KS2 information

We teach the DfE statutory programme for English (Pdf). See details about our intent, implementation and impact in reading (Pdf) and writing (Pdf). Please also see our recommended reading lists (Pdf) for each year group.


Maths for all!


At Chandag Junior School our aim is to provide a high quality maths curriculum which is enjoyable, challenging and ensures children recognise the importance of maths in the wider world.

We believe all pupils are entitled to become fluent in the fundamentals of mathematics, applying this understanding to a variety of contexts through problem solving and reasoning activities.

We aim for our pupils to be able to confidently communicate their mathematical thinking by ensuring we enable them to develop a secure vocabulary with which to talk about their maths learning. We value talking about maths as a way to deepen conceptual understanding.

We follow a maths mastery model incorporating the five big ideas of mathematical thinking:

• Variation
• Fluency
• Representation
• Structure
• Coherence

Our curriculum is designed to allow pupils to make rich connections across mathematical ideas and be able to move fluently between representations of mathematical ideas.

We value maths as a tool in developing essential life skills of curiosity, resilience and making connections. We aim for all children to experience success and enjoyment whilst becoming self-motivated and independent learners.


Maths is taught daily at our school. Lessons focus on developing mental maths skills and fluency with calculation alongside the ability to reason and problem solve. Maths is often very practical with concrete resources regularly used to secure and deepen understanding of concepts.

Children are taught formal written methods following a carefully planned progression to ensure new learning is linked to methods and understanding secured in previous year groups.

We believe being fluent in number bond and times table knowledge is essential to the development of maths skill and understanding. Homework focusses on the development of these skills and we encourage parents to support their children’s with regular practice at home.

We follow the DfE statutory programme of study for mathematics along with the White Rose Maths Scheme which ensure continuity and progression in skills and strategies from Year 3 to Year 6.

More information

• How we teach Maths at Chandag Junior School (Pdf)

• 40 tables overview (Pdf)


KS2 information

Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.


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 science 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.

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

Art and Design

'Creativity takes courage' - Henri Matisse


At Chandag Junior School our focus is providing a high-quality art and design education through a range of creative experiences. We emphasise the importance of first-hand experience and experimentation to allow pupils develop their skills using a wide range media in response to relevant and exciting stimuli.

How we teach art / implementation

Our approach enthuses a love of art within all pupils at Chandag Junior School. We believe that for every child art provides opportunity for self-expression. We aim to create creative thinkers who can observe, analyse, problem solve and adapt. Through meaningful connections to a range of contexts, historical and social, we foster a wider understanding of the world we live in. Pupils form a wider understanding of artists, craft makers and designers both internationally and within our local community.

We believe that the following are integral to our teaching of art and design:

• Generating Ideas – the skill of designing and developing ideas

• Making – the skill of making art, craft and design

• Evaluating – the skills of judgement and evaluation

• Knowledge – knowledge of both technical process and cultural context

Further information

Please refer to progression in art and design (Pdf) for further details and information about the knowledge and skill progression taught in each year group.


Delve into the digital world and the sky is the limit!


At Chandag Junior School our aim is to provide a practical and knowledge-based approach to the computing curriculum which enables children to understand how computational devices work as well as providing transferable skills to confidently and safely navigate the tools provided by the ever-changing digital world.


How we teach computing:

Computing skills, understanding and knowledge are taught through the three main areas of the national curriculum: computer science, digital literacy and information technology. 

These are further divided into the following themes:

• Programming skills such as the designing, writing and debugging programs
• What is a computer and how do they work?
• What is a network?
• The safe and responsible use of technology
• Understanding and using multimedia
• Using and presenting information purposefully
• Understanding and using data

We aim to equip the children with the knowledge, skills and understanding they will need to use computational thinking and creativity purposefully and responsibly in the world.  We link computing with a variety of subjects, highlighting the ubiquitous nature of the subject.

Children are encouraged to express themselves and develop their ideas through information and communication technology providing them with the transferable skills and confidence to become active participants in a digital world via numerous platforms.

This includes:

• iPads with a variety of apps
• Laptops
• Search engines
• Scratch programming language

Please refer to our progression in computing (Pdf) for further details and information about the knowledge and skills which are taught in each year group.

Design and Technology

Imagining solutions in the made world


Our design and technology (DT) curriculum aims to equip children with the knowledge, skills and attitudes they need to become successful, innovative young designers and makers.  

Design and technology education involves two important elements - learning about the designed and made world and how things work, and learning to design and make functional products for particular purposes and users.

Children are given opportunities to solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They learn to recognize the importance of design and technology in the real world and its relevance in everyday life. They are given opportunities to learn about and be inspired by designs and designers past and present who have impacted on life across the world.


Our DT curriculum is split into the following main areas:

Product design -
• Structures
• Mechanisms
• Electrical circuits
• Food technology
• Textiles

Each of our units of work follow the design - make - evaluate process. By building on prior experience, children progressively develop technical skills and practical expertise. Children are guided to develop skills of team work, communication, resilience and reflectiveness. They learn to use knowledge and understanding from other curriculum areas including mathematical, scientific, computing and art skills, applying them in relevant and practical contexts.

In this way, we aspire for our pupils to become articulate, dynamic thinkers able to approaching new challenges with confidence and enthusiasm.

Please look at our progression in DT document (Pdf) for full details.


KS2 information

Mission statement

Exploring our World - from Keynsham to beyond.


At Chandag Junior School our aim is to provide a high-quality geography education that inspires pupils, giving them curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We want them to explore geography from a range of angles, focussing both on our local area and our place in the wider world, recognising our involvement in ecological and environmental changes and the impact our actions have. We promote a responsibility for future choices and respect for our planet.

How we teach History/Implementation

There are four main areas within the geography curriculum:

  • • Location knowledge
  • • Place knowledge
  • • Geographical skills and fieldwork
  • • Human and physical geography

We aim to develop children’s skills and understanding in geography through providing a rich and varied curriculum with lots of opportunity for first hand experiences that bring geography to life for the children.

This includes:

  • • Educational visits including location and physical features (eg river studies)
  • • Whole school theme days/cross phase days
  • • Forest school and orienteering activities
  • • Cooking and eating from countries studied

In addition, we have a wide range of maps, atlases, books, photographs and other visual materials to support each year group’s geography topic. We also have connections with the local council and they have provided us with aerial photographs and land use map examples of our local area from past and present.

Further information

Please also refer to progression in geography (Pdf) for further details and information about the knowledge and skills which are taught in each year group.



Exploring the past - inspiring futures!


At Chandag Junior School our aim is to provide an exciting History curriculum which enables children to understand how historical events, movements and figures have shaped the world we live in today. Through our studies, we make special reference to our local area, focussing on the historical events and changes that have had particular impact on the culture of modern day Bristol and Bath. We believe a firm grounding and enjoyment of historical studies can motivate children to become responsible citizens able to respond to the lessons history can teach us and to feel inspired by past generations who have shaped the world we live in today.


How we teach History

Historical skills and understanding are taught through five main areas:

• Chronological understanding
• Knowledge and understanding of people and events in the past, and how they have changed
• Historical interpretation
• Historical enquiry
• Organisation and communication

We aim to develop children’s skills and understanding in History through providing a rich and varied curriculum with lots of opportunity for first hand experiences that bring History to life for the children.

This includes:

• Educational visits to Historical sites
• In school workshops run by experts
• Forest school activities
• Cooking and eating
• Themed days and dressing up

In addition, we have a wide range of artefacts, books, photographs and other visual materials to support each year groups History topic.

Please also refer to our progression in History (Pdf) for further details and information about the knowledge and skills which are taught in each year group.


C'est simple comme bonjour!


Our focus is on developing pupils’ communication skills and cultural understanding of the world around them. At Chandag we learn French, but we foster curiosity in other languages through our topic-based approach to learning.


We aim to enable all children to enjoy and participate with enthusiasm and confidence in language learning. We promote a supportive learning environment where children can develop spoken language fluency, comprehension of spoken language and writing skills.

We aim to develop children’s skills in the key areas of:

• Oracy (speaking and listening)

• Literacy (reading and writing)

• International understanding

The above skills are underpinned by knowledge about language (KAL) and language learning strategies (LLS).

We believe that all children benefit from learning a language, expanding their cultural knowledge as well as developing a wider understanding and appreciation of their own language and culture.

Further information

Please also refer to our progression in languages map (Pdf) for further details and information about the knowledge and skill progression taught in each year group.



KS2 information

Purpose of study

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.


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

• 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.


KS2 information

Mission statement:

Encouraging each other to be the best we can be.


At Chandag Junior School we aim to provide a rich and broad curriculum which covers all areas of personal, social, health and economic (PSHE) education. Whilst the children are at our school we support their spiritual, moral, cultural, mental and physical wellbeing so that, when they leave, they are healthy and confident individuals who are aware of the society they are growing up in.

Through our work, we focus on them as individuals as they are now, the changes they will go through into teenage years and adulthood as well as their hopes and dreams for their future selves and a sense of belonging in the world.

We believe that children need to be provided with the time and resources to reflect upon themselves and we provide them with these opportunities (both during PSHE lessons and other times of the school day) to explore and challenge their own (and each other’s) beliefs, values and attitudes.

Implementation (how we teach PSHE)

Our PSHE is taught using the Jigsaw scheme of work. Through this we teach six main areas:

• Being me

• Celebrating differences

• Dreams and goals

• Healthy me

• Relationships

• Changing me

We use a range of resources during our lessons, such as Jigsaw pieces aimed at each group to reinforce taking turns to talk and share our ideas, as well as Jerry the Cat to help us pause at significant points in the lesson. Our children regularly reflect on the lesson’s learning through whole class discussion and end of unit reflection sheets.

We have additional resources in our school such as our quiet room and after-school clubs to promote their physical and mental wellbeing, enhancing their focus and concentration. Our school council representatives meet frequently throughout the school year and regularly feed back to their peers in order to give every child the opportunity to put across their views.

Furthermore, we regularly participate in national awareness weeks, such as children’s mental health week and anti-bullying week. These provide a chance for the whole school to celebrate and enrich our curriculum.

Please also refer to our progression in PSHE (Pdf) for further details and information about the knowledge and skills which are taught in each year group.

Further information

• Pod 3 (Pdf)

• Pod 4 (Pdf)

• Pod 5 (Pdf)

• Pod 6 (Pdf)

Physical Education

KS2 information

Purpose of study

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.


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.