Curriculum links for England, Wales and Scotland are provided below to show how the programme can be used in your teaching.
England
PSHE and Citizenship
Developing confidence and responsibility and making the most of their abilities
- 1. Pupils should be taught:
- a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
- c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
- f. to look after their money and realise that future wants and needs may be met through saving.
Preparing to play an active role as citizens
- 2. Pupils should be taught:
- f. to resolve differences by looking at alternatives, making decisions and explaining choices
- j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
- 5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
- b. feel positive about themselves [for example… by having opportunities to show what they can do and how much responsibility they can take]
- c. participate [for example, in the school's decision-making process…]
- d. make real choices and decisions [for example… how to spend money…]
Maths
Breadth of Study
- 1. During the key stage, pupils should be taught the knowledge, skills and understanding through:
- f. exploring and using a variety of resources and materials, including ICT
- g. activities in which pupils decide when the use of calculators is appropriate and then use them effectively
- h. using mathematics in their work in other subjects
English
Speaking
- 1. To speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences, pupils should be taught to:
- b. gain and maintain the interest and response of different audiences [for example, by using persuasive language to achieve particular effects]
- c. choose material that is relevant to the topic and to the listeners,
show clear shape and organisation with an introduction and an ending, speak audibly and clearly, using spoken standard English in formal contexts.
Listening
- 2. To listen, understand and respond appropriately to others, pupils should be taught to:
- a. identify the gist of an account or key points in a discussion and evaluate what they hear
- b. ask relevant questions to clarify, extend and follow up ideas
- c. recall and re-present important features of an argument, talk…
- e. respond to others appropriately, taking into account what they say.
Group discussion and interaction
- 3. To talk effectively as members of a group, pupils should be taught to:
- a. make contributions relevant to the topic and take turns in discussion
- b. vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions
- c. qualify or justify what they think after listening to others' questions or accounts
- d. deal politely with opposing points of view and enable discussion to move on
- f. use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.
Art and Design
Exploring and developing ideas
- 1. Pupils should be taught to:
- a. record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes
- c. collect visual and other information [for example, images, materials] to help them develop their ideas, including using a sketchbook.
Knowledge and understanding
- 4. Pupils should be taught about:
- a. visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes
- b. materials and processes used in art, craft and design and how these can be matched to ideas and intentions
ICT
Finding things out
- 1. Pupils should be taught:
- a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM, using printed material, asking people]
- b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes…]
- c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.
Developing ideas and making things happen
- 2. Pupils should be taught:
- a. how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations]
- c. to use simulations and explore models in order to answer 'What if ... ?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].
Exchanging and sharing information
- 3. Pupils should be taught:
- a. how to share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]
- b. to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet].
Reviewing, modifying and evaluating work as it progresses
- 4. Pupils should be taught:
- a. review what they and others have done to help them develop their ideas
- b. describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]
- c. talk about how they could improve future work.
Scotland
English Language
Listening
- listen to and view texts containing a range of information… from which they have to identify, collate and compare features relevant to their purpose and use the information to make decisions and choices upon which they act;
- listen to others in a group in order to clarify points, analyse issues raised in discussion;
- evaluate contributions, their own and others' in terms of the development of the discussion.
Talking
- give presentations in varied formats to suit different contexts;
- contribute appropriately to group discussion, demonstrating the ability to understand and analyse issues raised;
- clarify, develop and summarise what is said for the benefit of the group;
- relate to other members of the group and respond to other points of view.
Reading
- gather and categorise information from a range of sources in a variety of formats, for cross-curricular research, make notes independently;
- evaluate the appropriateness of such information for particular purposes, including reporting.
Writing
- both individually and in groups, marshal ideas using a range of research procedures;
- collate information in order to present a point of view or argument.
Maths
Collect
- by obtaining information for a task from a variety of given sources, including a simple questionnaire;
- by conducting a survey which extends beyond the class.
Organise
- by entering data in a table using row and column headings;
- by designing and using a database or spreadsheet with fields defined by pupils; with the aid, where appropriate, of a computer package.
Various links to elements from the ‘Range and type of numbers’ and ‘Money’ strands through cost calculations and number applications.
Art and Design
Expressing feelings, ideas, thoughts and solutions
- the teacher should encourage pupils to create images and objects in response to events and places which have been observed or experienced or from fantasy and imagination. At times this may result from experiences in expressive arts, or the broader curriculum, consequently developing more awareness of what is seen by entering data in a table using row and column headings;
- through teacher/pupil discussion, pupils should be led to understand how to tackle a design task; and how to collaborate in planning an outcome to a specified remit;
- planning, researching and constructing a large model will provide stimulus for such an activity, eg. Designing a school playground incorporating an ‘adventure’ area. Such activities will lead to consideration of suitability of materials, scale, function, estimates of time required, use of decoration, lettering and pattern.
ICT
Using the technology
- use the components of a «windows» environment
- use a computer securely and responsibly
- use a computer on a network
- use another input device
Creating and presenting
- create and edit a document, e.g. card, calendar, school newspaper, using more advanced text-handling features
- create a document, e.g. magazine, advert, using a range of drawing/painting facilities
- create a more sophisticated slide show/presentation or web pages with teacher support
Collecting and analysing
- use database reports including searching and sorting
- understand the structure of a spreadsheet
- enter data into a spreadsheet
Searching and researching
- search across a range of media
- use a search engine
- apply web searches to real-life situations
Communicating and collaborating
- carry out simple shared activity, e.g. group communication/collaboration by e-mail
Health Education
Physical health
- show their knowledge and understanding of what they do to keep healthy, e.g. effect of regular exercise, leisure activities…
Emotional health
- use personal and interpersonal skills to relate to other people.
Social health
- show an understanding of how they can contribute responsibly to their community.
'Health promoting schools provide a safe, supportive, accessible and well-resourced environment for all pupils, staff and the wider community, including appropriate provision for all who have additional support needs.
Stimulating, safe and healthy conditions for the life and work of the whole school community are likely to lead to better learning and better interpersonal relationships… [H]ealth promoting schools think carefully about the effect of the physical environment on learning and well-being. They ensure that the physical environment and the school’s facilities and resources support and encourage healthy lifestyles and offer pupils and staff opportunities to make healthy choices.'
Being Well – Doing Well: a framework for health promoting schools in Scotland
Dream Playgrounds also links to Personal and social development and Education for citizenship by encouraging pupils to think and make decisions about their environment and promoting their sense of self esteem, confidence and self-awareness.
Wales
English
At Key Stage 2, pupils should be… taught to speak coherently and confidently, and to listen and respond appropriately to a wide range of stimuli including audio-visual media. They should also be given opportunities to develop their ability to communicate, evaluate their talk and capture the interest of listeners. Pupils should be taught to read for different purposes, adopting appropriate strategies… Pupils should be taught to communicate and organise information effectively in writing in response to more demanding, imaginative and factual tasks… They should be taught to use the characteristics of different kinds of writing, and to use features of layout to clarify presentation.
Maths
At Key Stage 2, pupils should be… taught to develop mathematical language, reasoning and problem-solving skills by using and applying mathematics in practical tasks [and] in real-life problems… Oral, mental and estimation strategies should be developed systematically and underpin the use of calculator methods…
Information Technology
At Key Stage 2 pupils should be… taught to use a greater range of Information and Communications Technology (ICT) tools and information sources to support their work in other subjects. They become discerning in their use of ICT, and select information, sources and media appropriate to their work. They amend their work and present it with some thought to its audience. They assess the value of ICT in their working practices.
Design and Technology
At Key Stage 2 pupils should be… taught to extend the range of tools, materials and components that they work with. They investigate and evaluate a wider range of products, how they work and the ways in which the needs of the user influence their design.
Art
At Key Stage 2, pupils should be… given opportunities to respond practically and imaginatively to the methods and ideas of others… They should be taught to investigate the natural and made environment and the imagined world through recording from observation, experience and imagination using a variety of resources including, where appropriate, ICT.
PSE
At Key Stage 2 PSE should offer learning opportunities and experiences which reflect the increased freedom and physical and social awareness of pupils.
Pupils should:
- Understand the importance of democratic decision-making and involvement…
- Understand the benefits of exercise…
- Understand the limitations on and costs and benefits of spending choices.