Our Subjects

Please click on the tabs to view more information about the subject we teach.


Art is not what you see, but what you make others see.
– Edgar Degas


As Artists…

Pupils will develop the skills to:

  • Produce creative work, exploring their ideas and recording their experiences
  • Become proficient in a range of art, craft and design techniques
  • Evaluate and analyse creative works
  • Know about great artists, and understand the historical and cultural development of their art forms.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as an Artist:

  • Artist
  • Curator
  • Author and illustrator
  • Furniture designer
  • Fashion designer
  • Art Directors / Art Gallery Dealer
  • Interior Designer
  • Craft and Fine Art
  • Floral Designer
  • Graphic Designer / Advertising Designer
  • Set & Exhibit Designers

Curriculum Documents


Art Gallery 



Useful Websites

Below you will find a range of websites that you might find useful.

BBC Bitesize KS2 

The SchoolRun Art Resources 

Nurturestore Art Activities 

Tate Kids 

Make and create | Stories | National Gallery, London

Families | Royal Academy of Arts

V&A · Design And Make Your Own Islamic Tile And Printed Pattern (vam.ac.uk)

V&A · Design And Make A Surreal Critter (vam.ac.uk)

V&A Design a Wig (vam.ac.uk)

Learning | Learning at home | William Morris Gallery (wmgallery.org.uk)

Pitzhanger » Learn Online

Art Matter Exhibition


The programmers of tomorrow are the wizards of the future.
– Gabe Newell

As Technicians…

Pupils will develop the skills to:

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

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs as a Technician;  

  • Here are some of the jobs you could aspire to do in the future:
  • Software Engineer
  • Mobile Application Developer
  • Video Game Designer
  • Information Security Analysts
  • Computer Systems Analysts
  • Computer and Information Research Scientists
  • Web Developer

Curriculum Documents


Progression in Computing


Computing Gallery 



As a school we are driven to nurture innovation and creativity, alongside our encouraging our students to be the digital citizens of tomorrow. Consequently, we have developed a team of 10 young budding leaders to be part of an E-team. After a rigours selection process of an online application form and interview, the pupils have been chosen:

The E-team is a council of pupils that meet with the Computing Lead regularly to discuss online safeguarding issues.

The school e-team is an essential unit that will link school with the rest of the community and model positive online behaviour.

They meet to tackle some of the following:

  • managing online safety displays
  • contributing to an online safety page on the school website
  • providing a pupil voice
  • creating an e-team newsletter
  • being a point of contact for other children in school
  • delivering key messages in sessions for parents
  • helping to develop school rules and boundaries
  • developing ideas for positive use of technology
  • helping to develop and present key initiatives throughout the year, e.g. a Safer Internet Day
  • holding regular drop-in session for children who may have concerns.

Useful Websites

Below you will find a range of websites that you might find useful.

Scratch (Online)

CBBC Stay Safe


Minecraft Code Hour

Simon Singh Black Chamber

Alan Turing: Founder of Modern Computing

Debugging: Intro


Design and Technology

Design is not just what it looks like and feels like. Design is how it works.
–  Steve Jobs

As Designers…

Children will develop the skills to:

  • 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.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future:

  • Fashion designer
  • Tailor
  • Product designer
  • Architect
  • Software engineer
  • Civil engineer
  • Carpenter
  • Chef

Curriculum Documents


DT Gallery 



There is so much more out there than what connects to us.
– David Attenborough


As Geographers…

Pupils will:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • 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:
    – 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, numerical and quantitative skills and writing at length.
  • Working geographically requires
  • Questioning
  • Finding patterns and reasoning with their findings
  • Understanding and using age appropriate geographical terminology in context.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Geographer:

  • Climatologist
  • Environmental consultant
  • Marine Biologist
  • Commercial/residential surveyor
  • Geographical information systems officer
  • Planning and development surveyor
  • Cartographer
  • Secondary school teacher
  • Country and Town planner
  • Travel agent

Curriculum Documents

Geography Gallery



The more you know about the past, the better prepared you are for the future.
– Theodore Roosevelt (1858-1919)

As Historian..

Pupils will develop the skills to:

  • Understand the history of Britain as a 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:
  • 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.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as an Historian:

  • Archaeologist
  • Historian
  • Curator
  • Archivist
  • Academic librarian
  • Journalist
  • Teacher

Curriculum Documents

History Gallery



Useful websites

History for Kids 

BBC History for Kids 

The School Run – History

Fun Trivia – quizzes 

Know a Lot – History quiz 

Education Quizzes – KS2 History​ 


Useful Websites


At Vicarage, we aim to inculcate into children that the ability to read goes far beyond the mechanics of simply reading a book. Reading is interlinked with thinking; the wider you read, the greater you can understand and the deeper you can think. Reading allows the opening of doors in all subject areas; being able to make meaningful links between different areas of learning is a successful by-product of a good reader.

Strong and consistent role-modelling within school and a sustainable culture and ethos of reading for pleasure and learning is what underpins our success and our pupils’ success within school and beyond.

The success in reading is based on five threshold concepts:

  • Reading widely and often
  • Developing fluency
  • Construct meaning
  • Reading discussions
  • Wider world

Each of these concepts are developed upon as children progress through the school. It allows them to develop a strong and deeper understanding in reading and comprehension, allows for critical thinking and a better understanding of the world.

Reading for Pleasure

Reading for pleasure at Vicarage Primary School aims to establish each child as a lifetime reader based on developing a love of reading. We ensure our children are given a rich curriculum which encourages reading of books and other kinds of texts.

At Vicarage we aim to promote the concepts of reading for ‘fun’, ‘enjoyment’ and ‘pleasure’.

What Vicarage does to promote reading for pleasure:

  • We have age-related fiction and non-fiction within each class via the class book corner.
  • Through guided reading, we explore rich vocabulary and complete shared class reading to engage and give opportunities to discuss books as a class.
  • Daily storytime sessions are held throughout the school
  • Children have access to the school library during school time and after school.
  • Reading takes place both in and outside of the classroom and in and outside of the school. We have reading trolleys out every lunchtime!
  • The school encourages links with parents by ensuring every child has a Reading Journal’ that records all reading habits, signed by parents and monitored by class teachers.
  • We also ensure that teachers make regular recommendations to pupils to encourage reading for pleasure.
  • Authors come and run workshops to excite and engage our children on new books
  • In addition, we celebrate reading through themed days e.g. World Book Day and Reading Festivals! to encourage and develop the passion for reading

Literacy Programme of Study

Early reading and early language development:

Systematic synthetic phonics: Read Write Inc (RWI)

At Vicarage we follow the RWI phonics programme. RWI is a complete phonics programme with high quality training, assessment, intervention and resources (including decodable books). We train all new members of staff in the RWI approach and provide ongoing training and support for existing teachers through practice sessions and coaching.

We carry out intervention to support pupils to ‘keep up’ with the programme. Children’s early independent reading is exclusively reading the RWI fully decodable books, ensuring that children are only asked to read books with sounds that they know.

Reading and Writing – separate subjects

Once children can read accurately and fluently, we teach reading and writing as separate subjects. Teaching writing separately allows teachers and children to focus on the writing processes and writing skills and allows pupils the freedom to use their own ideas without being constrained by the text they are reading. It prevents writing outcomes from being solely a response to reading and instead allows pupils the freedom to develop and use their own ideas without being overly constrained by the text they are reading.


From November 2021, we are using the Take One Book reading programme created by Just Imagine. We have adopted this scheme as it is based on real children’s literature and teaches comprehension (and grammar) explicitly in relation to these high quality texts.

The Take One Book units all have the following structure:

Hook – to engage the children ahead of introducing the text
Orientation – to activate prior knowledge, build background knowledge and introduce key vocabulary
First encounters – includes reading the text, exploring ideas, checking understanding and exposing thinking
Digging deeper – refining a response and expanding thinking
Review and reflect – including discussing the relevance of the book to the wider world
Wider learning opportunities (this may run throughout the unit or at the end)

More information about Take One Book can be found by clicking on the link


From October 2021, we are following the Writing for Pleasure (WfP) pedagogical principles of Young and Ferguson. These include:

  • Explicitly teaching the writing processes (how to generate an idea, plan, draft, revise, edit, publish)
  • Teachers teach a mini lesson daily and children are invited to apply the principles of this mini lesson to their writing
  • Children are given time to write every day
  • Writing projects have a purpose and audience
  • Children are given time to read, share, think and talk about writing
  • Children have the opportunity to pursue personal writing projects
  • Teachers carry out ‘pupil conferencing’ to support pupils to further develop their writing

More information about the Writing for Pleasure pedagogy can be found by clicking on the link.

our pupils also create a portfolio of extended independent writing. Each child has a “Progress in writing book” which contains a range of final, redrafted pieces of writing. This portfolio moves with them throughout school as they transition between each year group, and it ensures that skills are built upon year on year.

Debating and Oracy

  • There is a constant thread through the taught curriculum for opportunities for pupils to develop ’oracy,’ through debating, talk partners, paired and collaborative work, drama, role-play activities, circle time, listening to and discussing stories as well as presentations of learning.
  • There are also opportunities for children to develop their ‘oracy’ skills outside of the taught curriculum. These activities include: assemblies, school council and Eco-council meetings and school productions.
  • Our Year 5 and 6 pupils take part in Debate Mate competitions held across the borough
  • Music lessons and singing assemblies supports pupils’ in pronunciation, projection of their voices, use of expression and improving confidence. Our school choir takes part in the annual Young Voices event at the O2 alongside hundreds of other primary and secondary pupils across London.


Grammar is taught through the Take One Book reading scheme and through writing ‘mini lessons’. Required ‘mini lessons’ will be mapped out for each year group to ensure curriculum coverage. Where necessary, additional discrete grammar lessons may be taught to ensure full coverage of the grammar curriculum. Year groups are taught new content according to the Grammar Progression document, but regular revisiting of previous years’ content is built into our grammar teaching. This ensures that pupils know and remember more of what they are taught.


The Letterjoin handwriting scheme should be taught through explicit teaching from Summer Term in Year 1. Teachers are expected to model this cursive style on the board and in pupil books.


Literacy Gallery


At Vicarage, our maths curriculum aims to prepare enthusiastic, life-long learners of Mathematics. We provide our children with rich opportunities to problem solve, reason and make links, using contextual examples. We also aim to create cross curricular links by applying our knowledge of Maths in other subject areas, for example: creating graphs and tables in Science, reading coordinates in Geography and calculating periods of time in Physical Education.

We want to ensure that our pupils have a solid conceptual understanding of the fundamental of maths, so that they can use these as building blocks to make mathematical sense of the world around them.

Mathematics teaching at our school is based on the principles of Teaching for Mastery. The teaching for mastery principles are embedded within the lessons, representations and questions.

We use the Maths No Problem scheme to deliver our maths curriculum. The Maths No Problem scheme covers the full National Curriculum across years 1 to 6. We train all new members of staff in using the scheme and provide ongoing training and support for existing teachers through CPD, team teaching and lesson visits.

The scheme splits the curriculum into a range of topics throughout the year and the lessons have a fixed structure which is designed to reflect the teaching for mastery pedagogy:

  • In Focus: an open anchor task to start the lesson where children explore a variety of methods to solve one problem
  • Let’s Learn: the selection of methods are brought together and teaching focuses on the key strategy or learning point for the lesson
  • Guided Practice: questions for children to practice the strategy / key learning for the lesson with support from their peers and teacher
  • Independent Practice: questions for children to answer independently in their maths books (or workbooks in KS1)

Arithmetic – As well as learning new content, children need to become fluent and efficient in their arithmetic skills. There is daily arithmetic practice built into maths lessons, the content of which has been carefully mapped to reflect the learning from the previous year that should then become automatic.

We use Times Tables Rock Star which is a carefully sequenced programme of daily time’s table practice in KS2, to boosts times table recall.

Our teaching and learning of mathematics extends beyond the classroom: we provide interventions and boosters for children who struggle in maths; we also offer maths club for pupils who like to explore all aspects of maths, in a creative way; and we take part in interschool maths bees where our pupils compete against peers from neighbouring schools.

Times Table Challenge is something the children at Vicarage love. Pupils are tested regularly and are rewarded bronze, silver, gold, platinum or diamond badges. To build on pupil’s motivational attitudes towards mathematics we take part in Maths Bee, Number Day and World Maths Day.

Curriculum Documents

Maths Gallery



Useful websites

Mathletics – Your children have logins to access this webpage






https://www.bbc.co.uk/education/subjects/z826n39 – Useful videos on teaching calculation strategies to your child.

https://www.sats-papers.co.uk/ – Past KS1 And KS2 SATS paper

For Mastery help:




Please note some of these webpages need you to sign up. However the resources are free to access.

Modern Foreign Languages

To learn a language is to have one more window from which to look at the world.
– Chinese Proverb

As Linguists…

Pupils will develop the skills to:

  • Read easily, fluently and with good understanding and develop the habit of reading widely and often, for both pleasure and information.
  • Broaden their vocabulary and develop the ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; and elaborate and explain clearly their understanding and ideas both formally and informally

Aspirations for the Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Linguist:

  • Translator
  • Interpreter
  • Journalist/foreign correspondent
  • Positions in International Non-profit Organizations
  • Game/Web translator
  • Global banking/business/marketing
  • Flight attendant
  • Travel guide
  • Photographer
  • Film-maker
  • Fashion/Product buyer


Language teaching at Vicarage provides the foundation for learning further languages in KS3.At Vicarage, Spanish is taught as a modern foreign language in Key Stage 2. Our aim is to ensure that children develop a good basic understanding and a love of Spanish and of learning languages.

Curriculum Documents

MFL Gallery


Help at home

In order to support and extend your child’s language learning, it would be of huge benefit if you could discuss their learning and the topics covered and encourage them to show-off their new language skills.

There are many fantastic, interactive websites that have been designed especially for children, which not only meet the curriculum expectations, but are also really great fun! Please encourage your child to practise skills learnt and to extend themselves.

Useful websites

Below you will find a range of websites that you might find useful.








Music is the universal language … it brings people closer together.
– Ella Fitzgerald (American jazz singer)

As Musicians…

Pupils will develop the skills to:

  • 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 musician
  • 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
  • Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs as a Musician.

Here are some of the jobs you could aspire to do in the future:

  • Songwriter
  • Theatre Musician
  • Music producer
  • Music therapist
  • Sound designer/engineer
  • Sound technician, broadcasting/film/video.
  • Soloist
  • Freelance Performer
  • Composer
  • Music Teacher
  • D.J.

Curriculum Document

Music Gallery



COACH ME and I will learn, CHALLENGE ME and I will grow, BELIEVE IN ME and I will win.
– Dr. Robert Halgren


As Sportspeople…

Pupils will develop the skills to:

  • Develop competence to excel in a broad range of physical activities
  • Are physically active for sustained periods of time engaging in competitive sports and activities and lead healthy, active lives.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs;:

  • Sports Coach
  • Physiotherapist
  • Professional Athlete
  • Sports science
  • PE teacher
  • Professional sportsperson
  • Sports coach/consultant
  • Sports policy at local and national level
  • Diet and fitness instructor
  • Personal trainer

Curriculum Documents

PE Gallery



Vicarage has an inclusive policy. We believe all children should have the opportunity to partake in Physical Education. We run a dance session called Rocking and Rolling. Starting in 2018 we will have SEND sports club, run by a specialist sports coach.


At Vicarage the pupils will partake in swimming lessons throughout Year 4. Here they will learn:

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively
  • perform safe self-rescue in different water-based situations.


Vicarage runs a number of lunchtime and after school clubs including: Football, Cheerleading, Multi-skills, Dance, Cricket and Rugby, Basketball, Handball and Table tennis.


Vicarage partakes in a number of competitions including: Football, Athletics and we are going to enter the biggest competition in the borough: Newham Mini Games. This is a great way to showcase the unique skills they have learnt and is a great way to encourage team work, fair play, healthy competition and improve self-esteem.

Sport Leaders

We have trained children from Years 5 and 6 to run activities and competitions during lunchtimes for the younger children. This gives the children a great sense of responsibility, boosts confidence and is of course a lot of fun.



Rivers, ponds, lakes and streams. They have different names but all contain water. Religions have different names but all contain truth.
– Muhammad Ali


At Vicarage Primary School, pupils and staff are linked to many parts of the world and come from a wide range of faith groups. We wish to celebrate this diversity and offer a welcoming and inclusive environment, for all of our pupils and families.

We believe that Religious Education (R.E.) provides an opportunity to celebrate and foster awareness of these differences at the school and in the wider world.

As a theologian…

Pupils will develop the skills to:

  • Recall and name different beliefs and practices, including festivals, forms of worship, rituals and ways of life, in order to find out about the meanings behind them.
  • Retell and explore the meanings of some religious and moral stories, explore and discuss sacred writings and sources of wisdom, and recognise the traditions behind them.
  • Recognise some of the symbols and actions that express a religious community’s way of life, looking at similarities between them.
  • Ask and respond to questions about what individuals and communities do, and why, so they can identify what it means to be a part of a community.
  • Observe and recount different ways of expressing identity and belonging.
  • Notice and respond to some of the similarities between different religions and worldviews.
  • Explore questions about belonging, meaning and truth so that they can express their own opinions and ideas in response, using words, music, art or poetry.
  • Find out about and respond to examples of cooperation between people who are different.
  • Find out about questions of right and wrong and begin to develop and express their own opinions

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future.

  • Teacher
  • Higher education lecturer
  • Chaplain
  • Charity fundraiser
  • Counsellor/ therapist
  • Psychologist
  • Archivist.
  • Civil Service administrator.
  • Community development worker.
  • International aid/development worker.
  • Mediator

Curriculum Documents

RE Gallery



Useful Websites

Below you will find a range of websites that you might find useful.

Newham’s Locally Agreed R.E Syllabus

National Association of Standing Advisory Councils on Religious Education


RE Online

Primary Information on the 5 Major Religions


You are braver than you believe, stronger than you seem, and smarter than you think.
– Said Christopher Robin to Winnie-the-Pooh.


At Vicarage school, PSHE is at the core of what we do and enables our children to become independent, healthy and responsible members of society, as well as developing the “whole child” intellectually, morally and socially.

Our curriculum provides a context for the school to fulfil the responsibilities to:

  • Promote the physical, social and emotional well-being of pupils.
  • Provide sex and relationships education (RSE). Promote British values.
  • Provide understanding of the diversity in our country as a whole in terms of race, religion, relationships.
  • Develop tolerant, respectful young people, prepared for their future live.
  • Provide a safe place for discussion of current, relevant social issues.
  • Provide the vocabulary to be able to articulate their feelings.
  • Provide skills and knowledge to use technology safely and responsibly.
  • Protect our children from radicalisation.

We follow the Jigsaw PSHE scheme. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world. The scheme has been adapted and tailored to meet the needs of our pupils.

Our PSHE curriculum is based on three key concepts,

  • Identity
  • Relationships
  • Well-being

These key concepts are the ‘big ideas’ which run as threads through the curriculum. The same key concepts are explored and revisited in each unit of work in every year group. This enables pupils to build on prior knowledge, deepen their contextual knowledge and always working towards the bigger picture of achievement at the end of each year group or phase.

PSHE is taught weekly across the school from Reception up to Year 6 and as a school and is embedded throughout the curriculum. Lessons focus on the six core themes: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. PSHE is an important part of school assemblies were pupil’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.

Mindfulness underpins all PSHE lessons taught at Vicarage. For example, throughout every year group, at the beginning of each Jigsaw lesson (Piece), there is a Calm Me time, which is designed to teach children techniques to relax their bodies and calm their minds.

This is being used to great effect and impacting positively on children’s ability to concentrate, to connect well with each other and most importantly to be more aware of and better able to manage their feelings and thought processes more helpful the impact on their capacity to learn.

Curriculum Documents

PSHE/RSE Gallery



Useful Websites

PSHE Association https://www.pshe-association.org.uk/
BBC PSHE http://www.bbc.co.uk/schools/websites/11_16/site/pshe.shtml
PSHE – Everyschool https://www.everyschool.co.uk/pshe.html
Primary Resources http://www.primaryresources.co.uk/pshe/pshe.htm



Children should be taught how to think, not what to think.
– Margaret Mead (1901–1978: anthropologist)


Science vision and Principles

As Scientists…

Pupils will:

  • 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.
  • Develop and be equipped with scientific knowledge they require to understand the uses and implications of science, today and for the future
  • Develop working scientifically through:

– Questioning
– Scientific enquiry – observing changes, finding patterns, grouping and classifying, fair testing
and researching using secondary sources
– Drawing conclusions based on data and observations
– Using evidence to justify ideas
– Using scientific knowledge to explain findings.

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a scientist:

  • Researcher
  • Doctor
  • Nurse
  • Dentist
  • Pharmacist
  • Midwife
  • Engineer
  • Botanist
  • Crime scene investigator
  • Food technologist
  • Forensic scientist


Curriculum Documents

Science Gallery



Useful websites

Below you will find a range of websites that you might find useful.




https://www.bbc.co.uk/education/subjects/z6svr82   KS1 science

https://www.bbc.co.uk/education/subjects/z2pfb9q  KS2 science