English is taught in accordance with the National Curriculum in England. In essence, this is concerned with teaching children to read fluently and write for a range of purposes observing grammatical styles in a legible neat handwriting style. Spelling and speaking and listening skills are taught. Young children are taught phonics and word building skills using the approved synthetic phonics programme ‘Read Write Inc.’ from an early age.

At British Forces School Naples, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. To support planning, we use No Nonsense Literacy: Teaching Sequences for Writing which are a series of stimulating, hands-on learning activities based on high-quality texts that model effective and exciting writing to develop reading, writing, listening and grammar skills.  Children have the opportunity to read to an adult at school on a regular basis. In addition to this, class teachers listen to groups of children read in a’ guided reading group’ or together as a whole class. Throughout our guided reading sessions, children develop a range of reading skills through the use of ‘VIPERS’.  Our teaching of phonics through Read Write Inc Phonics begins in Early Years and continues into Key Stage 1. Children progress to Read Write Inc Spelling when they have completed the phonics programme.  There are also many cross-curricular English opportunities through our use of Cornerstones which exposes children to rich, challenging texts and gives them the opportunity to write across a range of genres that link to their learning.


The National Curriculum for Mathematics aims to ensure that all pupils:

  •  become fluent in the fundamentals of mathematics, including through varied and
    frequent practice with increasingly complex problems over time, so that pupils develop
    conceptual understanding and the ability to recall and apply knowledge rapidly and
  • reason mathematically by following a line of enquiry, conjecturing relationships and
    generalisations, and developing an argument, justification or proof using mathematical
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into
    a series of simpler steps and persevering in seeking solutions.

At British Forces School Naples, we aim for all children to become resilient, fluent mathematicians with an ability to tackle problem solving and take on maths in the real world. To ensure consistency and progression, we use the White Rose Maths scheme throughout our school. White Rose premium resources and NCETM materials are used to support planning and resourcing.


Science is taught using the National Curriculum programmes of study. The aims of the science teaching at the British Forces School are for children to work scientifically to:

  • show accurate knowledge and understanding across the National Curriculum programmes of study for Key Stages 1 and 2
  • use and develop their scientific understanding through planning and carrying out their own scientific investigations
  • apply their knowledge and skills to unfamiliar contexts
  • show an appreciation of the nature of scientific knowledge
  • understand the contribution science makes to society
  • communicate scientific findings, using mathematical, scientific and geographical skills, and to use computers to store, retrieve and present information.

In Key Stage 1 and 2, lessons are planned using the Active Learn ‘Science Bug’ schemes of work and/or Cornerstones Knowledge Rich Science Projects . This ensures that all topics are covered and enables progression through the year groups.

Our teaching of Science is planned to ensure all pupils:

  • develop lively, enquiring minds and the ability to question.
  • learn scientific skills and knowledge with progression throughout the Key Stages.
  • build on their natural curiosity; enabling them to understand and care for the world in which they live.
  • are provided with a stimulating environment, where they can work in an investigative way and can communicate their findings in a variety of ways.
  • learn to use equipment safely and sensibly.
  • develop potential scientific links with all other areas of the curriculum.

The Cornerstones Curriculum (History, Geography, Art and Design, Design Technology)

The Cornerstones Curriculum – History, Geography, Art and DT

At British Forces School Naples we have adopted the Cornerstones Curriculum for the teaching of History, Geography, Art and DT. We use this as a basis for our structure and within this very much understand the importance of personalising the curriculum to our children, our setting and our unique community

Cornerstones Curriculum is delivered through a range of inspirational yet rigorous learning projects that allow children to learn in a way that motivates and interests them. These are based on the National Curriculum, but bring learning together in new and exciting ways. Each project combines different strands of learning so that children learn more holistically and start to challenge themselves and learn problem solving skills as they create truly fantastic learning opportunities. Cornerstones provides our children with a good level of challenge, giving them opportunities to solve problems, apply themselves creatively and express their knowledge and understanding. The content of our curriculum is broad, varied and engaging and covers all statutory content set out in the subject programmes of study. In Years 1 to 6, curriculum content is organised into a range of driver projects and companion projects. Driver projects span a full term and, companion projects are linked to the main driver project. Companion projects are subject-focused for geography, art and design and design technology.

Each individual project is split into sections, which see children progress through four stages of learning: Engage, Develop, Innovate and Express.

At the ‘Engage’ stage, children may:

  • gain memorable first-hand experiences, such as going on a visit or inviting a special visitor into school
  • enjoy ‘WOW’ experiences
  • get an exciting introduction to a topic or theme
  • begin researching and setting enquiry questions
  • get lots of opportunities to make observations
  • develop spoken language skills
  • take part in sensory activities
  • have lots of fun to fully ‘engage’ with their new topic.

At the ‘Develop’ stage, children may:

  • improve their knowledge and understanding of the topic
  • develop and practise their new skills
  • compose, make, do, build, investigate, explore, write for different purposes and read across the curriculum
  • research their own questions and those set by others
  • follow new pathways of enquiry based on their interests
  • complete homework activities that support their learning.

At the ‘innovate’ stage, children:

  • apply skills, knowledge and understanding in real-life contexts
  • solve real or imagined problems using everything they’ve learnt
  • get inspired by imaginative and creative opportunities
  • revisit anything not fully grasped at the ‘Develop’ stage.

At the ‘Express’ stage, children may:

  • become the performers, experts and informers
  • share their achievements with parents, classmates and the community
  • evaluate finished products and processes
  • link what they have learnt to where they started
  • celebrate their achievements!

Languages: Italian

The teaching of a Foreign Language has a long tradition at the school and although it is only compulsory for KS2 in fact all pupils are taught aspects of the Italian language and culture in their weekly lessons. We aspire in teaching MFL at British Forces School Naples to foster an interest and enjoyment in learning a language and an enthusiasm to find out about the different cultures around the world. MFL is taught as a discrete subject and is taught through Italian. The emphasis is on practical communication with the pupils being introduced to vocabulary and grammar structures as is age appropriate through a range of stimulating learning experiences e.g. role play, games and songs.


At British Forces School Naples, we believe the computing curriculum should be covered primarily through day-day teaching and making use of the range of technology which is available within school.

Across Key Stages 1 and 2, a weekly computing session is timetabled for each class. In this session there is a focus on contextual skill development and these sessions provide experiences which can then be applied in other work.

At British Forces School Naples, we use the ‘Rising Stars – Switched on Computing’ Scheme of work, focusing on Digital Literacy, Information Technology and Computer Science. To help ensure children have the opportunity to develop a wide range of skills, experiences and competencies with technology, the curriculum has been broken down into 6 key areas, with the core principles permeating through each area.

  • Algorithms
  • Programming & Development
  • Data & Data Representation
  • Hardware & Processing
  • Communications & Networks
  • Information Technology


At British Forces School Naples, we believe that Music is a unique way of communicating which can inspire and motivate children. It is a vehicle for personal expression and plays an important role in the personal development of each child. Music reflects culture and society and so the teaching and learning of music enables children to better understand the world they live in. It also plays an important role in helping children feel part of a community. Children study music of different styles and from different periods and cultures, as well as having opportunities to engage in a variety of musical activities. These range from singing, composing and evaluating music and experimenting with rhythm and sound to playing both tuned and percussion instruments.

Physical Education

For our PE curriculum, we meet National Curriculum expectations for PE through our use of the Rising Stars Champions PE Scheme. Champions is a Sports, Fitness and Health programme for Years 1 to 6. It is a holistic approach to the teaching of PE, which improves fitness, develops skills and deepens knowledge of health and wellbeing. The programme consists of half termly units that develop good co-ordination of mind and body and to allow children to express themselves physically in a range of sports skills, athletics, gymnastics, dance and fitness activities.

Religious Education

The MoD Schools RE Syllabus is followed this enables the children to develop their knowledge and understanding of Christianity and other World Faiths as appropriate to their age and ability. All children are expected to take part in religious education unless parents withdraw their child from Religious Education in writing to the Headteacher.

Personal, Social and Health Education (PSHE)

The skills taught in PSHE enable pupils to develop the skills they need to flourish in the wider curriculum and in life as a whole. PSHE helps pupils to understand their own personal value, and how as individuals, they fit into and contribute to the world. PSHE helps to develop emotional literacy, build resilience and supports mental and physical wellbeing, in turn supporting emotional awareness, concentration and focus.

To ensure a depth and accuracy of learning which builds upon prior learning, all classes undertake weekly PSHE lessons which follow Jigsaw 3-11, a fully planned and spiralling/progressive PSHE scheme. As a school, we follow a set theme each half term, which is introduced, in a whole school assembly.

There are 6 lessons per theme and every lesson has two Learning Intentions, one specific to Relationships and Health Education (PSHE) and the other designed to develop emotional literacy and social skills. Lessons are underpinned by the Jigsaw behaviour charter, which reinforces respect for each other – taking turns, being kind and positive and respecting confidentiality.

Sex and Relationship Education (SRE)

The sex and relationship education policy has been agreed by the School’s Governance Committee and covers human development and changes at puberty. The policy is available on the school website. It forms an integral part of the Personal, Social and Health Education Framework. Parents are routinely invited to preview and discuss the materials and resources used prior to the programme being taught. There is the right to withdraw your child from part of the programme if you wish.


Teachers are continuously assessing progress and keeping a record to inform them of the next stage in all curriculum areas. In addition, children in FS2, Year 1, Year 2 and Year 6 are assessed in accordance with statutory assessments which are reported to parents. In FS2 this is the completion of the Early Years Foundation Stage Profile (EYFSP). In Y1 it is the Phonics screening check. In Y2 this is through using some standard assessment tests (SATS) to inform teacher assessment while in Y6 the children undertake national test (SATs). Other year groups are assessed by teachers and may undertake national optional tests, together with other school based assessments to support the teacher judgements made. Teacher assessments are shared with respective parents during parent consultation meetings and through the end of year written reports to parents.