National Curriculum Links

The Polar Exploration Resources provide the opportunity for many meaningful cross-curricular links. However, schools will obviously have their own long term plans and curriculum mapping. Therefore, we have highlighted which subjects and areas of the national curriculum we believe could be covered if you used the whole collection.


Pupils should be taught to:

KS1 Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

KS2 Locational knowledge

  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)


Pupils should be taught to:

KS1 - Habitats

  • explore and compare the differences between things that are living, dead, and things that have never been alive

  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

  • identify and name a variety of plants and animals in their habitats, including microhabitats

  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

KS1 - Materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

KS2- Living Things and Their Habitats

  • recognise that living things can be grouped in a variety of ways

  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

  • recognise that environments can change and that this can sometimes pose dangers to living things.

  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

  • describe the life process of reproduction in some plants and animals.

KS2 - States of Matter

  • compare and group materials together, according to whether they are solids, liquids or gases

  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.


Pupils should be taught to:

  • compare durations of events [for example to calculate the time taken by particular events or tasks].

  • measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)


Pupils should be taught to:

  • improvise and compose music for a range of purposes using the inter-related dimensions of music


Pupils should be taught about:

  • events beyond living memory that are significant nationally or globally e.g. famous Polar explorers and their expeditions

  • the lives of significant individuals in the past who have contributed to national and international achievements .e.g Shackleton and Scott


Pupils should be taught to:

Spoken language

  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

Writing - composition

  • (KS1) develop positive attitudes towards and stamina for writing by: writing poetry and writing for different purposes

  • (KS2) plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

  • noting and developing initial ideas, drawing on reading and research where necessary

draft and write by:

  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Design & Technology

When designing and making, pupils should be taught to:

  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.

  • critique, evaluate and test their ideas and products and the work of others.

  • KS2 Design - use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

  • KS2 Make - select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.


Pupils should be taught to:

  • (KS1) use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • (KS2) use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Art & Design

Pupils should be taught to:

  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]