England curriculum anchor: Plan fluency, mathematical reasoning and problem solving through the relevant number, algebra, geometry, measure, statistics and probability content. Select data tasks appropriate to the year group; household cost comparisons require secure proportional reasoning.

Mathematics programmes of study

Scotland and Wales: In Scotland, use the relevant mathematics experiences and outcomes and benchmarks. In Wales, map the sequence within Mathematics and Numeracy and its progression guidance.

Primary: Develop secure number understanding through accessible representations and careful discussion. In a statistics unit, examine whether a class survey includes everyone and whether its graph fairly represents the answers. Pupils should justify claims using the data.

Secondary: Compare household energy costs using proportional reasoning, percentages and measures of average. Explore why the same percentage increase has different effects on different households. Examine sample bias and misleading graphs before making a reasoned judgement.

Sixth form: Consider the assumptions and uncertainty in a model used to allocate scarce resources. Explain why a mathematically efficient answer may require further ethical judgement.

Daily practice: Challenge fixed labels about mathematical ability; treat errors as material for learning; give all pupils access to reasoning and demanding problems.

Discuss: Where do pupils learn to question a numerical claim? Who receives less opportunity to explain their thinking?

England curriculum anchor: Protect progression in spoken language, reading and writing, including decoding, comprehension, spelling, grammar and composition. In languages, plan sustained development in listening, speaking, reading, writing and grammar. A thematic discussion must still teach the intended language or literary knowledge.

English programmes of study · Languages programmes of study

Scotland and Wales: In Scotland, use literacy and English and the relevant languages framework. In Wales, plan within Languages, Literacy and Communication, attending to Welsh, English and other relevant languages.

Primary: Select rich texts that develop language and introduce different experiences. Explore a character’s perspective using evidence, then consider whether another character’s voice is missing.

Secondary: Examine how narrative voice, rhetoric and translation shape the reader’s judgement. Study depictions of migration, belonging or power in context, allowing serious disagreement grounded in the text.

Languages: Teach communication as encounter with people and cultures. Look beyond tourist exchanges to family life, work, belief and community; recognise multilingual pupils’ expertise.

Daily practice: Build confident participation through rehearsal, accessible texts and thoughtful questioning. Treat accent and home language with respect.

Discuss: Whose voice has authority in our curriculum? How do pupils learn to listen and interpret before responding?

England curriculum anchor: Teach the relevant scientific concepts and working- scientifically requirements; age-appropriate explanation must remain evidence-based. In computing, secure programming, computational thinking, systems and safe technology use before extending into ethical applications. An AI discussion alone does not cover computing.

Science programmes of study · Computing programmes of study

Scotland and Wales: In Scotland, map to the relevant sciences and technologies learning. In Wales, plan within Science and Technology, with explicit development of the intended scientific and technological understanding.

Primary: Observe a local habitat carefully, record evidence and distinguish findings from guesses. Wonder and precise scientific explanation can develop together.

Secondary: Teach evolution, genetics and climate science rigorously. Distinguish scientific questions about mechanisms from philosophical and theological questions about meaning, value and responsibility.

Computing and sixth form: Investigate how training data affects an algorithm’s results. Evaluate privacy, bias and accountability while developing genuine technical understanding.

Daily practice: Promote honest recording, safe collaboration and responsible use of resources. Examine which pupils are encouraged towards scientific and technical study.

Discuss: Can pupils explain both what the evidence establishes and what further questions remain?

England curriculum anchor: In history, protect required periods and studies, chronology, historical enquiry and interpretation. In geography, secure locational and place knowledge, human and physical geography, geographical skills and fieldwork. Social questions should arise from this knowledge.

History programmes of study · Geography programmes of study

Scotland and Wales: In Scotland, map the relevant learning within social studies. In Wales, plan within Humanities, preserving the historical and geographical enquiry and knowledge the sequence requires.

Primary: Investigate a local place through maps, records and different people’s accounts. Ask how communities change and who helps them flourish.

Secondary: Study empire, conflict, migration and development through disciplinary evidence. Examine agency and contested interpretations, including the Church’s contributions and failures where historically relevant.

Geography: Trace a commodity’s supply chain and consider land use, labour, trade and environmental costs. Evaluate the evidence before proposing a response.

Daily practice: Resist stereotypes of communities as helpless or uniform. Use sources that reveal people’s decisions, expertise and complexity.

Discuss: Which accounts challenge our assumptions? Can pupils connect local choices with distant consequences?

England curriculum anchor: In art, develop practical technique, experimentation, evaluation and knowledge of artists and traditions. In music, protect performing, listening, composing and musical understanding. In design and technology, teach designing, making, evaluating and technical knowledge through purposeful practical work.

Art and design programmes of study · Music programmes of study · Design and technology programmes of study

Scotland and Wales: In Scotland, use expressive arts and relevant technologies learning. In Wales, use Expressive Arts and Science and Technology as appropriate; connected work should retain clear disciplinary learning.

Primary: Give every child opportunities to make, perform and respond. Explore how an artwork or song expresses hope, grief or belonging.

Secondary: Study sacred and secular traditions with attention to technique, context and meaning. In design, investigate accessibility and the environmental implications of materials.

Daily practice: Review the cost of lessons, equipment and visits. Value sustained practice and creative risk, and include pupils whose gifts are less immediately visible.

Discuss: Who can take part in our richest experiences? What does our choice of artists and works communicate about human creativity?

England curriculum anchor: In PE, protect motor competence, appropriate activities, competition and healthy participation, including swimming and water safety requirements at primary level. Cooking and nutrition require practical knowledge and skills. Business and careers examples must follow the applicable qualification or wider provision requirements.

PE programmes of study · Design and technology programmes of study

Scotland and Wales: In Scotland, use relevant health and wellbeing, technologies and senior-phase requirements. In Wales, plan within the relevant Areas, including Health and Well-being and Science and Technology.

PE: Teach physical competence, teamwork and fair competition. Adapt participation without removing challenge, and review how teams and awards recognise contribution.

Food and technology: Develop practical expertise through questions of nutrition, cultural hospitality, affordability, accessibility and waste.

Business and economics: Analyse enterprise, labour and markets, then examine whose interests a decision serves and which costs are excluded.

Careers: Explore work as contribution, vocation and service, alongside qualifications and employment routes. Give equal seriousness to academic, technical and vocational pathways.

Discuss: What do our routines teach about success, status, the body and the dignity of work?

England curriculum anchor: Citizenship has statutory programmes of study at Key Stages 3 and 4 in maintained schools. Primary participation can prepare pupils for later learning but is not a substitute for those secondary requirements.

Citizenship programmes of study

Scotland and Wales: Locate civic learning within the relevant curriculum guidance and wider school experience. Preserve the knowledge needed to participate thoughtfully, alongside opportunities to take responsibility.

Primary preparation: Practise representing classmates fairly and giving reasons for a proposal. Explain the difference between pupils’ influence and adults’ responsibilities.

Secondary: Teach democracy, institutions, law, rights and responsibilities through the relevant programme. In a local issue enquiry, pupils examine evidence, consider opposing views and evaluate routes for responsible participation.

Catholic contribution: Explore the common good, solidarity and subsidiarity as perspectives for reasoned discussion. Respect pupils’ freedom to reach different political judgements.

Discuss: Are pupils learning how public decisions are made, alongside how to express an opinion? What subject knowledge would improve their proposal?