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Sir Francis Drake

The National Curriculum

The National Curriculum provides our pupils with the essential knowledge that they need to be educated citizens. It is just one element in the education of every child and we endeavour to provide rich and varied learning experiences for our children that go beyond the classroom.


The overarching aim for English in the national curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for enjoyment.

The curriculum aims to ensure that all pupils:


  • read easily, fluently and with good understanding,
  • develop the habit of reading widely and often,for both pleasure and information,
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions
  • appreciate our rich and varied literary heritage,


  • write clearly, accurately and coherently,
  • adapt their language and style in and for a range of contexts, purposes and audiences
  • demonstrate an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language,

Speaking & Listening

  • use discussion in order to learn
  • elaborate and explain clearly their understanding & ideas
  • make formal presentations,
  • participate in debate
  • demonstrate to others


The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


 The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them.
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.


The curriculum for art aims to ensure that all pupils:

  • produce creative work, explore their ideas and record their experiences.
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques.
  • evaluate and analyse creative works
  • learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


The national curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms,
  • have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • are responsible, competent, confident and creative users of information and communication technology.

Design and Technology

The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • critique, evaluate and test their ideas and products and the work of others.
  • understand and apply the principles of nutrition and learn how to cook.


The national curriculum for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics.
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:

  • develop the skills needed to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • communicate geographical information in a variety of ways, including through maps and writing at length


The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non – European societies; achievements and follies of mankind.
  • gain and deploy a historically – grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends frame historically – valid questions and create their own structured accounts, including written narratives and analyses.
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short – and long – term timescales.

Modern Foreign Languages

The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources.
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.


The national curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
  • learn to sing and to use their voices, to create and compose music on their own and with others,
  • have the opportunity to learn a musical instrument,
  • use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • learn to understand and explore how music is created, produced and communicated.
  • learn about pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Physical Education

The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives


The school uses the SEAL resources to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. We focus on five aspects of learning:

  1. Self-awareness
  2. Managing feelings
  3. Motivation
  4. Empathy
  5. Social skills

We aim to help children develop skills such as understanding another’s point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. The SEAL resources form the basis of PSHE lessons and are split into seven themes:

  1. New Beginnings
  2. Getting On And Falling Out
  3. Say No To Bullying
  4. Going For Goals
  5. Good To be Me
  6. Relationships
  7. Changes


Religious Education

All state schools are required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage. At Lily Lane we meet daily for collective worship, in different key stages, and class assemblies are also held once a week.


At Sir Francis Drake we follow the Christopher Winter scheme of work. We believe that Sex & Relationship Education is important to our children and annual meetings are held in order to share the curriculum with parents and discuss any concerns they may have. Our school nurse is involved in the delivery of some of these sessions.