Detailed Key Stage 1 Curriculum Information




English teaching at Rowanfield is in line with the new National Curriculum. Children are taught to read and write a variety of text types comprising of:

* Fiction – (Stories with familiar settings, Traditional Tales, Fantasy, Stories by a significant author, Different stories by the same author and a variety of narrative styles through ‘Storymaking’)

* Non Fiction – (Information texts, Instructions, Recounts, Reports, Glossaries and alphabetically ordered texts, Explanations, Instructions and Non Chronological Reports)

* Poetry – (Rhymes, Riddles, Descriptive Poetry, Shape Poetry and Performance Poetry)

* Other types of writing – (Lists, Letters, Captions, Discussion and Debate skills, Interviewing and Hotseating)


Spelling, Punctuation and Grammar Teaching

Transcription skills of spelling patterns and rules, grammar, punctuation and sentence construction are taught as a part of our engaging, text led curriculum. Teaching follows a rigorous skills progression from EYFS right up through KS1. Grammatical Vocabulary we expect the children to be familiar with by the end of each academic year is:


EYFS Year 1 Year 2

Finger spaces




Full stop

Capital letter

Punctuation Singular Plural Question mark Exclamation mark Speech bubble Bullet points Connective Verb Adjective Alliteration Simile Adverb Tense (past, present) Noun Suffix Apostrophe Comma



At Rowanfield Infant School we teach cursive handwriting through the Scheme ‘The Write Path’ by Julie Palmer. Children are taught to write letters cursively with ‘feeder lines’ in EYFS and Year 1 and then learn to join their letters in Year 2. Handwriting is taught daily in a fun and interactive way with the additional support of programs such as ‘dough gym.’



The Year 1 English Curriculum


Term 1 * Basic Sentence Structure Skills * Narrative – Stories with familiar settings

Term 2 * Non Fiction (Information texts) * Labels, Lists and Captions

* Poetry – speaking and listening focus

Term 3 * Narrative - Traditional Tales * Letters * Speaking and Listening – discussion and interviews of characters.

Term 4 * Instructions * Poetry

Term 5 * Narrative - Fantasy * Recounts

Term 6 * Reports * Glossaries and alphabetically ordered texts



The Year 2 English Curriculum


Term 1 * Sentence Structure Skills * Non Fiction * Storytelling

Term 2 * Explanations * Instructions * Story telling – Speaking and Listening focus: Interviewing, Hot seating

Term 3 * Stories by a Significant Author * Poetry- Performance Poetry

Term 4 * Stories with Familiar Settings * Reports * Recounts

Term 5 * Fantasy * Poetry

Term 6 * Different stories by the same author * Non- chronological reports



The Reading Schemes we currently use in school are…

* Story Street

* Sails Foundation

* Oxford Reading Tree (Biff, Chip and Kipper storybooks)

* Oxford Reading Tree (Traditional Tales)

* Oxford Reading Tree (Floppy’s Phonics)

* Oxford Reading Tree (First Sentences)

* Oxford Reading Tree (Wrens, Sparrows, Woodpecker, Owls, Robins, Magpies, Jackdaws)

* Oxford Reading Tree (Treetops)

* Collins Big Cat

* Collins Big Cat Phonics

* Pearson Bug Club

* Phonics Bug

* Pearson Comics for Phonics

* Rigby Star

* Rigby Rocket

* Songbirds

* Project X

* Project X Alien Adventures

* Literacy Links

* Storysteps

* Storyworlds

* Storyworld Bridges

* Discovery World Non Fiction

* Oxford Literacy Web

* Rhyme World

* Ginn Pocket Books

* All Stars

* PM Chapter Books

* All Aboard

* Lighthouse


We use a variety of published resources to support our teaching of Phonics across the school:

* Letters and Sounds

* Jolly Phonics

* Floppy’s Phonics

  • Phonics Bug




Our approach

In Key Stage One, we teach mathematics using a mastery approach.  The principle idea which underpins this approach is that all children can achieve and enjoy mathematics. We want all children to achieve their best and so teach in a way that offers one set of mathematical concepts and big ideas for all.  Our mastery approach also means that we recognise the importance of our pupils being able to use their knowledge appropriately, flexibly and creatively and so we challenge children first by deepening their mathematical understanding, before moving them on to new content.  This approach allows us to address the three aims of the Mathematics National Curriculum 2014: fluency, reasoning and solving problems. 


What does teaching and learning in mathematics look like?

In Key Stage One, lessons begin with a whole class teaching session.  During this session, children are actively engaging using a range of resources with teachers leading the learning and teaching assistants supporting children, actively observing and contributing to assessment.  Following this, rapid graspers work independently through a do it (fluency), apply it (reasoning) and solve it (problem solving) teaching sequence with teaching assistants furthering learning by providing challenge whilst teachers continue to teach those who need more support to grasp the concepts.  Opportunities for reasoning are planned throughout the lesson and are modelled by the teacher.  Those children needing further support to grasp the key concepts are supported in daily sparkle sessions, each afternoon, taught by the class teacher.


In addition to the main lesson, all pupils in Key Stage One work on maths passports for 10 minutes each day.  The aim of the maths passports is to improve children’s mental maths skills (maths fluency).  There are 12 passports in total, with passports 1-4 focusing on mathematics skills that are prerequisites for the Year One curriculum, passports 5-8 focusing on skills which children should acquire as part of the Year One curriculum and passports 9-12 focusing on skills from the Year Two curriculum.  There are a number of targets to be achieved on each passport and completion of passports is celebrated in our weekly Sparkle Assemblies.  Teachers track children’s progress through the passports each term and make regular links between the maths passports and the content of the main mathematics lesson.


Year 1 Curriculum Content

In line with the Mathematics National Curriculum, in Year One key learning objectives are:

  • Read and write numbers from 1 to 20 in numerals and in words
  • Count to and across 100, forwards and backwards from any given number
  • Count from zero in multiples of 2, 5 and 10
  • Add and subtract a two-digit number and a one-digit number up to 20
  • Solve one-step multiplication and division problems by using concrete objects and pictorial representations
  • Write addition and subtraction statements using the symbols ‘+’, ‘–‘ and ‘=’
  • Recognise and name the fractions 1/2 and 1/4
  • Tell the time to the hour, and half past the hour, using an analogue clock
  • Sequence events in chronological order
  • Use the comparative vocabulary of length, mass, capacity and time
  • Recognise and name rectangles (including squares), circles and triangles
  • Recognise and name cuboids (including cubes), pyramids and spheres
  • Describe position and movement
  • Know the symbols =, +, –
  • Know doubles and halves up to 10
  • Know number bonds to 10
  • Know the value of different denominations of coins and notes
  • Know the days of the week
  • Know the meaning of ‘weeks’, ‘months’ and ‘years’ 


Year 2 Curriculum Content

In line with the Mathematics National Curriculum, in Year Two key learning objectives are:

  • Read and write numbers up to 100 in numerals and in words
  • Compare and order whole numbers up to 100
  • Count from zero in multiples of 2, 3 and 5
  • Count in tens from any number, forwards and backwards
  • Add and subtract numbers including a two-digit number and ones, a two-digit number and tens, two two-digit numbers, and three one-digit numbers
  • Derive addition and subtraction facts to 100 using known facts to 20
  • Write multiplication and division statements using correct symbols
  • Understand that addition and multiplication of two numbers can be done in any order (commutative) and subtraction and division cannot
  • Recognise and name the fractions 1/3, 1/4, 2/4, 3/4
  • Tell the time to the nearest five minutes using an analogue clock, including ‘quarter past’ and ‘quarter to’.
  • Use a ruler to measure lengths in millimetres and centimetres
  • Identify and describe 2D and 3D shapes
  • Use mathematical vocabulary to describe position, direction and movement
  • Know the place value headings of ones and tens
  • Know that zero is a placeholder
  • Know the symbols =, <, >, ×, ÷
  • Know the meaning of odd and even numbers
  • Know doubles and halves up to 20
  • Know addition and subtraction facts to 20
  • Know multiplication facts for the 2, 5 and 10 multiplication tables
  • Know division facts related to the 2, 5 and 10 multiplication tables
  • Know that 60 minutes = 1 hour
  • Know that 24 hours = 1 day
  • Know the symbols for pounds (£) and pence (p)
  • Know the standard units for length (m, cm), mass (kg, g), temperature (°C) and capacity (litres/ml) 
  • Know the names and number of sides of 2D shapes
  • Know the meaning of ‘edges’, ‘faces’ and ‘vertices’
  • Know the names and number of faces of 3D shapes


 Geographical and Historical Understanding

At Rowanfield the majority of history and geography is learned through a motivational topic approach. Each topic has a ‘launch day/activity’ where children experience activities which will inspire their learning for that term. Whenever possible we make learning real by going on visits e.g. Chepstow Castle. We try to invite visitors into school such as The History Man (archer, pirate, plague doctor) and also try and experience many workshops- such as how to make compost!


Geography plays a vital part in developing our children’s knowledge of the world around them. We aim to develop an understanding of the impact of human activity and physical processes on our surroundings and respect for the diverse ways in which people live and an appreciation of our global, multi-cultural society. At Rowanfield we like to ensure that our children are able to see the local area that we live in and we try to include short local walks to different parts of the local area- to enable children to understand and become more knowledgeable of the surroundings they live in.


Our pupils benefit from developing a sense of the passing of time and learn to appreciate the impact of the events of the past on our lives today. They are fully involved in shaping the direction of topics and learning experiences are often geared towards answering questions that the children have asked. Research and role play are both important aspects of our history and geography topic work. If possible we invite local visitors into school to share their heritage with our pupils.


Geography and History are both important subjects that help to develop children’s understanding of the world, the past and gain a wider insight into the lives of other people. We like to make sure that the lessons taught involve the outdoor areas as much as possible and that children have many opportunities to have real experiences.


Information and Communication Technology (ICT)


We provide a stimulating and motivating curriculum so that all pupils use ICT with purpose and enjoyment.  Our ICT curriculum ensures breadth and progression, as pupils experience a wide range of uses of ICT and develop their skills in key areas.  We ensure that pupils appreciate the relevance of ICT in our society and that they will see it as an essential tool for learning, communication, finding information and for controlling and understanding their environment.  ICT is used to support learning across all subjects in the curriculum and at home and pupils also have the opportunity to use Skype to interact with pupils from other schools, in the UK and abroad.


In Year One, pupils are taught about e-safety – how to keep themselves safe on the internet.  They learn to type simple sentences with correct punctuation, to edit their work using the backspace key and to present their work well by inserting line breaks and changing font and font colour, using programs like 2publish, 2create a story, Purple Mash and MS Word.  They learn to use a range of tools to create digital art and add simple animation, using 2paint, 2animate and 2create a story.  Pupils create, record and edit sounds using software in the 2simple music toolkit and recordable devices such as talking tins.  Year One pupils learn to enter and follow instructions to control a Beebot and begin to undertake research on teacher-selected websites.   They use online Venn and Carroll diagrams and create simple graphs using programs like 2graph.  They develop awareness of simulations through their use as part of the science curriculum.


In Year Two, pupils’ understanding of e-safety is reinforced and developed.  Pupils begin to type with two hands and develop their editing skills, changing the size of font, pictures and navigating their work using arrow keys and the mouse.  They begin to use e-mail to communicate.  Pupils create branching databases using 2Question and use basic search tools to search databases (2investigate).   They begin to control on-screen robots as well as floor turtles and develop independence in predicting and testing the results of sequences of instructions.  Year 2 pupils use a digital video camera to shoot footage and begin to make adjustments, they use webcams to create stop-motion animations and learn to use different techniques to animate objects.  Pupils begin to find websites by typing in the web address; they develop their range of search techniques and begin to evaluate the websites they use.  Pupils experience modelling as they create their own maze games using 2DIY 3D.


Religious Education (RE)


We follow an RE scheme based on the Gloucestershire agreed syllabus.  We encourage children to think of questions, investigate and work together collaboratively.  They enjoy carrying out a variety of activities linked to other curriculum areas, e.g. art, story, drama.  We aim to make RE sessions practical, creative and inspiring and make good use of local places of worship so that children have real first-hand experience.  The children have opportunities to learn about Christianity and Judaism, as well as being introduced to other religions, by experiencing different celebrations and participating in an Inter Faith week.  Assemblies are based on the Gloucestershire Values for Life and we follow a different value each term.  We have strong links with our local church, St Barnaba s, and Reverend Rob visits the school on many occasions to take assemblies and join in celebrations.


All Key Stage One pupils study four units of work each year.  The unit “What special things help people to worship?” is explored by Year One and Year Two pupils during Inter Faith week, with Year One pupils learning more about Judaism and Year Two pupils learning more about Hinduism.  In addition, Year One, pupil explore the questions “What does it mean to belong?”, “Why do we celebrate special times?” and “Why are some stories special?”.  In Year Two, pupils study the units “Who made the world?”, “What can I do for others?” and “Why are some people leaders?”. 


Physical Education


Children really enjoy PE at our school and it is taught 2 - 3 times a week covering the areas of Games, Gymnastics and Dance.   Work is linked to the exciting creative topics.   In Year One and Two pupils also have the opportunity to learn martial arts with a local group leader. In the Early Years Foundation Stage children have 3 outdoor areas that they can regularly access  to develop their physical skills.  There are lots of opportunities for children to take part in local events and competitions, e.g. Feet First dance festival and Multiskills day, which the children love.  We encourage them to work as part of a team as well as being competitive.  We regularly have clubs that are PE based including football, mutliskills, disco dancing, cheer leading and tennis.  All children also have opportunities to work outside on our outdoor trim trail which is an integral part of the PE curriculum. Our school is a member of a local schools partnership and through this we often run ‘taster sessions’ for activities such as golf and tennis.




We offer a creative and motivational science curriculum in which children are encouraged to ask questions and find answers through investigative aspects of science.  They develop their skills of recording and interpreting findings.  We teach the children about themselves, other living things and the environment. We explore the world of materials and investigate the way changes affect these materials. The children also investigate the physical world of forces, movement and energy. This work is done in a practical way where the children are encouraged to observe, question and make predictions. Children are also encouraged to work together on collaborative practical tasks, taking appropriate measurements and observations. They record conclusions at an appropriate level through pictures, writing and graphs.  Children at our school also have the opportunity to get involved in the environment and sustainability projects with input on our Eco Council. Members often run special events to raise awareness of the need to reduce, recycle and re-use.


Design Technology


In the Early Years Foundation Stage the relevant  guidelines form the basis of our learning. DT comes under the specific areas of development, where DT has cross curricular links to the strand ‘Understanding the World’; things that particularly apply to DT include changes that occur during food preparation and cooking. Also within ‘Understanding the World’ is Technology where children look at programmable toys and use simple computer programmes such as 2 Paint to design and draw plans for group and individual models.


The Expressive Art and Design strand promotes children to have their own ideas. Pupils learn through a balance of formal skills and techniques and also child initiated tasks. Each class has a workshop area where they can design, cut and assemble their own projects. We have a good selection of construction toys which are used on a daily basis.


The majority of tasks are linked to our termly topic programme.Throughout the year we cook, use clay for modelling, sew and have set design tasks. We take part in County Challenges where appropriate.


In Key Stage 1 we have a topic lead Creative Curriculum where pupils follow national guidance and cover units of work that are balanced throughout the year to cover all aspects of DT. Learning includes designing and making, using a wide range of materials, techniques such as cooking and sewing and making models with hinges and moving parts.


Throughout the year we run a range of clubs to promote DT which include ‘Lets Get Cooking’, sewing/puppet making, construction and junk modelling  and a set challenge for Gifted and Talented pupils.




Art is developed through a progression of skills from Reception to Year 2. We try to link our artwork to curriculum topics where possible. Children will experience painting, drawing, sculpture, printing, collage, textiles and clay. They will have opportunities to express ideas and feelings, design and make artwork, and work from experience, imagination and observation.

Famous artists are explored and local artists are invited to work with pupils on special projects. We encourage children to be creative but also develop an understanding of colour, line, tone, shape, form, space, pattern and texture to help them achieve excellent art pieces.




Children really enjoy music at our school.  In assemblies we share songs that are just for fun, songs that have strong meanings, songs that are in other languages, songs that make us think and everyone takes part! Actions are included where appropriate.   Music is taught in classes each week and focuses on specific skills such as duration, pitch, rhythm, tempo and composition.  The children learn through singing and playing a wide range of percussion instruments and their listening skills and appraising skills are developed through listening to a range of music styles from around the world and to music related to their topic work. The children enjoy rehearsing and performing to each other and parents.   They also have opportunities to experience other aspects of music such as drumming or autoharps through workshops and visits by musicians.  Year 2 pupils can learn to play the recorder in an after school club. We encourage movement to music in lessons and in dance after school clubs.



Citizenship, Personal, Social and Health Education


Our CPSHE curriculum enables every child to develop their personalities, talents and abilities irrespective of ethnicity, interests, culture or religion, home language, family background, learning difficulties, disabilities or gender.



Rowanfield Infant School aims to promote children’s personal, social and emotional development including health, well being and citizenship.



We aim to provide a safe, supportive environment, with a positive ethos and an interesting and stimulating broad curriculum.



In our school we use circle time and SEAL (The Social and Emotional Aspects of learning) as an additional resource to the Cambridgeshire Scheme. The SEAL resource provides a whole-school and whole-curriculum framework which we organise into seven termly themes; 


New Beginnings- Term 1


Getting On and Falling Out and ‘Say no to Bullying’- Term 2


Going for Goals –Term 3


Good to be me- Term 4


 Relationships- Term 5


 Changes- Term 6


The SEAL materials help our school develop social and emotional skills, which underpin the PSHE framework, and meet the criteria for emotional health and well-being in the National Healthy Schools Programme. SEAL and Cambridgeshire provide a framework and resource which help systematically and progressively develop pupils’ social and emotional skills.

We have also recently introduced termly Values such as friendship and responsibility as a starting point for our assembly programme.