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Primary School

Resilience to Achieve - Aspiration to Succeed

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4. Key Knowledge, Skills, Experiences & Progression


Key Knowledge, Skills and Experiences


Subject leaders, with reference to:

  • National Curriculum requirements
  • Our Core Values for outstanding teaching & learning
  • Our School Creed & Personal Development Goals


…have identified priority key knowledge, skills and experiences (KKSEs) that they will ensure are acquired, practised and used throughout each key stage.


Each subject KKSE sheet details:

  • Expectations that key subject knowledge (especially vocabulary) for each year group is acquired & used effectively
  • Priority subject generic skills which are to be practised
  • Key experiences we want our pupils to have, which take into account our community’s context and the school’s ethos of building resilience & aspirationThey are in line with our core values for effective teaching & learning (C.A.V.E.: CONTEXTUALISED & Adaptable, lessons, rich in subject Vocabulary & a range of Experiences) and should contextualise (& make meaningful) the ‘essence’ of the subject (e.g. first hand & practical/visits/ visitors/ video stimulus / photographs / artefacts / use of specific resources & tools).


Progression Maps


Subject leaders have produced Progression Maps for their subjects, which provide knowledge & skill performance indicators for each year group. This is to ensure appropriate levels of challenge and aid a coherent sequence of learning with increasing depth in subject knowledge & skills.



These ‘KKSEs’ and Progression Maps serve as a planning reference point for teachers and as a monitoring reference point for subject leaders

  • “I am very happy with Leys. My daughter’s progress at this school is amazing, I think the teachers are amazing.” (Parent)
  • “I’m starting to love this school! You all have made such great progress and I urge you: Keep up the great work!” (Parent)
  • “The Leys Primary School is a happy and caring place.” (OFSTED)
  • “Pupils are considerate of each other’s happiness.” (OFSTED)
  • An outstanding learning environment. All the children were engaged with their learning. A very friendly staff. (Borough Adviser)
  • “Pupils behave well in lessons and are respectful and polite around the school.” (OFSTED)
  • “Pupils respond well to the high expectations of the school.” (OFSTED)
  • “Pupils enjoy learning and are rightly proud of their work.” (OFSTED)