iFairy working template · Plan
Subject curriculum long-term plan (national curriculum subject)
A long-term plan for one national curriculum subject: what is taught in each year and term, how it covers every statutory programme of study statement, the vocabulary and assessment points, and links to other subjects. It also produces the year-by-year subject information schools must publish online.
iFairy working template — not official guidance. Built by reading the official documents listed under "Based on"; each requirement cites the document and section it comes from. Check the current official wording before you adopt it, and adapt it to your setting and your local authority or trust procedures.
| Do you need one? | No set format is required for a long-term plan. Some of what it records is statutory: maintained schools must teach the programmes of study by the end of each key stage, and all schools must publish their school curriculum by subject and academic year online (framework para 2.4 and footnote 2, the 2012 regulations). Academies are not bound by the national curriculum programmes of study, but must offer a broad and balanced curriculum and must still publish their curriculum. Inspectors expect leaders to know what is taught and when. |
|---|---|
| Why this template | The national curriculum sets out what must be taught by the end of each key stage. It does not set the order, and it mixes statutory requirements with non-statutory notes and examples. Schools have to turn it into a year-by-year sequence, publish that sequence online, and show that every statutory statement is covered. This template keeps those jobs in one document that a subject lead can maintain. Worked examples use history (programmes of study set by key stage, with non-statutory examples) and mathematics (set year by year). |
| Review | Review annually after end-of-year assessment. Do a full rewrite when the revised national curriculum is published: the government aims for spring 2027, with first teaching from September 2028. |
| Last checked by iFairy |
1. Subject, scope and legal basis
Record which subject and key stages the plan covers and what status the national curriculum has in this school.
Must include
- Maintained schools must follow the statutory national curriculum, which sets out subject content by key stage in programmes of study. The national curriculum is one part of the wider school curriculum.Source: National curriculum framework KS1-KS4 (master), Section 2, paras 2.2 and 2.4
- Every state-funded school must offer a balanced and broadly based curriculum. Academies do this under section 1 of the Academies Act 2010, not by following the programmes of study.Source: National curriculum framework KS1-KS4 (master), Section 2, para 2.1 and footnote 1
- State whether the subject is compulsory at each key stage (Figure 1 sets this out subject by subject). The arts, design and technology, the humanities (geography and history) and modern foreign languages are not compulsory after age 14. However, pupils in maintained schools have a statutory entitlement to study a subject in each of those four areas, and schools must offer at least one course in each area.Source: National curriculum framework KS1-KS4 (master), Section 3, para 3.5 (Figure 1) and paras 3.7–3.8
Decide and write down
- Are we a maintained school (programmes of study are statutory) or an academy or free school (we choose to follow them or set our own broad and balanced curriculum)?
- Which key stages and year groups does this plan cover? Who is the subject lead, and which governor or trustee links to the subject?
Starter wording (edit the highlighted parts)
Subject: [subject]. Key stages covered: [KS1–KS2 / KS3 / KS3–KS4]. Subject lead: [name]. As a [maintained school / academy], we [teach the national curriculum programme of study for [subject] as a statutory minimum / use the national curriculum programme of study as the basis of our own curriculum]. This plan sets out what is taught in each year and term. It was last reviewed on [date].
2. Purpose and aims of the subject
Set out briefly why the subject is taught and what pupils should know and be able to do by the end, starting from the programme of study's own purpose and aims.
Must include
- Start from the 'Purpose of study' and 'Aims' sections of the subject programme of study. For history, the aims include knowing Britain's history as a coherent chronological narrative and understanding concepts such as continuity and change, cause and consequence, similarity, difference and significance.Source: PRIMARY national curriculum - History, Purpose of study; Aims
Decide and write down
- What three to five things should every pupil know and be able to do in this subject when they leave us?
- What does our local context add, such as local history, places, communities or partners?
Starter wording (edit the highlighted parts)
In [subject], we want pupils to [aim 1], [aim 2] and [aim 3]. Our curriculum builds on the national curriculum aims for [subject] and adds [local or school-specific emphasis].
3. What is statutory and what is a choice
Separate what must be taught from the national curriculum's examples and guidance, so the plan neither misses requirements nor treats examples as compulsory.
Must include
- Schools are not required by law to teach example content in [square brackets] or content marked 'non-statutory'.
“Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.”
Source: National curriculum framework KS1-KS4 (master), Section 7, para 7.1 - In mathematics, each year has 'Statutory requirements' followed by 'Notes and guidance (non-statutory)'. Only the statutory requirements are compulsory.Source: PRIMARY national curriculum - Mathematics 220714, Year 3 programme of study, Number – number and place value
- In history, the statutory statement is the area of study (for example 'the Roman Empire and its impact on Britain'). The bulleted 'Examples (non-statutory)' are optional.Source: PRIMARY national curriculum - History, Subject content, Key stage 2
Decide and write down
- Which non-statutory examples have we chosen to teach, and why?
- What have we added beyond the national curriculum?
4. Year-by-year, term-by-term sequence
The core of the plan: units in the order taught, with the reasons for that order.
Must include
- The legal requirement is to cover the programme of study by the end of the key stage. Within a key stage, schools can teach content earlier or later than the programme of study sets out, and can introduce key stage content in an earlier key stage.Source: PRIMARY national curriculum - Mathematics 220714, School curriculum
- The 'lower' (Years 3–4) and 'upper' (Years 5–6) key stage 2 split for English, mathematics and science is guidance, not law. The legal requirement is to cover Years 3–6 content by the end of key stage 2.Source: National curriculum framework KS1-KS4 (master), Section 3, para 3.3, footnote 3
- Schools are free to organise the school day however they choose, as long as the programme of study content is taught to all pupils.Source: National curriculum framework KS1-KS4 (master), Section 3, para 3.4
- In history at key stages 2 and 3, teachers should combine overview and depth studies.Source: Secondary national curriculum corrected PDF, History, Subject content, Key stage 3
Decide and write down
- Does each unit build on something taught earlier? Name the prior unit for each one.
- Mixed-age classes: do we use a two-year rolling cycle, and how do we make sure no pupil misses a statutory unit?
- Is the time we give the subject enough to teach the content in depth?
Starter wording (edit the highlighted parts)
| Year | Autumn | Spring | Summer |
|---|---|---|---|
| [Year] | [Unit title] (builds on [prior unit]) | [Unit title] | [Unit title] |
We teach [subject] for [hours] a week / in [number]-week blocks. We sequence units so that [rationale, e.g. chronological for history; number before calculation for maths].
5. Statutory coverage map
Check that every statutory programme of study statement is taught at least once and is revisited where needed.
Must include
- By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes in the relevant programme of study. The coverage map should list every statutory statement against the unit(s) that teach it.Source: National curriculum framework KS1-KS4 (master), English, Attainment targets (same wording in each subject)
Decide and write down
- Is any statutory statement not mapped, or mapped only to a unit that some classes skip?
- Which statements are revisited, and where?
Starter wording (edit the highlighted parts)
| Programme of study statement (statutory) | Key stage | Taught in (year / unit) | Revisited in |
|---|---|---|---|
| e.g. History KS2: the Roman Empire and its impact on Britain | KS2 | [Y4 Autumn: ...] | [Y6 Spring: ...] |
| e.g. Maths Y4: recall multiplication and division facts for multiplication tables up to 12 × 12 | Y4 (by end of KS2) | [Y4 Autumn–Summer] | [Y5–6 starters] |
6. Vocabulary, literacy and numeracy in the subject
List the subject vocabulary to teach in each unit and record how the subject develops reading, writing, speaking and mathematical fluency.
Must include
- Teachers should develop vocabulary systematically and introduce pupils to the language that defines each subject. Older pupils should be taught the instruction verbs used in exam questions.Source: National curriculum framework KS1-KS4 (master), Section 6, para 6.4
- Teachers should develop pupils' spoken language, reading and writing in every subject (6.1–6.3), and should use every relevant subject to develop mathematical fluency (5.1–5.2).Source: National curriculum framework KS1-KS4 (master), Sections 5 and 6, paras 5.1–5.2, 6.1–6.3
- Some programmes of study name the vocabulary themselves. For example, the history aims include abstract terms such as 'empire', 'civilisation', 'parliament' and 'peasantry'.Source: PRIMARY national curriculum - History, Aims
Starter wording (edit the highlighted parts)
| Unit | Tier 3 (subject) vocabulary | Tier 2 (academic) vocabulary | Extended reading / writing / talk task |
|---|---|---|---|
| [Unit] | [words] | [words] | [task] |
7. Assessment points
Set out when and how the school checks what pupils have learnt, and what happens when they have not.
Must include
- Decisions about when pupils progress should be based on the security of their understanding. Pupils who grasp concepts quickly should be given rich problems before any acceleration, and those not yet fluent should consolidate before moving on.Source: PRIMARY national curriculum - Mathematics 220714, Aims (paragraph on pace)
- Teachers should use appropriate assessment to set targets that are deliberately ambitious.Source: National curriculum framework KS1-KS4 (master), Section 4, para 4.1
Decide and write down
- Which 'must know' points are checked at the end of each unit, and how (low-stakes quiz, extended task, discussion)?
- Where do statutory national assessments fall in this subject (for example the multiplication tables check, end of key stage 2 tests, GCSE), and does the sequence prepare pupils without narrowing teaching?
- Who looks at the results, and what changes as a result?
Starter wording (edit the highlighted parts)
| Year / term | What we check | How | Who reviews | Response if not secure |
|---|---|---|---|---|
| [ ] | [key knowledge] | [method] | [role] | [re-teach / intervention] |
8. Inclusion and adaptation
Show how all pupils, including those with SEND and those learning English, get the full curriculum.
Must include
- Lessons should be planned so there are no barriers to every pupil achieving. Teachers must plan lessons so that disabled pupils can study every national curriculum subject, and must take account of the needs of pupils whose first language is not English.Source: National curriculum framework KS1-KS4 (master), Section 4, paras 4.3–4.6
Decide and write down
- Which units need practical access arrangements (for example fieldwork, practical science, PE)? What are they?
- How does the plan stretch pupils working above the expected standard (para 4.1)?
9. Links to other subjects
Record where this subject depends on, or reinforces, learning in other subjects, so that timing lines up.
Decide and write down
- Which concepts from another subject must be taught first? For example, the measures and graphs that science or geography uses from maths.
- Where does this subject reinforce reading and writing (section 6 of the framework) or RSHE and citizenship content?
Starter wording (edit the highlighted parts)
| Unit | Depends on (subject / year / unit) | Reinforces (subject / year / unit) |
|---|---|---|
| [ ] | [ ] | [ ] |
10. Publishing the curriculum
Turn the plan into the year-by-year subject information that must go on the school website.
Must include
- All schools must publish their school curriculum by subject and academic year online. Since September 2012, this includes information for each academic year on the content of the curriculum in each subject, and how to obtain more information.
“All schools must publish their school curriculum by subject and academic year online.”
Source: National curriculum framework KS1-KS4 (master), Section 2, para 2.4 and footnote 2 - The same duty appears in the key stages 3 and 4 framework, so it applies to secondary schools too.Source: Secondary national curriculum corrected PDF, Section 2, para 2.4
- For English, mathematics and science at key stages 1 and 2, schools must set out their school curriculum year by year and make it available online.Source: PRIMARY national curriculum (file 2 of 2), English, Mathematics and Science – 'School curriculum'
- The same 'School curriculum' wording for science appears in the Word version of the key stages 1 and 2 framework.Source: PRIMARY national curriculum (file 1 of 2), Science – 'School curriculum'
Starter wording (edit the highlighted parts)
Our [subject] curriculum for each year group is published at [web address]. Parents and carers who want more information can contact [subject lead / office email].
Checklist
- List every statutory statement for the key stages covered and map each one to a unit. (National curriculum framework KS1-KS4 (master), Section 7, para 7.1)
- Mark which non-statutory examples have been chosen; do not present them as requirements.
- Check mixed-age rolling programmes so no pupil misses a statutory unit or repeats one.
- Add the vocabulary list and assessment points to each unit.
- Publish the year-by-year summary on the website and check it matches what is taught. (National curriculum framework KS1-KS4 (master), Section 2, para 2.4)
- Put a review date in the diary for when the revised programmes of study are published (aimed for spring 2027). (Government response to CAR (Nov 2025), Implementation of the recommendations)
Watch out
- Change is coming. The government plans to publish the final revised national curriculum by spring 2027 for first teaching from September 2028 (Government response to the Curriculum and Assessment Review, Nov 2025). Plans written now will need rewriting. Check GOV.UK for the published programmes of study before you start the rewrite.
- The government response also says it is legislating, through the Children's Wellbeing and Schools Bill, so that academies will be required to teach the refreshed national curriculum. Check whether this is now law before you rely on the academy exemption in section 1.
- The framework documents are dated September 2013 (key stages 1–2) and December 2014 (master and key stages 3–4). Individual subject files have been corrected since (the maths file in this catalogue is the July 2014 version). Use the current GOV.UK version of each subject.
- A common pitfall is treating non-statutory 'Notes and guidance' or bracketed examples as compulsory, which overloads the plan. The opposite pitfall is dropping a statutory statement because it only appears once in the programme of study.
- Do not confuse the lower/upper key stage 2 split with a legal deadline. The deadline is the end of key stage 2.
- Religious education, RSHE and PSHE are not national curriculum programmes of study, although state schools must teach RE at every key stage and secondary schools must teach sex and relationship education (framework paras 2.3 and 2.5). Plan them under their own requirements. For RSHE, use the 2025 statutory guidance in force from September 2026.
Based on these official documents
Main source
National curriculum framework KS1-KS4 (master)
Legal basis (sections 2–3), key stage structure, statutory vs non-statutory content (7.1), inclusion (section 4), numeracy and literacy across the curriculum (sections 5–6).
Supporting source
PRIMARY national curriculum (file 1 of 2)
Key stages 1 and 2 framework (Word version, September 2013): 'School curriculum' paragraphs for English, mathematics and science.
Supporting source
PRIMARY national curriculum (file 2 of 2)
Key stages 1 and 2 framework (PDF, September 2013): requirement to set out the English, maths and science curriculum year by year online.
Supporting source
Secondary national curriculum corrected PDF
Key stages 3 and 4 framework: publication duty and the key stage 3 history programme of study used as a secondary example.
Supporting source
PRIMARY national curriculum - History
Worked example of a key-stage programme of study with statutory content and non-statutory examples.
Supporting source
PRIMARY national curriculum - Mathematics 220714
Worked example of a year-by-year programme of study: statutory requirements vs non-statutory notes and guidance, flexibility within the key stage, pace of progression.
Supporting source
Government response to CAR (Nov 2025)
Timeline for the revised national curriculum, so the plan's review date is realistic.