THINKING SKILLS
These all have full coverage in the QCA schemes of work but need to be kept in mind when teaching English, Mathematics and RE.

Key Stages One and Two

Information Processing 
Locate and collect relevant information, sort, classify, sequence, compare and contrast, and analyse relationships. 

Reasoning
Give reasons for opinions and actions, draw inferences and make deductions, use precise language to explain what they think, and to make judgements and decisions informed by reasons and/or evidence. 

Enquiry 
Ask relevant questions, pose and define problems, plan what to do and ways to research, predict outcomes and anticipate consequences and test conclusions and improve ideas.

Creative Thinking 
Generate and extend ideas, suggest hypotheses, apply imagination, look for alternative innovative outcomes. 

Evaluation 
Evaluate information, judge the value of what they read, hear and do, develop criteria for judging the value of their own and others' work or ideas, and have confidence in their judgements. 

PSHE and CITIZENSHIP
The programme of study is covered by the QCA schemes of work apart from the following, some which will need to be incorporated into pastoral sessions eg circle time. We need to develop a circle time scheme/timeable to ensure coverage.

Key Stage One

•	to think about themselves, learn from their experiences and recognise what they are good at (self assessment opportunities)
•	how to set simple goals (involvement in target setting)
•	recognise choices they can make, and recognise the difference between right and wrong (behaviour policy)
•	agree and follow rules for their group and classroom, and understand how rules help them (behaviour policy)
•	contribute to the life of the class and school (jobs, school council)
•	realise that money comes from different sources and can be used for different purposes (link maths)
•	rules for, and ways of, keeping safe, including basic road safety, and about people who can keep them safe (circle time)
•	recognise how their behaviour affects other people (circle time)
•	that family and friends should care for each other (circle time)
•	that there are different types of teasing and bullying, that bullying is wrong and how to get help with bullying (circle time)
•	take part in a debate about topical issues (circle time)

Key Stage Two

•	to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals (self-assessment and target setting)
•	to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action (homework projects)
•	about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future (circle time)
•	to look after their money and realise that future wants and needs may be met through saving (circle time/maths)
•	to research, discuss and debate topical issues, problems and events (circle time)
•	that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other (behaviour policy, circle time)
•	to resolve differences by looking at alternatives, making decisions and explaining choices (behaviour policy, circle time)
•	to explore how the media present information (literacy)
•	to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable (circle time)
•	that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong (circle time)
•	school rules about health and safety, basic emergency aid procedures and where to get help (health & safety policy, fire drills, first aid posters)
•	that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view (circle time)
•	to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships (circle time)
•	to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help (circle time)
•	where individuals, families and groups can get help and support. (circle time)