Students develop foundational science skills linked to thematic topics. They begin to engage in basic scientific inquiry, learning to ask simple questions about the world around them and make observations.

 Students follow guided experiments to explore these questions and start to make informal measurements. Additionally, students practice sorting and grouping objects based on observable properties, helping them develop skills in classification and organisation.

In Year 3 and Year 4, students build to more complex scientific inquiry, linked to Explore topics wherever possible. Students learn to suggest methods for collecting evidence, ask more detailed questions, and make informed predictions. They practice making and recording observations and taking formal measurements. They also develop skills in interpreting data, using various sources to gather information, and comparing and contrasting their findings to draw conclusions.

At the top of the Primary school, science skills are expanded. Students learn to choose appropriate methods for investigating scientific questions, formulate testable hypotheses, and take systematic and accurate measurements using suitable tools. 

Students enhance their skills in designing and conducting experiments, analyzing data, and drawing evidence-based conclusions. They also practice evaluating the reliability and validity of their methods and results, reflecting on how they can improve their scientific investigations.

Students formulate questions about objects from the past and understand that we are still collecting evidence about historical events. They select and record relevant information and recognize that there are various ways to learn about history. 

They also gain skills in ordering events and objects chronologically, suggesting reasons for changes, and identifying the results and consequences of historical events. 

Additionally, they learn to differentiate between their own lives and those of people from the past.

Students in these years formulate questions about past events and understand that different accounts of the same event exist. They continue to select and record relevant information, including from multiple sources, and analyse historical sources for bias.

Students learn to organize events and societies chronologically, suggest reasons for historical changes, and describe the results and consequences of historical events.

They also compare past and present lifestyles, understanding the similarities and differences.

In Year 5 and Year 6 generate questions related to different perspectives of the past and understand why historical sources may contradict each other. They select and record information, analyze viewpoints for bias, and evaluate the reliability of historical sources.

Students make connections between events and societies, infer reasons for historical changes, and explain the causes and consequences of events. 

They explore how historical ideas, beliefs, and attitudes influence the present and understand the impacts of technological developments in history.

Students learn to create simple maps and plans and identify features of familiar places on these maps, including globes and digital maps. 

They gather information from given sources and practice sorting, grouping, and classifying data. They learn about the weather and climatic conditions in their host country and how these affect the environment and people's lives.

Understanding the natural geographical processes that impact their locality and describing geographical features of their host country are also key skills.

Students create maps and plans using symbols and interpret maps of both familiar and unfamiliar places, including digital maps. They gather geographical information from a variety of sources, identify relevant data to answer questions, and interpret data to draw conclusions. Evaluating the effectiveness of research tools and instruments and suggesting improvements are key skills. Students compare weather and climatic conditions and understand various geographical factors influencing these conditions. 

They also describe the geographical features of their host continent and understand how natural changes to the landscape occur due to the Earth's structure.

In Year 5 and Year 6, Geography skills are refined. Students create maps and plans using symbols and a legend, and interpret a variety of images and maps, including analysing scale on digital maps. They collect data using various research tools, interpret this data to draw conclusions, and evaluate data collection methods for validity, reliability, bias, and cultural sensitivity.

Understanding that weather and climatic conditions in different places are influenced by geographical factors, and that these bring both threats and opportunities, is crucial.

Students describe geographical features of the Earth, understand how different environments drive economic activity, and evaluate human responses to natural changes in the landscape.

Foundational art skills are developed through various art forms with children encouraged to express their experiences, ideas, and emotions, and experiment with various materials and techniques. Students learn to demonstrate specific techniques and use given media to serve a particular purpose. They understand that inspiration for artistic ideas can come from many sources, including their own lives.

In Year 3 and Year 4, students build on their art skills by engaging with more complex projects linked to Explore They plan and create original artworks, showing improvement in using a broad range of techniques and selecting media to serve specific purposes. Students understand that inspiration for their creative process can come from manipulating the work of others and a variety of sources.

Students in these year groups, refine their art skills through advanced projects connected to Explore. They plan, create, and refine original artworks, demonstrating complex techniques and selecting appropriate media for specific purposes or environments. Students understand that artistic inspiration comes from diverse sources and involves a cyclical process of development. They evaluate and reflect on their creative process and the success of their artworks in communicating ideas and emotions.