Our curriculum gives our children the foundational skills in Understanding of the World. This curriculum is designed with the end goals in mind, to ensure that pupils are well-prepared for Science, History, Geography, Religious Education and Computing in Year 1.

Substantive EYFS End Goals - Science

In order to prepare children for the KS1 curriculum, we have clear EYFS composite end goals.

• Basic Scientific Vocabulary
  Children begin using key scientific terms like "plant," "animal," "weather," and "material" to describe their observations and experiences.
• Understanding Life Processes and Living Things
  Children learn about the basic needs of living things and start distinguishing between living and non-living objects.
• Awareness of Physical and Material Properties
  Children explore different materials (like wood, metal, and plastic) and observe simple physical phenomena, such as floating and sinking.
• Seasonal Changes and Weather
  Children observe seasonal changes, learn about different weather types, and understand how weather affects the environment.
• Encouraging Environmental Awareness and Responsibility
  Children develop an early respect for nature by learning simple ways to care for plants, animals, and their surroundings.
• Introduction to Scientific Inquiry and Practical Skills
  Children practice observing, predicting, and communicating findings, building the foundation for scientific thinking and exploration.

Substantive EYFS End Goals - History

In order to prepare children for the KS1 curriculum, we have clear EYFS composite end goals.

• Developing a Sense of Time and Sequence
  Children learn about time through daily routines and by sequencing familiar events, helping them build an early sense of chronology.

• Exploring Personal and Family Histories
  Children talk about their own lives and family traditions, gaining an understanding that people have different past experiences.

• Understanding Change Over Time
  Children observe changes in themselves and the natural world, developing awareness that things evolve as time passes.

• Learning About Different Cultures and Communities
  Children explore diverse cultures through festivals, stories, and traditions, helping them appreciate different ways of life.

• Developing an Interest in the Past through Stories and Artifacts
  Through stories, objects, and images, children begin to explore how life in the past differs from today, sparking historical curiosity.

• Recognising Key Figures and Events in Simple Terms
  Children are introduced to important people and events in simple ways, helping them understand the significance of different roles in history.

Substantive EYFS End Goals - Geography

In order to prepare children for the KS1 curriculum, we have clear EYFS composite end goals.

• Locational Knowledge
  Pupils will identify land and water on maps and globes, recognise features of places from stories, photos, and their local environment, and use simple vocabulary like sea, river, hill, and field. They will know water is shown in blue on maps and be able to name their school and where they live.
• Place Knowledge
  Pupils will talk about how environments in stories and images differ from their own surroundings.
• Human and Physical Geography
  Pupils will observe weather across the seasons, name the seasons correctly, and describe simple seasonal changes. They will use basic vocabulary to talk about landforms and bodies of water, and understand that there are four seasons in a year.
• Geographical Skills and Fieldwork
  Pupils will ask questions about the world, observe and comment on features of their school grounds, answer simple questions with support, record what they notice, and express likes and dislikes about different places.

1. Recognizing Technology in Various Environments: Children should be able to identify and acknowledge the presence of technology in settings such as homes and schools.

Substantive EYFS End Goals - Computing

• Recognising Technology in Various Environments
  Children should be able to identify and acknowledge the presence of technology in settings such as homes and schools.
• Selecting and Using Technology Purposefully
  Pupils are encouraged to choose and utilise technological tools for specific tasks, demonstrating an understanding of their functions and capabilities.

Substantive EYFS End Goals - Religious Education

• Beliefs :
  To know that beliefs are things people think are true;  that some people have different beliefs about God; that there are groups of people who have similar beliefs.
•  Practices:
  To know that some objects are special to different people for different reasons; that special objects should be treated carefully; how and why some people celebrate special times.
•  Wisdom and morality:
  To know that stories can help us to learn how to behave;  that some stories are special to different people for different reasons;  that speaking to others can help us to learn.
• Community and belonging:
  To know that some places are special to different people for different reasons; that there are people in the community who help others to explore their beliefs and guide them; that being part of a community is important to many people.

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again.

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors. Each unit is based upon one of the key science disciplines: Biology, Chemistry and Physics. To show progression throughout the school, we have grouped the National Curriculum content into six key areas of science:

• Plants
• Animals, including humans
• Living things and habitats
• Materials
• Energy
• Forces, Earth and space

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘What have you learnt in Science?' is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Assessment

• Assessment for Learning – Using pre-unit and end-of-unit assessments, and ongoing assessments to adapt teaching.
• Assessment as learning – using low-stakes quizzes and ‘cues’ as an opportunity for children to recall/reinforce learning.
• Assessment of learning – End-of-unit assessments which are shared with subject leaders to maintain an understanding of progress in their subject.

Culture - how do we get the best from pupils?

In Science, we establish an ambitious culture for pupils as scientists by:

1. Curriculum is delivered equally for all pupils
2. Curriculum is not narrowed

We enrich Science by:

• Engaging in British Science week annually in March. The children engage in STEM activities and visitors who work in Science, Technology Engineering and Maths visit school.

Timetables - how much/when

Science is taught 6 terms a year. This is once  a week. This is sufficient time to enable children to reach the ambitious end goals.

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors.

• Knowledge of Significant Individuals
  Students learn about famous historical figures who have contributed to national and international achievements, such as Florence Nightingale and Mary Seacole (nursing and medicine), Christopher Columbus and Neil Armstrong (exploration), and Elizabeth I and Queen Victoria (monarchy). These figures help bring history to life and show how individual contributions have shaped society.
• Understanding Key Historical Events
  Children study major events that had a lasting impact on Britain and the wider world, including the Great Fire of London, the World Wars (introduced simply, often through Remembrance activities), and important inventions or explorations like the moon landing. These topics help students understand causes and effects in history.
• Exploring Changes within Living Memory
  Students think about how life has changed within their families' memory. They explore changes in technology (such as transportation and communication) and lifestyle (including schooling, toys, and clothing), helping them link the past to the present.
• Learning about Changes beyond Living Memory
  Children explore events from before their lifetimes that have had a lasting impact, such as the Victorian period, with its industrial and social changes, and ancient civilizations that introduced early storytelling, democracy, and inventions.
• Understanding Local History
  Students learn about the history of their own locality, including visits to local historical sites like castles and monuments and learning about significant local figures or events. This helps them form a personal connection to history.
• Familiarisation with Everyday Life in the Past
  Through artifacts, images, and stories, children explore what home life, clothing, work, toys, games, and schools were like in the past. This helps them understand both the differences and similarities between past and present lives, fostering historical curiosity.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘What have you learnt in History?' is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Assessment

• Assessment for Learning – Using pre-unit and end-of-unit assessments, and ongoing assessments to adapt teaching.
• Assessment as learning – using low-stakes quizzes and ‘cues’ as an opportunity for children to recall/reinforce learning.
• Assessment of learning – End-of-unit assessments which are shared with subject leaders to maintain an understanding of progress in their subject.

Culture - how do we get the best from pupils?

In History, we establish an ambitious culture for pupils as historians by:

1. Curriculum is delivered equally for all pupils
2. Curriculum is not narrowed

We enrich History by:

• Making use of the local area to optimise curriculum exposure.

Timetables - how much/when

History is taught 3 terms a year. This is once a week. This is sufficient time to enable children to reach the ambitious end goals.

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors.

• Locational Knowledge
  Pupils will develop a sense of place by learning to locate the seven continents, five oceans, and surrounding seas of the UK on a map. They will also identify the four UK capital cities, understand the concept of a capital city, and recognise key features of their local area in relation to the UK and the world.
• Place Knowledge
  Pupils will compare and contrast their local area with a contrasting non-European country, understanding key physical and cultural differences, including the characteristics of hot and cold places.
• Human and Physical Geography
  Pupils will learn about physical and human features, including the weather, the Equator, and the poles. They will describe key features like coasts and towns, recognising how they change over time and how geography affects weather patterns.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘What have you learnt in History?' is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Culture - how do we get the best from pupils?

In Geography, we establish an ambitious culture for pupils as geographers by:

1. Curriculum is delivered equally for all pupils
2. Curriculum is not narrowed

We enrich Geography by:

• Making the most of fieldwork opportunities and optimising all cross curricular links.

Timetables - how much/when

Geography is taught 3 terms a year. This is once a week. This is sufficient time to enable children to reach the ambitious end goals.

Curriculum Aims

At our school we intend to develop deep thinkers who are open-minded about religion and worldviews. The Kapow Religion and Worldviews scheme is relevant to pupils, reflecting and preparing them for life in modern Britain. Through the scheme, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views. 

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again

Substantive Ultimate End Goals

In KS1, children build on the 4 concepts(Beliefs, Practices, Wisdom and Morality, Community and Belonging) which have already been taught in EYFS within the scheme: Within these 4 concepts are attainment targets categorised as A, B and C.  These attainment targets have been taken from the Religious Education Council’s Curriculum Framework for Religious Education in England. Each half termly topic identifies how the children meet these attainment targets throughout the scheme.

• Beliefs and Practices

  • A1: Recall and name beliefs and practices, including festivals, worship, rituals, and ways of life.

  • A3: Recognize some symbols and actions that express a community’s way of life, appreciating similarities between communities.

• Wisdom and Morality

  • A2: Retell and suggest meanings of religious and moral stories, exploring sacred writings and the traditions they come from.

  • C3: Explore questions of right and wrong and begin to express ideas and opinions in response.

• Community and Belonging

  • B1: Ask and respond to questions about what individuals and communities do, identifying the difference belonging to a community makes.

  • B2: Observe and recount different ways of expressing identity and belonging, responding sensitively.

  • B3: Notice and respond sensitively to similarities between different religions and worldviews.

  • C2: Learn about cooperation between people who are different and respond with ideas.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘What have you learnt in History?' is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Culture - how do we get the best from pupils?

In RE we establish an ambitious culture for pupils as theologians by:

1. Curriculum being delivered equally for all pupils
2. Curriculum is not narrowed

We enrich RE by:

• visiting different places of worship
• inviting visitors to tell us about their faiths.

Timetables - how much/when

RE is taught 6 terms a year every week. We have a statutory responsibility to deliver religious education to all pupils, except those withdrawn by parents. This is sufficient time to enable children to reach the ambitious end goals.

In order to deliver the aims and expected standards of Kapow, the expectation is that there is a minimum allocation of 5 per cent of curriculum time for RE. This is set out below based  on the most recent national guidance.

Aged 4–5 year olds  - 36 hours of RE per year (e.g. 50 minutes a week or some short sessions implemented through continuous provision)

Aged 5–7 year olds -  36 hours of tuition per year (e.g. an hour a week, or less than an hour a week plus a series of RE days)

Curriculum Aims

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors.

• Computer systems and networks
  Students learn to log in, navigate computers, and understand inputs and outputs.
• Programming
  Introduction to algorithms, debugging, and basic programming skills using tools like Bee-Bot and Make Code.
• Creating media
  Developing digital imagery skills, including photography and photo editing.
• Data handling
  Understanding data representation and its practical uses.
• Online safety
  Learning to navigate the internet safely and responsibly.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘What have you learnt in History?' is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Culture - how do we get the best from pupils?

In Computing, we establish an ambitious culture for pupils as users of information technology by:

1. ensuringthat the curriculum is delivered equally for all pupils
2. ensuring the curriculum is not narrowed

We enrich computing by:

• Running a KS1 computing club - KS1
• Running a photography club - children will experience cameras and ipads and will learn how to upload and save images to a computer. This will link to their learning on inputs and outputs.

Timetables - how much/when

Geography is taught 3 terms a year. This is once a week. This is sufficient time to enable children to reach the ambitious end goals.