with focused learning objectives.  Staff have high expectations of what the children will be able to understand and do, and the children work hard and enjoy the challenge.

It is most important that children learn with understanding so that they are able to use their maths in the real world.  The children’s experience in maths can be divided into several areas:

  • Number - Number and Place Value
  • Counting and ordering of numbers up to and above 100
  • Exploring number facts and number relationships
  • Counting in 2’s, 5’s and 10’s
  • Reading and writing numbers up to 100
  • Using place value to solve number problems
Number - Addition and Subtraction
  • Exploring and using number patterns
  • To know facts for the 2, 5 and 10 multiplication table
  • Algebra and arithmetic linking to add and subtract
  • Use concrete objects and pictorial representations to solve number problems
Number - Multiplication and Division
  • Exploring and using number patterns
  • Algebra and arithmetic linking to sharing and grouping
  • Use concrete objects and pictorial representations to solve number problems
Fractions (including decimals and percentages)
  • Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
  • Write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.
  • Using non-standard and standard measures in length, area, volume, capacity, weight and time, temperature and understanding money
  • Compare and order measures
  • Use symbols to represent measure i.e. £, p, cm, g
  • Compare and sequence intervals of time
  • To tell and write the time to five minutes including quarter past, half past and quarter to.
  • Solving problems involving different measures
Geometry - Properties of Shape
  • Sorting and classifying 2D and 3D shapes
  • Recognising squares, rectangles, circles, triangles, hexagons, pentagons, cubes, cuboids, cylinders, spheres and describe their properties
  • Compare and sort common 2D and 3D shapes in everyday objects
Geometry – Position and Direction
  • Order and arrange combinations of mathematical objects in patterns
  • Describe position, direction and movement including rotations i.e. three quarter turn, clockwise, anticlockwise
  • Selecting criteria for sorting a set of objects, constructing and interpreting frequency tables and block graphs
  • Sorting objects with increasing complexity from graphs, pictograms and tables
  • Constructing and interpreting their own tables and block graphs

The Science curriculum is planned so that children are given the opportunity to develop an awareness of those things which happen around them in the everyday world and to make sense of the events and objects with which they come into daily contact. 
The Science work is organised into the following areas:
Working scientifically
  • Asking simple questions
  • Observing closely
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help answer questions
  • Identify and name a variety of common and wild plants
  • Identify and describe the basic structure of a variety of common flowering plants, including trees
Animals including humans
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • Describe and compare the structure of a variety of common animals, including pets
  • Identify, name , draw and label the basic parts of the human body and say which part is associated with which sense
Everyday Materials
  • Distinguish between an object and the material from which it is made
  • Identify and name a variety of common materials
  • Describe the physical properties of common materials
  • Compare and group together a variety of everyday materials on the basis of their physical properties
Seasonal changes
  • Observe changes across the four seasons
  • Observe and describe the weather associated with the seasons and how day length varies

Computing lessons are concerned with teaching children to use computers and other technological equipment and software confidently and appropriately.  Children will be taught what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will also create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. The children also will be taught to use technology safely and respectfully, keeping personal information private and where to go for help and support when they have concerns about material on the internet.
In addition to timetabled lessons in the computer suite, each class has an Interactive Whiteboard and computers, which are networked to our main ICT suite.   We have a careful funding programme designed to keep our ICT equipment up to date. Children are taught how to use digital cameras, digital movie-makers, CD players, tape recorders, programmable toys and reprographic machines. The taught curriculum covers specific ICT skills and children are given opportunities to use those skills in other curriculum areas, e.g. using a data base to help them research mini-beasts in Science.  We also have a ‘Learning Platform’ – DB Primary which is an online learning tool for children to use with adult supervision at home. For your child’s log on and password to DB Primary please speak to the class teacher as parental permissions are required.

Music is an important part of the curriculum at Bligh Infant School.  We encourage all the children to perform music in some way. The music curriculum provides opportunities for a wide range of performing, composing, listening and appreciating skills as set out in the New National Curriculum for Music at Key Stage 1.  This includes singing and speaking chants and rhymes, using a variety of tuned and un-tuned percussion instruments, listening with concentration to a range of high-quality live and recorded music, and experimenting with sounds to create their own compositions.
In Key Stage 1 children have the opportunity to learn to play the ocarina and recorder.

A stimulating visual environment has a strong, motivating effect upon children.  Children draw and paint from a very early age and at our school these forms of expression will be encouraged and developed.  The children in our school will frequently be involved in producing a whole variety of art and craftwork.  The art curriculum encourages the use of a variety of materials and covers drawing, painting, printing, collage and 3D work.  The children also learn about the work of different artists and designers.

The Design and Technology curriculum sets out programmes of study which develop the children’s technical knowledge.  The children are taught to design and use a variety of materials and components e.g. paper, card, fabrics, disposable products and construction kits. They are taught to make, assess and evaluate their work.  There is also a statutory requirement to include cooking in the curriculum.

School collective worship and religious education in our school is non-denominational in character and includes a study of other religious beliefs and practices and is taught in accordance with the Medway Agreed Syllabus.  Religious Education in our school is taught in accordance with the 1988 Education Reform Act and School Standards and Framework Act 1998.  School assemblies are held daily and include an act of collective worship.  Our daily time together is also used to celebrate our oneness as a school family and reflects the shared spiritual and moral development of us all. 
Under Section 25 of the 1944 Education Act, parents have the right to remove their children from collective worship or any religious lesson if they so wish.  Please write to the Headteacher if you would like this to be arranged.

The children progress through a structured programme of experiences leading to body awareness and the learning of basic skills. Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They will engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils will be taught to:
  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns
    Dance and drama are part of these physical experiences and, combined with the other activities, will give children self-confidence and the opportunity to excel at a non-academic pursuit. 
In addition to the structured PE lessons, during lunchtimes there are a number of planned physical activities for the children to participate in, including competitive challenges.  We have a teaching assistant who is employed to plan and supervise these games each day.

The children in our school follow a PSHE curriculum that is incorporated into all aspects of their learning and development.  We aim to help develop their personal and community responsibilities.
Alongside structured activities, we also try to involve the children in general aspects of school life in order to give them a sense of responsibility and to help them to grow in self-discipline and independence.  We hope to reinforce the ethos of our school by taking the children’s views into account and valuing their opinions. 
Examples of activities that individual and groups of children undertake include:
  • Responsibility for classroom routines and jobs
  • Playground Buddy support
  • Play Leaders and Prefects
  • Helping with the youngest children in the playground at lunchtime
In addition we have a Bligh Infant School Student Council. This council consists of annually elected pupils who meet regularly with senior staff to give their opinions and advise on new developments or raise any concerns.


Children learn about what has happened during their own lifetimes, about what has happened within living memory, and about people and events from other times and ages.  Starting from their own experiences, children have opportunities to discover more about the past from visits to buildings and sites, looking at artefacts and using secondary sources to find information. They will begin to develop a chronological awareness and develop their historical vocabulary.


Children study the main features of their immediate environment, beginning with the school and its grounds and looking at the local area around school and in Medway.  They then compare and contrast these areas with places beyond the immediate environment within the United Kingdom and the wider world.  Skills such as map reading, using geographical terms, and observation and deduction are also taught.


Documents - please click to open

pdf.gif: The Bligh Federation Curriculum Principles

The Bligh Federation Curriculum Principles

File size: 136KB (PDF File)

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