Our Whole school plan for 2024025
Coaching for performance Hosted CPD Leadership
SIP 2026-27
Feedback loop EYFS Increase pupil resilience and self- efficacy Assessment
Pedagogy
Teaching and learning toolkits Presentation Oracy for all (KS1 AFI)
Curriculum
BSL promotion Writing framework
Induction
ECT’s 2 year nd
Inclusion
SEN toolkits Intervention efficacy
Safeguarding across the curriculum DfE Enrichment offer Wider Curriculum
3 Year Plan
New Curriculum - revise
SEND system changes Induction & succession
Version 1.3 Final July 2026
Version 1.3 Final July 2026
Current situation as at Summer 2026. Both schools are now OE 2 (Inf @ May 2013 (full) and March 2023 (2 nd S8); Jr @ May 2015 (full) and March 2025 (2 nd S8). Teaching is consistently good and progress is good across all key stages – the latest IDSR shows progress post Covid-19 average KS2; attainment matches national with little difference between pupil premium and non-disadvantaged. This is replicated in KS1 & EYFS; a strength in Y1 PSC and GDS reading at KS1. Behaviour and attitudes are strong and personal development is strong. Leadership and Management is effective with strengths in Senior Leadership Team, NPQSL/ML & Governance. Safeguarding has been externally scrutinised by the Local Children’s Safeguarding Board and is outstanding; Financial audit has rated both schools’ procedures as ‘highly effective.’ Infants new build block replacement completed June 2019.; 50K annual investment for Key Stage 2 each and every year for three years; three-year budget within 5% of carry-forward although DFE funding review places considerable strain on the school(s) and a staffing reduction may be necessary. School has been awarded BSQM; AFPE; Music Mark; Sainsbury’s Gold; Speaker’s Award; PE Premium Award, ICT Mark. Double Gold Artsmark October 2018 & again Ma rch 2023; BSQM re-assessment Sept 2022; Bron ze Healthy School’s award x 2 2022; Bronze Woodland Trust Expectations by Summer 2027 – Overarching outcomes statement. In Y1,3,4,5 the proportion of children making expected and better than expected progress against the school’s own curriculum is 90%/35%. In Y1 & Y4 the proportion of pupils attaining the national average PSC & MTC is in-line or above national average. In Y2 & Y6 the school’s attainment places us close to Fischer Family Trust (FFT) 20 therefore in the top 20% of schools for p rogress. (Note below re: published assessment information) In EYFS the Good level of Development (GLD) remains at national or above and works toward the DFE target of all schools attaining 75% by 2028 ; the proportion of pupils making good progress against the school’s curriculum is 90%/35% (pending new year baseline assessm ent) Pupil premium children attainment and progress match the non-pupil premium in-school group and diminish the difference to the national non- disadvantaged group or is rapidly improving. Note: Provisional progress internal measures (2026) and attainment at all key-stages broadly matches the national picture; little difference between PP & non-disadvantaged for end of key-stage and Y1/Y2 phonics. Progress measures return 2026 but change 2027 to longitudinal from EYFS baseline.
Version 1.3 Final July 2026 Area – Leadership
Coaching for performance – Big picture.
Research consistently shows that personalised, agenda-led coaching accelerates professional growth and sustains improvement more effectively than directive CPD. Leaders who receive high-quality coaching develop greater self- awareness, resilience, and strategic thinking.
Coaching for performance.
By July 2027, all leaders (headteacher, deputy, phase leaders, and SENCo) will have completed a minimum of 6 structured 1:1 coaching sessions each with a qualified Level 5 professional coach, with each leader driving their own coaching agenda. Progress and impact will be evidenced through self-assessment reflections and a comparative leadership effectiveness review.
Minimum 6 sessions per
Coaching sessions scheduled termly across the academic year (minimum 2 per term). L5 coach engaged and contracted by October 2026. Protected time allocated in leadership calendars. Budget confirmed in school development fund. Directly supports the school's strategic ambition to develop a coaching culture across all levels of leadership and aligns with Ofsted's evidence base for sustained school improvement through staff development.
Sept – July 2027
leader completed and logged. Pre- and post-coaching self-assessment using a validated leadership tool (e.g., 360° feedback or a bespoke leadership reflection framework). Leaders report measurable progress against their own stated goals.
Version 1.3 Final July 2026 Hosted CPD – Big picture
To ensure every member of staff, regardless of role, has equitable opportunity to develop professionally, directly supporting school improvement priorities and raising the quality of provision across all areas.
Hosted CPD
All staff — teaching, non- teaching, support, and ancillary — have access to and engage with a centralised CPD portal containing targeted professional development materials aligned to SIP priorities, subject/curriculum plans, SEND inclusion, leadership, and QA outcomes.
All staff have an active CPD pathway; termly engagement data shows measurable uptake; staff survey reflects improved confidence; CPD links evidenced in appraisal documentation and QA outcomes.
Launch and maintain a shared National College (CPD portal); assign role-specific pathways (e.g. curriculum leads, SENDCO, TAs, office, cleaning staff); embed CPD engagement into line management and appraisal cycles; track completion termly
Portal live by Autumn 1; pathways reviewed each term; full-cycle completion evidenced by Summer 2027.
Version 1.3 Final July 2026 Area – Pedagogy
Teaching and learning toolkits – big picture
The quality of teaching is the single greatest in-school factor affecting pupil outcomes. When teachers consistently select the right pedagogical tools — whether that's Rosenshine-informed questioning, cold calling to increase engagement, explicit modelling, or carefully pitched scaffolding — all pupils make better progress, including those with SEND. This area ensures teaching is not left to chance or habit, but is deliberately matched to learning intent and pupil need, embedding a shared professional language and raising the floor for every learner across school.
Teaching and learning toolkits
All teachers will demonstrate confident and purposeful use of a core set of evidence-informed teaching strategies (including effective questioning techniques, cold calling, live modelling, scaffolding, and retrieval practice) matched appropriately to learning objectives and the needs of all pupils, including those with SEND and higher attainers.
At least 85% of QA aspects and learning walks evaluated as effective or highly effective for pedagogical tool selection by end of Spring Term 2; pupil voice surveys show high levels of pupils report lessons feel challenging and supportive; evidence of strategy use visible in planning and books.
Staff will receive a structured CPD programme (minimum 3 phase or twilight sessions and peer coaching cycles) to build knowledge and confidence in strategy selection. A shared toolkit and classroom prompt resources will be developed to support consistent application.
CPD programme launched: September 2026. First learning walk evidence point: November 2026. Mid-year review: February 2027. Final evaluation and impact report: July 2027.
Version 1.3 Final July 2026 Presentation – big picture
Handwriting and presentation are foundational to pupils' ability to communicate effectively in writing. The DfE's Writing Framework (2024) emphasises that automaticity in handwriting frees cognitive load, allowing pupils to focus on composition and vocabulary. Pupils, regardless of need, can access a consistent, progressive handwriting curriculum supports both attainment and pupil confidence. Presentation also reflects and reinforces pupil pride, engagement, and self-regulation — core components of a positive school culture. NOTE: specific catch-up programmes are available as intervention – see K Sanderson.
Presentation
Ensure all year groups follow consistent letter formation, joining progression, and presentation expectations. Adapt delivery for pupils with SEND (e.g. dyspraxia, DCD, fine motor difficulties) through differentiated resources, specialist equipment.
Assessments using a school-developed rubric (linked to DfE Writing Framework descriptors) show ≥80% of pupils meeting age-related expectations by end of academic year. Pupils with SEND on SEN Support or with EHCPs show measurable progress against their individual targets (tracked via provision maps). Book scrutinies each term evidence improved consistency in presentation across year groups. - Pupil voice surveys show increased confidence in writing presentation.
All teaching staff receive at least one CPD session on delivery and SEND adaptations by October 2026. The SENDCO audits current SEND pupils' fine motor needs and updates
January 2027: Mid-year book scrutiny and
pupil progress review. - April
2027: Pupil voice survey conducted. - July 2027:End- of-year assessment; impact evaluated
provision maps by November 2026. The school has a
SENDCO, a writing lead, and CPD time within the school calendar. Resources (pencil grips, sloped boards, adapted paper) are available. The DfE Writing Framework provides a clear national reference point for progression.
Version 1.3 Final July 2026 Oracy (KS1 AFI) for all – big picture
Oracy is the foundation of all learning. In EYFS & KS1, children are at a critical stage of language acquisition, and the explicit teaching of domain-specific vocabulary across subjects directly impacts reading comprehension, writing quality, and conceptual understanding. When teachers consistently model, use, and expect precise language — whether in science, geography, or maths — children develop the cognitive tools to think, reason, and communicate like subject experts. This is especially significant for disadvantaged pupils and those with SEND, where vocabulary gaps are often the primary barrier to progress.
Oracy (KS1 AFI) for all – Talk for learning.
All KS1 teachers will explicitly teach, model and require the use of domain-specific vocabulary in every curriculum subject. Lessons will include visible vocabulary displays, teacher modelling of technical language in context, and structured pupil talk opportunities (e.g. partner talk, sentence stems) that require use of subject-specific words.
≥90% of KS1 lesson observations show evidence of explicit vocabulary teaching and pupil use of domain- specific language. Pupil voice (termly) demonstrates children can recall and use subject vocabulary with confidence.
CPD will be provided in the Autumn term to build staff confidence in oracy pedagogy and vocabulary instruction. Sentence stem frames, word walls, and curriculum vocabulary lists will be co-created with staff to reduce workload barriers. Subject leads will model approaches in shared planning and team- teach sessions.
Autumn term: CPD delivered; vocabulary lists and oracy frameworks reminder .Spring term: First round of lesson observations and pupil voice. Summer term: Impact review, pre/post assessment data analysed, and next steps identified. Full review at end of academic year 2026 – 27.
Version 1.3 Final July 2026 Area – Induction
ECTs – big picture
The Early Career Framework (ECF) induction is a statutory two-year entitlement designed to reduce early teacher attrition and build pedagogical confidence. Year 2 is critical — it shifts from foundational skill-building to deepening professional identity and consolidating practice. Without deliberate, personalised support in Year 2, gains made in Year 1 risk stalling. Ensuring ECTs meet their individual learning goals strengthens teaching quality, supports retention, and directly impacts pupil outcomes.
ECTs
Each Year 2 ECT will have an individualised development pathway drawn from their Year 1 ECF progress review, identifying 2 – 3 specific focus areas (e.g. adaptive teaching, behaviour management, formative assessment). Mentors will deliver fortnightly structured mentoring sessions aligned to these targets, and ECTs will observe at least two lessons per term from experienced colleagues in their identified focus areas.
Progress tracked via: (1) termly ECT progress review meetings with induction co-ordinator recorded outcomes; (2) lesson observation feedback using the school's agreed observation framework showing improvement against Year 1 baseline;
The induction coordinator will audit mentor capacity in September 2026, ensuring each ECT has a trained, subject/phase-appropriate mentor with protected time (1 hour per fortnight). CPD sessions will be scheduled within existing staff training days to avoid additional workload burden. Resources are in place via the school's appointed Appropriate Body and the DfE-funded ECF provider. The INCO will review and personalise IDPs using Year 1 handover documentation. Whole-staff culture of professional learning — already embedded — supports peer observation and coaching conversations without significant additional cost.
IDP agreed and signed off by 30 September 2026; mid-year review completed by February half- term 2027; final ECF
assessment submitted to
Appropriate Body by 31 May 2027; end-of-year evaluation of programme effectiveness presented to governors by July 2027.
Version 1.3 Final July 2026 Area - Wider Curriculum
Safeguarding across the curriculum – big picture Safeguarding Across Curriculum
Keeping Children Safe in Education (KCSiE) 2026 places a statutory duty on schools to ensure pupils receive age- appropriate learning that equips them to recognise risk, seek help, and stay safe — online, in relationships, and in the wider world. Embedding safeguarding themes explicitly across the curriculum ensures this is not left to chance or single assemblies, but is woven systematically into children's education.
Conduct a full audit of how safeguarding themes identified in KCSiE 2026 (including online safety, child-on-child abuse, exploitation, domestic abuse, FGM (age appropriate - PANTS), radicalisation, and SEND- specific vulnerabilities) are explicitly taught across all year groups and subjects. Produce a update to the written ‘Safeguarding Across the Curriculum’ document mapping coverage to year groups, subjects, and learning outcomes.
KCSiE 2026 safeguarding themes mapped across the curriculum by end of audit; gaps identified and addressed in revised medium-term plans; teaching staff able to identify where safeguarding is covered in their year group's curriculum. Pupil voice confirms awareness of key safety concepts in at least 80% of sampled pupils across KS1 and KS2.
Audit Jigsaw scheme; update curriculum maps; review e-safety content.
Audit completed and gaps identified: by end of Autumn Term 2026. Revised curriculum maps with safeguarding coverage embedded: by end of Spring Term 2027. Safeguarding Across the Curriculum document ratified by governors and published on school website: by end of Spring Term 2027. Impact review (staff survey + pupil voice): Summer Term 2027.
Version 1.3 Final July 2026 Wider Opportunities
The DfE's 2026 White Paper places the enrichment offer at the heart of a broad and balanced education, recognising that academic attainment alone does not prepare children for life in modern Britain. Schools are now expected to provide structured, equitable access to enrichment activities — spanning arts, sport, culture, and character development — ensuring no child misses out due to socioeconomic background
(DFE Enrichment offer) – big picture
Wider Opportunities
Update and refine the structured enrichment programme that guarantees every pupil in EYFS – Y6 access to a minimum of three enrichment experiences per term across at least two of the following domains: performing arts, physical activity, cultural/heritage, STEM, and character/community. The programme will be documented in a published Enrichment Offer statement on the school website.
Build on existing strengths at Abbey — current curriculum enrichment days, sports competitions, and visiting practitioners provide a foundation. Phased implementation across three terms prevents staff overload. Pupil Premium funding and any available DfE enrichment grants to offset costs for disadvantaged pupils wherever possible
Audit of existing provision (clubs, trips, themed days, visitors) to identify gaps and avoid duplication. Leverage external partnerships (local arts organisations, sports coaches, community groups) to supplement in- school capacity without excessive cost burden.
Autumn Term 2026: Complete audit, publish draft Enrichment Offer statement (after DFE/Ofsted clarification). Spring Term 2027: Full programme operational, first pupil voice survey completed, participation data reported to governors. Summer Term 2027: Programme evaluated against success criteria; enrichment offer embedded into SDP cycle for 2027 – 28.
Version 1.3 Final July 2026 Area – Assessment
Feedback loop – EYFS – big picture
The quality of the feedback loop in EYFS is foundational to closing developmental gaps early. When all adults — teachers, TAs, and support staff — are acutely aware of each child's next steps across both curriculum learning and personal, social, and emotional development, they can make every interaction count. Targeted adult-child interactions, informed by clear and current next steps, directly drive progress toward the DfE's aspirational target of 75% of children achieving a Good Level of Development (GLD).
Feedback loop – EYFS
Implement a consistent, shared feedback loop system in EYFS so that every adult working with a child can articulate that child's current curriculum next step and developmental next step at any point. Adult-held targets must be visible, current, and directly linked to daily interactions and provision planning.
All adults can accurately state a child's next steps during learning walk drop-ins (target: 90%+ by end of each academic year) % of children on track for GLD tracked termly against the 75% DfE target. Evidence of next steps embedded in adult-annotated observations and provision planning. Reduction in gap between group performance.
Building on existing assessment systems (e.g., Gingerbread) this strengthens rather than replaces current practice. Achievable within normal staffing and planning structures with focused leadership support from the EYFS lead and SLT.
Sept – Oct 2027
Version 1.3 Final July 2026 Pupil Resilience & Self-Efficacy – big picture
Research consistently shows that pupils with strong resilience and self-efficacy achieve better academic outcomes and are better equipped for life beyond school. In an era of increasing childhood anxiety and mental health challenges, explicitly teaching soft skills — such as perseverance, emotional regulation, growth mindset, and self-belief — ensures all children develop the inner resources to face setbacks, take risks in learning, and become independent, confident individuals. Embedding these skills across the curriculum gives them authentic context and ensures consistent reinforcement by all staff.
Pupil Resilience & Self-Efficacy
All staff will promote, teach and embed identified soft skills and life skills (e.g. growth mindset, perseverance, self- regulation, collaborative working) across all curriculum subjects.
Pupil voice surveys, staff lesson observations, and learning walk evidence will show that soft skills are explicitly referenced, modelled, and discussed in lessons by the end of the academic year. Pupil voice will show the majority are able to discuss in an age-appropriate way.
A whole-staff CPD session will establish a shared framework and vocabulary. Subject leaders will map soft skills onto their curriculum plans.
Sept 2026 – July 2027
Version 1.3 Final July 2026 Area – Curriculum
BSL Promotion (Bucket List, Soft & Life Skills) – big picture
In an increasingly complex world, academic attainment alone does not fully prepare children for life beyond school. Bucket List experiences, Soft Skills (communication, resilience, teamwork), and Life Skills (self-management, problem- solving, financial awareness) are the building blocks of confident, capable young people. The DfE's 2026 Schools White Paper places enrichment at the heart of its vision, recognising that schools must offer a broad, balanced curriculum that goes beyond core subjects. Embedding BSL consistently across all phases ensures every child — regardless of background — has equitable access to transformative experiences and skills that support wellbeing, employability, and civic participation.
BSL Promotion (Bucket List, Soft & Life Skills)
Ensure consistent, planned teaching and delivery of Bucket List experiences, Soft Skills and Life Skills across all year groups (EYFS – Y6), mapped to a whole- school BSL offer. Align the programme explicitly to the DfE Enrichment Offer (once published) as outlined in the 2026 Schools White Paper, ensuring provision is documented, sequenced, and visible in curriculum plan
All year groups have a documented BSL curriculum map by October 2026. Evidence gathered through: lesson drop- ins, pupil voice surveys, staff self- assessment audits, and governor monitoring visits.
Building on existing enrichment, PSHE, and extracurricular provision already in place at the school. The DfE White Paper's enrichment offer provides external validation and potential funding pathways. Phase leads will take ownership of delivery within their existing timetables, supported by a central resource bank developed over the summer term.
Sept 2026 – July 2027
Version 1.3 Final July 2026 Writing framework curriculum review – big picture
High-quality writing is foundational to pupils' academic success across all subjects. The DfE Writing Framework (2024) sets out clear expectations for how schools should teach, sequence, and assess writing — moving away from sole reliance on teacher assessment towards a more substantive, evidence- informed approach. Ensuring Abbey’s taught curriculum explicitly reflects the framework's key principles safeguards consistency, raises attainment, and positions the school well for inspection scrutiny under a reformed Ofsted framework that increasingly values curriculum coherence and intent.
Writing framework curriculum review.
Conduct a structured audit of the school's current taught writing curriculum (including sequence, vocabulary, grammar, and composition) against the key learning expectations outlined in the DfE Writing Framework. Identify gaps, strengths, and areas requiring adaptation at each year group from EYFS – Y6.
The English subject leader will lead the audit, supported by year group teachers contributing to curriculum mapping sessions. External CPD INSET day and
Resources are available via the DfE framework documentation and existing curriculum plans. The English leader has capacity to lead this work within their protected leadership time. Any curriculum amendments will be phased into planning to avoid mid-year disruption.
Sept – July 2027 and ongoing.
dedicated staff meetings to be allocated.
Version 1.3 Final July 2026 Area – Inclusion
SEN Toolkits – big picture
For pupils with SEND, the gap between what an EHCP legally mandates (Section F — the specific provision) and what actually happens in the classroom is where inclusion either succeeds or fails. When staff deeply understand Section F outcomes and translate them into the 'All About Me' section of an IEP, they create a precise, personalised roadmap that drives accelerated progress. Without this sharp alignment, SEND pupils risk receiving generic support rather than the targeted, legally compliant provision their needs demand.
SEN Toolkits – big picture
All teaching staff and TAs who support pupils with EHCPs will be able to accurately interpret Section F provision statements and directly translate these into the 'All About Me' section of the pupil's IEP, ensuring teaching strategies, curriculum adaptations, and adult support are explicitly mapped to each pupil's identified SEND outcomes
CPD sessions led by SENDCO will build staff knowledge incrementally; IEP templates draw explicit Section F cross- referencing; paired coaching between SENDCO and class teachers will embed practice
SENDCO protected time (0.8 day/week), staff CPD slots within existing INSET/briefing calendar. No additional budget required beyond existing SEND provision allocation. Workload managed by SENCO and directed time
Sept – Dec 2026
Version 1.3 Final July 2026 Intervention efficacy – big picture
High-quality intervention is one of the most powerful levers for closing attainment gaps, particularly for pupils with SEND. When interventions are evidence-based, consistently delivered, and properly monitored, they accelerate progress in ways that whole-class teaching alone cannot achieve. Equally important is the professional dialogue between class teachers and Learning Support Practitioners (LSPs): teachers need to understand what is being delivered and why, so that classroom practice reinforces rather than contradicts intervention strategies. A shared understanding of approaches such as multisensory learning ensures that pupils — especially those with SEND — experience a coherent, joined-up curriculum rather than fragmented support.
Intervention efficacy
All LSPs delivering interventions will follow an agreed best-practice framework that includes: clear session objectives linked to pupil targets, use of evidence-based strategies (including multisensory approaches), and structured notes. Teachers will be able to articulate what interventions their SEND pupils receive, the methodology used, and how they are reinforcing this within class. Refine the intervention offer and staff expertise list for effective support across all phases.
Termly pupil progress data shows that at least 80% of SEND pupils receiving intervention make accelerated progress (i.e. progress at a faster rate than their baseline trajectory) Learning walks and coaching conversations (minimum one per term per LSP) evidence consistent use of agreed strategies, including multisensory techniques
CPD sessions will be provided in Autumn 1 to upskill LSPs in intervention delivery quality and multisensory approaches. Resources, training, and protected time will be allocated within existing staffing and budget. The approach builds on existing good practice rather than wholesale change, focusing on embedding consistency and strengthening professional dialogue.
By Dec 2026
Version 1.3 Final July 2026
Area - Three-Year Outline
New Curriculum
Revise and implement updated curriculum in all subjects by July 2028 Update all SEND systems within 12 months of review conclusion Deliver structured induction for ECTs (yr 3), leaders (yrs 2 & 3) by July 2028 Site manager succession
Updated plans; staff feedback; pupil outcomes
Complete review; update plans; annual evaluation; staff CPD.
Sept 2026 – July 2028
SEND System Changes
Compliance evidence; SEND pupil progress
Review guidance; update structures; train staff; monitor impact. Extend induction programme; annual review; track completion.
TBC (post-review)
More Induction
Induction records; staff feedback
Sept 2026 – July 2028
Version 1.3 Final July 2026
Version 1.3 Final July 2026
Version 1.3 Final July 2026
DT Disciplinary knowledge Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Science Disciplinary knowledge Teaching should 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 science enquiries that help them to answer scientific questions about the world around them. Equip pupils with the scientific knowledge required to understand the uses and implications of science, today and for the future. Working scientifically - observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. Computing Disciplinary knowledge Use computational thinking and creativity to understand and change the world. Provide insights into both natural and artificial systems. Taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Use information technology to create programs, systems and a range of content. Become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology ready for a digital world. History Disciplinary knowledge Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. PE Disciplinary knowledge A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Art Disciplinary knowledge Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Evaluate and analyse; become proficient.
Version 1.3 Final July 2026
] MFL Disciplinary knowledge
A high- quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. Geography Disciplinary knowledge A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowled ge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interco nnected and change over time. Music Disciplinary knowledge Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Version 1.3 Final July 2026
Version 1.3 Final July 2026
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