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Dunstable Icknield Lower School

Dunstable Icknield Lower School

Key Stage 2



  • Write stories set in places pupils have been.
  • Write stories that contain mythical legendary or historical characters or events.
  • Write stories of adventure.
  • Write stories of mystery and suspense.
  • Write letters.
  • Write plays.
  • Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.


  • Write instructions.
  • Write recounts.
  • Write persuasively.
  • Write explanations.
  • Write non-chonological reports.
  • Write biographies.
  • Write in a journalistic style.
  • Write arguments.
  • Write formally.


  • Learn by heart and perform a significant poem.
  • Write haiku.
  • Write cinquain.
  • Write poems that convey an image (smile, word play, rhyme and metaphor).


  • Read and listen to a wide range of styles of text, including fairy stories, myths and legends.
  • Listen to and discuss a wide range of texts.
  • Learn poetry by heart.
  • Increase familiarity with a wide range of books, including myths and legends, traditional stories, modern fictions, classic British fiction and books from other cultures.
  • Take part in conversations about books.
  • Learn a wide range of poetry by heart.
  • Use the school and community libraries.
  • Look at classification systems.
  • Look at books with a different alphabet to English.
  • Read and listen to whole books.


  • Engage in meaningful discussions in all areas of the curriculum.
  • Listen to and learn a wide range of subject specific vocabulary.
  • Through reading identify vocabulary that enriches and enlivens stories.
  • Speak to small and larger audiences at frequent intervals.
  • Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English.
  • Listen to and tell stories often so as to internalise the structure.
  • Debate issues and formulate well-constructed points.


  • Count and calculate in increasingly complex contexts, including those that cannot be experienced first hand.
  • Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing.
  • Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts.
  • Explore numbers and place value so as to read and understand the value of all numbers.
  • Add and subtract using efficient mental and formal written methods.
  • Multiply and divide using efficient mental and formal written methods.
  • Use the properties of shapes and angles in increasingly complex and practical contexts, including in construction and engineering contexts.
  • Describe position, direction and movement in increasingly precise ways.
  • Use and apply measures to increasingly complex contexts.
  • Gather, organise and interrogate data.
  • Understand the practical value of using algebra.

Art and design

  • Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
  • Develop and share ideas in a sketchbook and in finished products.
  • Improve mastery of techniques.
  • Learn about the great artists, architects and designers in history.


  • Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
  • Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaborations.
  • Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.


In French;

  • Speak
  • Read
  • Write
  • Look at the culture of the countries where the language is spoken.




  • Look at the function of parts of flowering plants, requirements of growth, water transportation in plants, life cycles and seed dispersal.

Evolution and inheritamce

  • Look at resemblance in offspring.
  • Look at changes in animals over time.
  • Look at adaptation to environments.
  • Look at differences in offspring.
  • Look at adaptation and evolution.
  • Look at changes to the human skeleton over time.

Animals and humans

  • Look at nutrition, transportation of water and nutrients in the body, the muscle and skeleton system of humans and animals.
  • Look at the digestive system in humans.
  • Look at teeth.
  • Look at the human circulatory system.

All living things

  • Identify and name plants and animals.
  • Look at classification keys.
  • Look at the life cycle of animals and plants.
  • Look at classification of plants, animals and micro organisms.
  • Look at reproduction in plants and animals, and human growth and changes.
  • Look at the effect of diet and exercise and drugs.

Rocks and fossils

  • Compare and group rocks and describe the formation of fossils.

States of matter

  • Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.


  • Examine the properties of materials using various tests.
  • Look at solubility and recovering dissolved substances.
  • Seperate mixtures.
  • Examine changes to materials that create new materials that are usually not reversible.



  • look at sources, seeing, reflections and shadows.
  • Explain how light appears to travel in straight lines and how this affects seeing and shadows.


  • Look at sources, vibration, volume and pitch.


  • Look at appliances, circuits, lamps, switches, insulators and conductors.
  • Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials.

Forces and magnets

  • Look at contact and distant forces, attraction and repulsion, comparing and grouping materials.
  • Look at poles, attraction and repulsion.
  • Look at the effect of gravity and drag forces.
  • Look at transference of forces in gears, pulleys, levers and springs.

Earth and space

  • Look at the movement of the Earth and the moon.
  • Explain day and night.

Design and technology


  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.


  • Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.


  • Investigate and analyse a range of existing products.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Understand how key events and individuals in design and technology have helped shape the world.

Technical knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.
  • Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors.
  • Apply their understanding of computing to programme, monitor and control their products.

Cooking and nutrition

  • Understand and apply the principles of a healthy and varied diet.
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.


  • Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
  • Improvise and compose music using the inter-related dimensions of music seperately and in combination.
  • Listen with attention to detail and recall sounds with increasing aural memory.
  • Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.
  • Develop an understanding of the history of music.


  • locate the world's countries, with a focus on Europe and countires of particular interest to pupils.
  • Locate the world's countries, with focus on North and South America and countires of particular interest to pupils.
  • Key grographical features of the countries of the United Kingdom, and understanding how some of these aspects have changed over time.
  • Locate the geographic zones of the world.
  • Understand the significance of the geographic zones of the world.
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom.
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area within North or South America.
  • Describe and understand key aspects of:
    • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.
    • human geography, including: settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordanance Survey maps) to build knowledge of the United Kingdom and the world.
  • Use a wide range of geographical sources in order to investigate places and patterns.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.


  • Changes in Britain from the Stone Age to the Iron Age.
  • The Roman Empire and its impact on Britain.
  • Britain's settlement by Anglo Saxons and Scots.
  • The Viking and Anglo Saxon struggle for the Kingdom of England.
  • A local history study.
  • A study of a theme in British history.
  • Early Civilisations achievements and in in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty.
  • Ancient Greece.
  • A non-European society that contrasts with British history chosen from:
    • Early Islamic Civilisation
    • Mayan Civilisation
    • Benin

Personal development

  • Discuss and learn techniques to improve in the eight areas of 'success'.
  • Study role models who have achieved success.
  • Study those who have lost success and relate this to the eight areas of 'success'.

Physical development

  • Play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis, and apply basic principles suitable for attacking and defending.
  • Take part in gymnastics activities.
  • Take part in athletics activities.
  • Perform dances.
  • Take part in outdoor and adventurous activity challenges both individually and within a team.
  • Swimming and water safety: To take swimming instruction, in particular we aim to teach pupils to: 
    • Swim competently, confidently and proficiently.
    • Use a range of strokes effectively.

Religous education

  • Study the beliefs, festivals and celebrations of Christianity.
  • Study at least two other religions in depth. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhia.
  • Study three of the major six religions not studied in depth in order to gain a breif outline.
  • Study other religions of interest to pupils.