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Garden Suburb Infant School


In Garden Suburb Infant School we believe that children learn most effectively when they are given opportunities to acquire and practise their skills in enjoyable and meaningful contexts. We attach a high priority to social, emotional and physical learning and believe that children’s learning in these areas develops effective, life – long learners. 

The current National Curriculum came into effect on September 2014 and applies  to all children in state maintained schools. It sets out the skills and knowledge which must be taught in each year group but does not specify how they should be taught, leaving that to each school’s judgement.  In addition schools are able to  individualise and enhance their curriculum to reflect their School’s characteristics and priorities.

Our curriculum, based on the Early Years Foundation Stage Curriculum and The National Curriculum for Key Stage 1, provides children with a rich variety of creative, practical and stimulating learning experiences both inside and outside the classroom which enables each child to access learning appropriate to their age and stage of development.

Through our practical skills based curriculum we aim to give children:

  • the values which will enable them to become active and valuable members of society.
  • the motivation and independence to learn.
  • the skills to communicate effectively with others.
  • confidence and self- esteem.
  • excitement and enthusiasm for learning.
  • resilience and the ability to persevere when things are difficult.
  • opportunities to develop their creativity.
  • opportunities to discover their talents and to celebrate them.
  • the essential skills needed to succeed and thrive in their future education.
  • the space and time to learn at their own pace.

By the time they leave our school we aim for our children to be:

  • responsible and caring individuals
  • independent and enthusiastic learners who are proud of their achievements.
  • confident and effective communicators
  • creative and imaginative problem solvers
  • competent in the basic skills required for their future education.


The following tabs outline the broad skills, knowledge and understanding children will need to develop in each area of the curriculum.  Details of what is taught in each year group can be found in the pages on the left hand side under each year group.

Speaking & Listening 

  • To be able to listen and to respond appropriately to others.

  • To be able to speak clearly so that others can understand them.

  • To develop their understanding and use of Standard English.

  • To develop and extend their vocabulary.

  • To be able to ask and answer questions and to express their thoughts and feelings.

  • To learn how to take turns in conversation and to respect the other person’s contribution.

  • To participate in discussions, presentations, performances and debates.


  • To become familiar with and develop pleasure in reading a wide range of books (fiction, poetry and non- fiction).

  • To develop and use their knowledge of letter sounds (phonics) to enable them toread words accurately.

  • To understand that information can be gathered from reading.

  • To be able to understand, discuss and answer questions about what they have read or have listened to.


  • To develop confidence in, and a positive attitude towards, writing.

  • To develop the fine motor skills needed for the process of writing.

  • To know that we write for a range of purposes and to become familiar with these i.e. stories, poems, letters, recipes, lists.

  • To understand how to make their writing more interesting to the reader.

  • To check and edit their writing.

  • To understand and use appropriate strategies to ensure accurate spelling.

  • To use the correct grammar and punctuation when writing.

  • To have clear, joined and legible handwriting.


  • To develop confidence in themselves as mathematicians.

  • To develop methodical and well organised approaches to theirwork

  • To recognise, recreate and develop patterns in shape and number.

  • To be able to sort and classify.

  • To develop a good understanding of the number system, number facts and place value.

  • To develop mental strategies, with rapid recall of number facts.

  • To understand and use the 4 number operations both practically and in recorded form (addition, subtraction, multiplication and division).

  • To apply logical reasoning to solve problems.

  • To be able to use their mathematical knowledge, understanding and skill to tackle problems in real life.

  • To understand and to use correctly a range of mathematical vocabulary.

  • To be able to record their work and explain their thinking


  • To develop a curiosity about the world around them, asking questions such as‘What would happen if……?’ and ‘How can I find out about ……?’.

  • To develop the key scientific skills of questioning, observing, hypothesising, testing and concluding.

  • To be able to work methodically and systematically.

  • To be able to work in collaboration.

  • To use simple equipment to carry out scientific tests.

  • To be able to record what they have found out.

  • To use and apply the relevant scientific skills when learning about Animals, Materials, Plants and the Seasons.

 art & design

  • To develop fine motor skills.

  • To develop imagination and personal vision.

  • To be able to respond to a range of stimuli to create art work.

  • To develop skills in drawing, painting, collage, sculpture and printing.

  • To be able to discuss and evaluate their work, revisiting it to make improvements.

  • To be able to recognise and describe the work of well-known artists.

 physical education

  • To develop an understanding of what makes a healthy lifestyle.

  • To develop a positive attitude towards physical activity.

  • To develop the appropriate skills for gymnastics, games and dance.

  • To be able to persevere and set own challenges.

  • To be able to work as part of a team.

  • To be able to participate in competitive activities.

  • To use space and equipment with an awareness of health and safety.


  • To be curious about the past

  • To investigate and interpret the past.

  • To understand how we find out about the past.

  • To develop an overview of national and world history.

  • To understand chronology and that things change over time

  • To apply literacy skills to communicate historically

  • To understand and use correct historical vocabulary.


  • To be curious about their locality and the world around them

  • To know the names of the continents and oceans of the world.

  • To identify and describe an increasing range of geographical features.

  • To discuss similarities and differences between two or more places.

  • To understand that humans have an impact on their environment.

  • To be able to ask and answer geographical questions

  • To be able to use maps, atlases and diagrams.

  • To understand and use appropriate geographical vocabulary.

 religious education

  • To develop an understanding of their own cultural and religious background.

  • To recognise that there are a variety of religious beliefs

  • To understand that peoples religious beliefs are important to them.

  • To understand the need to respect the opinions and beliefs of other people.

  • To know about a range of stories and celebrations from different faiths.

  • To know about some significant figures in world religions.

  • To recognise special buildings, symbols and artefacts from different faiths


  • To understand what algorithms are

  • To create and debug simple programs

  • To use logical reasoning to predict the behaviour of simple programs

  •  To use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • To recognise the common uses of information technology beyond school.

  • To use technology safely and respectfully, keeping personal information private;

  • To know where to go for help & support if they are concerned  about content or contact on the internet or other online technologies.