curriculum overvie · curriculum overview ‘learning together, growing together, succeeding...

Curriculum Overview

Trust Vision Statement At Collective Vision Trust we aim to provide all children with a broad and balanced curriculum which has knowledge-based learning as a core value. Trust Overview, Principles and Interpretation

• Knowledge empowers and builds confidence • Crucial knowledge should be agreed by ALL relevant staff. • Crucial knowledge should be constantly taught, recapped and assessed • Assessment takes place every day, every hour and every minute - not waiting for formal termly assessment dates! This will allow

opportunity to ensure crucial knowledge is fully embedded at the appropriate times. • Knowledge allows comprehension. Skills are dependent on knowledge • Sequencing is essential and should be well thought-out and logical • Constant recap is essential – it allows successful recall and embeds knowledge • Knowledge is generative. It will develop confidence as pupils apply it to the correct contexts across different areas.

Chesterton Primary Curriculum Intent All subjects have a clear sequence in which knowledge is taught. Knowledge is at the heart of the plans, with crucial knowledge always leading the content. Recap is planned for in as much detail as possible. Our curriculum will begin with the children learning about who they are, where they live and their place in the local community. The curriculum will expand and widen from this starting point as children develop their core knowledge. The children will be equipped with the basic and necessary skills to cope with day-to-day life. We want to help the children to be enthusiastic, inspired and independent learners with high aspirations.

Curriculum Implementation Over time, pupils, ‘know more, remember more and apply more.’ They can recognise and apply their knowledge in context. Assessment is essential on a daily, lesson by lesson basis. Knowledge gaps are highlighted and filled constantly, misconceptions are addressed and differentiation is key so to ensure that each pupil progresses at the optimum speed. How is our curriculum planned and sequenced? All areas of the curriculum are carefully mapped to ensure children have a progressive knowledge and skills curriculum that they can make sense of. This is continually reviewed and updated. The curriculum is a journey of learning in which children build on their knowledge and skills year-on-year. It is sequenced and logical so learning makes sense and is clear. Starting from Early Years, there is a clear development from class-to-class and subject-to-subject showing growing opportunities for children to learn, progress and develop their knowledge. Knowledge is planned through key words and clear learning outcomes so that children can retain knowledge and build on their learning. Curriculum Impact The pupils will learn and apply their knowledge and curriculum content in relevant contexts. They will be keen and enthusiastic learners who enjoy school and are successful in their outcomes.

Early Years The EYFS is a curriculum in its own right. This curriculum is a separate document.. There are overarching themes which reflex social, cultural, moral and spiritual values. The focus is on raising standards in oral story-telling, a love for books, physical literacy skills, fine and gross motor skills. The Early Years has its own curriculum document and plans for suitable transition as children leave EYFS ready for Year One. KS1 and KS2 Curriculum The subjects to be mapped in KS1 and KS2 include: Core English, Maths, Science Foundation Art and Design, Citizenship (PSHE), Computing, Design and Technology, Geography, History, Languages, Music, Physical Education, Religious Education.

Whole School Focus Weeks Autumn Term 1: Our Community focused learning on our local area Autumn Term 2: Spiritual and Cultural celebration around the world leading up to the Christmas period. Spring Term 1: World Subject Weeks: ‘It’s all about Reading’ and ‘Science Week’. Summer Term 2: Current national or international sporting events What underpins our curriculum to provide creative opportunities?

! A minimum of three off-site experiences per year group that bring learning to life – planning ‘experiences’ to deepen and develop learning

! Outdoor school and local opportunities that make learning tangible and real ! Eco: a whole school approach to engaging children in action-based learning ! School Ethos: learning together, growing together, succeeding together – a clear set of school values ! A child centred approach which follows the children’s passions/interests as a springboard and focus for learning (specifically in EYFS) ! High Quality Resources ! Enrichment opportunities to enhance the children’s learning experiences through clubs and small group visits ! Learning about ‘their’ world for example, current affairs that will affect their futures either in their local community or beyond to

worldwide. For example; o environmental issues such as climate change and its effects; o deforestation and its effects on the land, the communities etc. o extinction of wildlife e.g. polar bears, the honey bee, rhinos etc.

What does success look like? ! Standards are in-line with national data ! Children love and talk about reading ! Children learn and retain crucial knowledge ! Confident children with a firm grasp of key knowledge and skills ! Children are accessing the curriculum with understanding and question their understanding ! Children are eager to write with confidence and fluency ! Legible consistent handwriting brings pride in presentation and outcomes ! Creativity and originality

! Application of wide vocabulary ! Children sharing ideas and experiences through all areas of learning ! Independent opportunities with less scaffolding ! Demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. ! Demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond

Reading Curriculum

Reading Intent Reading is at the heart of our curriculum as this crucial life skill will enhance attainment and progress across all curriculum areas. We know our teachers will nurture, encourage and challenge all children to achieve the highest possible outcomes in their academic and personal development. Our children need to be shown how to read, know why reading is important and be enthused by reading so that they become life-long readers. Reading is mapped as a progression so that children build up their stamina and love of reading. Reading opportunities are scheduled throughout the day and throughout the curriculum. (Reading progression map is a separate document) What do we do to support reading? ! Focus on authors and quality texts that children are curious about ! Children discussing favourite books and authors ! Children recommending books to others ! Children independently accessing reading for pleasure ! Regular reading taking place because parents and children want to ! Well balanced questioning that encourages inference and deduction skills

What do we use? ! Quality texts across the genres that engage children in reading ! On line resources ! Printed material – children’s news and articles ! Library *texts will vary to support love of reading both for the teacher and children - this outlines the texts suggested or in use* Year 1 The children continue their reading journey from EYFS to begin with a focus on who they are and their transition into a new Key Stage. They will share stories, both familiar and new, and relate some of their stories to the Geography, History and Science curriculum so they can make links in their learning. They can start to develop their knowledge and build the foundations of reading through class reading, guided reading, 1-1 reading and through their phonics learning.

English Reading Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1 Main Focus

Texts

All About Me – PSHE Focus:

Bad Tempered Ladybird Eric Carle

Fairy Stories and Traditional Tales

The Jolly Postman & the Jolly Christmas

Postman Allan & Janet

Ahlberg

Out of this World: History

Man on the Moon Simon Bartram

African Adventure Geography/Science

Meerkat Mail Emily Gravett

Living and Growing: Science

The Tiny Seed / The Hungry Caterpillar

Eric Carle

Beside the Seaside: History/Geography

The Lighthouse Keeper’s Lunch Ronda & David

Armitage

Supporting Fiction Texts

Feelings and Emotions Sharing a Shell Sugarlump the

Unicorn Julia Donaldson

Hansel and Gretel, Jack and the

Beanstalk, Cinderella, Goldilocks

How to Catch a Star

The Way Back Home

Oliver Jeffers

Cultural Texts Emika’s Gift: An

African Counting Story - Ifpoma

Onyefulu

Interactive stories - Tom Fletcher

Tree: Seasons Come and Seasons Go – Patricia Hegarty

Magic Beach Alison Lester

Handa’s Surprise – Eileen Brown

Poetry/ Rhyming

Texts

Julia Donaldson (predictable phrases

and rhyme)

Sue Hendra (rhyme) Here Come the Aliens

Colin McNaughton Space Poems Gaby Morgan

We’re Going on a Lion Hunt

David Axtell (predictable

phrases)

It Starts with a Seed Laura Knowles

(rhyme)

Seaside Poems Jill Bennett

Non-Fiction Texts

Guided Reading Texts Guided Reading Texts

Planets, astronauts, Neil Armstrong and

Tim Peake.

African Animal Texts

Plants and Growing Texts

How Does a Lighthouse Work? Roman Belyaev

Class Story The Boy Who Cried Wolf

The Mr Men fairy tale collection

The Darkest Dark Chris Hadfield

The Ugly Five Julia Donaldson

The Boy Who Grew Dragons

Andy Shepard

At the Beach Roland Harvey

Year 2 The intent is that children will move on from reading well worded picture books in the Autumn term to a combination of picture and chapter books in the Spring term (in particular the two versions of The Owl Who was Afraid of the Dark, which will run side by side) to a focussed chapter book by the final summer half term. Mufaro’s Beautiful Daughters has been chosen in Summer 1, not just because it links to stories from other cultures but also because it is a ‘wordy’ picture book and can assist the transition to chapter book, with Mr Majeika in Summer 2. All texts have been chosen for their intended contributions to the children’s vocabulary. The poetry choices are ambitious as the children need to be exposed to a wide variety of poetry to increase their understanding of vocabulary and language choices. They have either been chosen to fit the time of year (e.g. ‘Cauldron, Bubble’ around Halloween) or as a stand-alone/ discrete focus. The Non-Fiction texts have been chosen to assist with Geography, History or Science vocabulary and knowledge but also showcase a variety of non-fiction structures.


Year 2 Main Focus

Text

What the Ladybird Heard

Julia Donaldson

Contemporary rhyme, recurring language

and sequencing

Cinderella’s sisters and the Big Bad Wolf

Lorraine Carey

London’s Burning Pauline Francis and Alessandro Baldanzi

The Owl Who Was Afraid of the Dark

Jill Tomlinson

Mufaro’s Beautiful daughters

John Steptoe

Mr Majeika Humphrey Carpenter

Supporting Fiction Texts

The Troll, Monkey Puzzle,

Cave Baby, Paper Dolls, Spinderella,

Jack and the Flumflum Tree

Julia Donaldson

Goldilocks and Just the One bear

Leigh Hodgkinson

The Last Wolf Mini Grey

Vlad and the Great Fire of London

Kate Cunningham

The Town Mouse and the Country

Mouse - Retold by Susanna Davidson

Kapiti Plain Verna Aardema

The Gift of the Sun

Dianne Stewart

Around the World in Eighty Days Jules Verne

(Abridged Jane Bingham)

Poetry Texts

Fire, Burn; and Cauldron, Bubble

William Shakespeare

Classic

In Flanders Fields John McCrae

Contemporary

The Dragon Who Ate Our School Nick Toczek

Contemporary (performance/

repeat)

Owl and the Pussy Cat

Edward Lear Classic

Cats Sleep Anywhere

Eleanor Farjeon Contemporary (performance)

What is Pink? Christina Rossetti

The Caterpillar

Christina Rossetti

The Wind Christina Rossetti

Classic (Poet focus)

10 things found in a Wizard’s Pocket

Ian McMillan

Contemporary (List poetry)

Non-Fiction Texts

Spiders (National Geographic Kids)

Laura Marsh

Mapping My World Collection

Harriet Brundle

The Great fire of London

Clare Lewis

Day and Night Animals

Karen Rice Evans

Roots, Stems, Leaves and Flowers

Ruth Owen

From seedling to Tree - David Tunkin

Map my School Map My Area

The Great Fire of London

Liz Gogerly

The National Archives: The Great

Fire of London Unclassified Nick Hunter

Night Animals Claire Llewellyn

Barn Owls Patricia

Whitehouse

(FUNdamental Science)

From a Tiny Seed to a Mighty Tree – Ruth

Owen (FUNdamental

Science)

Class Story

The Gruffalo, The Snail and the Whale, Room

on the Broom, The Gruffalo’s Child,

Tyrannosaurus Drip, The Smartest Giant in

Town, A Squash and a Squeeze

Julia Donaldson

The Twits Roald Dahl

Mr Skip Michael Morpurgo

The Hodgeheg Dick King-Smith

The Secret Garden Frances Hodgson

Burnett (abridged and retold by Joyce

Faraday)

Other Mr Majeika books in the series

Year 3 The children begin with Jeremy Strong who writes with humour and this is to engage children in popular fiction and enthuse them to become more independent readers at the start of Key Stage Two. Other texts used in the first term will build on their understanding of different types of stories and they will begin to develop a wider understanding of genres. They move onto Michael Morpurgo to engage them further in a range of fiction and to enhance their history and geography knowledge as they read about the travels of the Prince of Cats. The final term introduces a classic story Stig of the Dump which brings challenge and enhances their learning of the Stone Age. All terms include an appropriate balance of fiction and non-fiction text as well as cultural and religious understanding.


Year 3 Main Focus

Text

A Land ‘Pharoah’ Away

There’s a Pharaoh in our Bath!

Jeremy Strong

Non-fiction Texts based on Egypt: Ancient Egypt

DK Children

Adventure and Wonder Kaspar, Prince of Cats

Michael Morpurgo

Stone Age Stig of the Dump

Clive King

Non-Fiction Stone, Bronze and Iron Ages

Sonya Newland Stone Age Boy

Satoshi Kitamura

Supporting Fiction Text

Anthology of Myths and Legends - re-

telling orally.

Guided: The Iron Man

Traditional Tales Rosen’s Aesop’s

Fable

Guided: The Rainforest Grew All

Around - Susan K, Mitchell

Traction Man is

Here Mini Grey

Egyptian

Cinderella Shirley Climo

Guided: The Killer Cat Anne Fine

Leon and the Place Between

Grahame Baker-Smith

Traditional Tales Princess and the Pea

Stone Girl, Bone Girl (Science) Laurence Anholt

Guided: The Matchbox Diary

Paul Fleischman

The First Drawing Mordicai Gerstein.

Poetry Text Anthology of Poems

Poems by Jack Prelutsky

The Wreck of the Titanic by Benjamin Peck Keith.

Slowly James Reeves

The Witches Brew Wes Magee

Non-Fiction

Text Ancient Egypt:

Tales of Gods and Pharaohs

Marcia Williams

Everything: Ancient Egypt

National Geographic kids

Titanic Resources Various including newspapers

Skara Brae Dawn Finch The Woolly Mammoth- Using Non-

fiction text Stone Age – DK Children

Class Story The Morning I Met a Whale

Michael Morpurgo

George’s Marvellous Medicine

The Witches Roald Dahl

BFG Roald Dahl

Gangster Granny

David Williams

The Wishing Chair Enid Blyton

Ratburger

David Walliams

Year 4 Children have constant access to high quality non-fiction texts; these texts are changed each term when the subjects and focus changes. We start the year by carrying on from Year 3 with a text of the same calibre so as to ensure they are not moving backwards and are challenged from the start in their new year group. The progression of texts is based on their use of vocabulary and the technical elements we can take from the text to use within English and other subjects. The stories are compelling to the children and we continually ask questions to check understanding and we are constantly reading to ensure that the book choices don’t go stale; it is now less about decoding and more about understanding fluency of reading and developing reading style/strength. We look at books chapter by chapter and assess the author’s choices, characters and plot. We strive to use our texts throughout the curriculum, in other core subjects, showing the breadth of literature and making links constantly. Poetry is chosen for its use of vocabulary and technical elements; children learn three main types of written poetry and must learn how to execute that poetry using their own ideas and mixing it with those things they have learned throughout/during the topic, but keep the structure/form of that poetry as two of them (haikus and calligrams), are very strict.


Year 4 Main Focus Text – Key text to link to literacy

The Romans The Thieves of Ostia Caroline Lawrence

Max and the Millions

Raiders or refugees? How to Train Your Dragon

Cressida Cowell

It’s a Hard Life Street Child

Berlie Doherty

Escape from Pompeii Christina Balit – used in conjunction with Geography


The orchard book of Roman Myths Geraldine McCaughrean

Project X – A Range of Genres Guided Reading

Myths and Legends classics – group readers/guided reading – Greek and

Norse Gods


Hetty Feather Jacqueline Wilson

Book and video clips


Poetry Text Reading Calligrams Poems and looking at the features (raindrop, my

hand, star – PPT on calligrams Looking at the conventions linking to

Geography.

The Magic Box Poetry Kit Wright

Looking at the language features and conventions of free verse poetry

Haiku poems about seasons (the seasons by Jim Milks, Four seasons, four haikus)

Features of and compare to other types of poetry i.e. Rhyme, slam, free verse.

Linking to history

Non-Fiction Text

The Romans Various

The Vikings Various

The Victorians Various

Class Story Romans on the Rampage Jeremy Strong

Across the Roman Wall Theresa Breslin

The Magic Faraway Tree Enid Blyton

Hetty Feather Jacqueline Wilson

Year 5 Year Five lead their learning with an emotionally challenging text that brings their History learning to life. They build on their reading from Year 4 and cover more challenging texts that have deeper and underlying meaning that require greater reading and inference skills. They explore our cultural heritage and develop a greater understanding of world events through their reading and exploration of text.


Year 5 Main Focus

Text

Changing World The Boy in the Striped Pyjamas

John Boyne

Tudor Times Romeo and Juliet

William Shakespeare

Diver’s Daughter Patrice Lawrence

Ancient Greeks / Ancient Baghdad Greek Mythology

Various

The Boy at the Back of the Class Onjali Q Rauf

Sky Hawk(Geography & Science focus)

Gill Lewis


The Story of Anne Frank Various

The Three Musketeers Martin Howard/Ludovic Salle

The Closest Thing to Flying (Geography focus)

Gill Lewis

Poetry Text

Beyond the Lines

Budapest by Billy Collins

I am Jew Franta Bass

The Highwayman Alfred Noyes

The Smugglers’ Song

Rudyard Kipling

A selection of poems by Lewis Carroll

The Piano

D H Lawrence

Non-Fiction Texts

Newspaper articles Various

Technology in the Battle of Britain Nick Hunter

Adverts Ancient Greece Various

The Golden Age of Baghdad

Collins Big Cat

Class Story

Grandpa’s Great Escape David Walliams

The Christmasaurus

Tom Fletcher

Moon Bear Gill Lewis

The Invention of Hugo Cabret

Brian Selznick

Anthony and Cleopatra John Dougherty / Alida Massari

Kensuke’s Kingdom Michael Morpurgo

Year 6 Year 6 is a consolidation of learning and an opportunity to build on children experiences of classic and modern fiction, poetry and plays. The children explore a rich vocabulary from the texts they study and work analytically to deepen their understanding. Much of the Year 6 curriculum is supplemented with reading extracts from a wide range of sources to support their developing understanding.


Year 6 Beyond the Book (Fantasy)

Beowulf (classic) Michael Morpurgo

Beyond the Book (Fantasy)

The Lion, the Witch and the Wardrobe

C.S. Lewis

Amazon Adventure Journey to the River Sea

Eva Ibbotson

The House with Legs Chicken Sophie Anderson


Myths and Legends – Classic

Short reading extracts CGP

Alma – visual

Short reading extracts CGP Sat’s extracts

The Tempest William Shakespeare

Short reading extracts CGP

Poetry Text Kenning (link to Beowulf)

The Uncertainty of the Poet

Rainforest Judith Wright

A Palindrome Poem Brian Bilston

Wendy Cope

A Poem is a City Charles Bukowski

Matilda who told lies and was burned

to death Hilaire Belloc

Non-Fiction Texts

Newspaper report Terry Herbert (Hoard find)

Adverts – Holidays (link to Narnia)

Biography – Charles Darwin

Mayan / Rainforest Various

The British Monarchy Various

Class Story King Arthur

Harry Potter J K Rowling

Cosmic it’s one giant leap for all boy-kind Frank Cottrell-Boyce

Writing Curriculum

Writing Intent High quality writing can only happen if children have the confidence and ideas to write so we need to build this self-belief and resilience in our children as a blank page is over-facing for many. In the early years setting, children start with mark making and have many varied opportunities to begin their writing journey and they progress to writing alongside their phonics learning. As the children progress through school they are encouraged to write about their interests, draw, plan and write using story maps and understand that writing has a real purpose. Children use the

agreed handwriting scheme to support the development of their writing and feel confident putting pen to paper. (Writing progression map is a separate document) What do we do and use to support writing?

! Hooks into learning: drama activities, listening to a piece of music, propr or watching a film clip ! Model writing ! Reading and text analysis to inform success criteria ! Before children are asked to do writing of any length the teacher models how to do so, making explicit reference to the key

ingredients list which is generated as a class. ! Allow planning time before drafting. This can be in the form of a story map (sequencing the story in pictures), a boxed-up plan

(listing the key details to be included in each paragraph), an exploded plan for more advanced writers (sequencing the piece, then expanding on the most important sections in more detail) or using a story mountain or other graphical organiser.

! Use of word banks ! Re-draft in response to feedback ! Sentence stems or some useful sentence openers can often work wonders.

Progression in Writing: Minimum End of Year Expectations

Rec Y1 Y2 Y3 Y4 Y5 Y6 Sentence & text

structure Write simple sentences which can be read by themselves & others.

Write clearly demarcated sentences.

Use ‘and’ to join ideas.

Use a simple co-ordinating

conjunction to join sentences (e.g. and, so, but).

Use standard forms of verbs, e.g.

go/went. Adding adjectives.

Write different kinds of sentence: statement,

question, exclamation, command.

Use expanded noun

phrases to add description & specification.

Write using subordinating

(when, if, that, because) and co-ordinating (or, and, but)

conjunctions

Use subordinating conjunctions (when, so,

before, after, while, because).

Use adverbs of time (e.g. then, next, soon).

Use prepositions (e.g. before, after, during, in, because of).

Experiment with adjectives to

create impact.

Vary sentence structure, using different openers.

Use fronted adverbials.

Use adjectival phrases (e.g.

biting cold wind).

Use appropriate choice of noun or pronoun.

Use pronouns to avoid

repetition

Add phrases to make sentences more precise &

detailed.

Use relative clauses to make complex sentences

Use range of sentence

openers – judging the impact or effect needed.

Begin to adapt sentence

structure to text type.

Use dialogue to advance action

Use subordinate clauses to write complex sentences.

Use passive voice where

appropriate.

Use expanded noun phrases to convey complicated

information concisely (e.g. The fact that it was raining meant

the end of sports day).

Use verb tenses consistently

Use dialogue to convey character and advance action

Correct & consistent use of present tense & past tense.

Correct use of verb tenses.

Correctly use verbs in 1st, 2nd & 3rd person.

Use perfect form of verbs to mark relationships of time

& cause.

Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g.

might, should, will)

Use a sentence structure and layout matched to

requirements of text type.

Punctuation Start to use capital letters and full stops to demarcate

sentences.

Introduce use of: o capital letters o full stops o question marks o exclamation

marks

Use capital letters for names & personal

pronoun ‘I’.

Write with correct & consistent use of:

o capital letters o full stops o question marks o exclamation marks

Use commas in a list.

Use apostrophe to mark omission and singular possession in nouns.

Use inverted commas to punctuate direct speech.

Use apostrophe for plural possession and contracted

forms.

Use a comma after fronted adverbial (e.g. Later that day,

I heard bad news.).

Use inverted commas and other punctuation to

punctuate direct speech.

Use the following to indicate parenthesis:

o brackets o dashes o comma

Use commas to clarify

meaning or avoid ambiguity.

Use commas to mark clauses.

Link clauses in sentences using

a range of subordinating & coordinating conjunctions.

Use prefixes and suffixes to alter

meaning of words

Use semi-colon, colon or dash to mark the boundary between

independent clauses.

Use colon to introduce a list & semi colon within a list.

Use correct punctuation of bullet points.

Use hyphens to avoid

ambiguity.

Use verb phrases to

create subtle differences (e.g. she began to run).

Use full range of punctuation matched to requirements of

text type.

• All writing maps are outline plans and will vary as teacher assessment determines how children are progressing in particular styles*

Year 1 Writing Map

Autumn Term Spring Term Summer Term History: Change in Living Memory

Geography: Where we live? PSHE: All about Me

History: Significant Individuals Geography: What’s the Weather?

History: UK Countries and Coasts Geography: Events then and now

Fiction

Simple Sentences (About me, what I want to be when I grow up,

what makes me grumpy)

Character Descriptions Letters to the Jolly

Postman

Alien Description

Man on the Moon re-write

Postcards

Setting Description

The Lighthouse Keepers Lunch re-count/write

Non-Fiction

Ladybird Labelling and

Captions

Ladybird Facts

Instructions (Gingerbread Men)

Educational visit -

Recount (Zoo)

Instruction – making a clay meerkat

Neil Armstrong Fact File Plant part labelling

Trip Recount (Seaside)

Instructions (Planting a

seed/How to make a

sandwich)

Poetry Autumn/Harvest Acrostic Space Acrostic/ Poem Seaside Poem

Year 2 Writing Map

Autumn Term Spring Term Summer Term

History: The lives of significant people in our area Geography: Routes and Journeys (our Town)

History: Events beyond living memory: The Great Fire of London

Geography: The United Kingdom and London

History: Exploring our world: The Impact of Christopher Columbus

Geography: Continents and oceans

Fiction

Narrative: Imitate – What the

Ladybird Heard

Imitate - The Troll

Innovate – Own version of Jack and the Flumflum Tree

Description: animal

from Monkey Puzzle

Narrative: Imitate – Goldilocks and just the

One Bear

Innovate – Cinderella’s sister

Narrative: Innovate – The Great Fire of

Chesterton

Description: Setting (London during the

Great Fire)

Narrative: Imitate – Dark is Exciting chapter

Innovate – Dark is ____

(own choice) Description: Character

Description of Plop

Extended Narrative: Imitate - Mufaro’s

Beautiful Daughters

Narrative: Innovate - Stopping

the rain at Chesterton Primary

Extended Narrative: Invent –

adventure with magic (Mr Majeika as inspiration)

Description:

new character (Magical)

Non-Fiction

Non-Chronological Report: Spider

Instructions: How to

make paper dolls

Recount: Educational

visit to Gladstone

Recount: Educational visit to the theatre

Explanation: How

Pottery is made

Letters: To Santa

Recount: The Great

Fire of London

Diary: Vlad’s diary of the fire

Instructions: link to

DT/Art

Non-chronological Report: Nocturnal

animal

Letter to Sandy Seaside Mouse (come to visit the town/country because)

Recount: Educational visit to Gentleshaw’s

Non-Chronological Report: Kenya/

Zimbabwe

Diary: Christopher Columbus’ sailor

Non-Chronological Report: Plants

Instructions: How to plant

seeds

Poetry

Cauldron poem for Halloween

(imagery/ shape)

Autumn Calligrams (Little Acorns)

Remembrance/ Poppy Poetry (imagery and repetitive language/

patterned poetry)

Fire poetry (imagery/ shape/ calligrams)

New rhyming verse for ‘Cats sleep anywhere’

(rhyme)

Rainbow poetry based on What is Pink?

(patterned language/ repetition)

List poetry (10 things found in

a wizard’s pocket)

Year 3

Writing Map

Autumn Term History: The achievements of the earliest

civilizations: Ancient Egypt.

Geography: UK Cities and Counties

Spring Term History: A study of an aspect or theme in

British History that extends pupil’s chronological knowledge beyond 1066.

Titanic: Captain J E Smith 1912 Geography: Landmarks

Summer Term History: Changes in Britain from the Stone Age to the

Iron Age. Geography: Mountains and Rivers of the World

Fiction

Description: Character of

Professor Jelly

Narrative: Missing chapter

Narrative: Writing Ancient Egyptian

stories.

Myth writing

Description: Character description of Kaspar Prince of

cats.

Narrative: Historical adventure

Story.

Description: Character description of Stig or Barney.

Description: Setting description

Play script

Non-Fiction

Instructions: How to mummify an apple.

Non-Chronological Report: Ancient

Egypt

Explanation text

Diary writing- Molly Brown.

Instructions: link to

DT

Persuasive leaflets Letter: Write a letter from Johnny Trott to Lizzibeth using the character’s voice

Recount: Educational visit to Liverpool- The

Mersey Maritime Museum.

Recount: Creswell Crags Museum & Heritage Centre

Explanation text

Non-Chronological Report Stone

Poetry Acrostic Poem

Free Verse Poem Kennings Poem Limericks Clerihews Rhyme Free Verse

Year 4 Writing Map

Autumn Term Spring Term Summer Term History: The Roman Empire

Geography: Volcanoes, Earthquakes, Tsunami

History: The Vikings Geography: Natural Resources

History: The Victorians Geography: Europe

Fiction

Diary entry – perspective of

character – Escape from Pompeii

Writing the next

chapter of the book – prediction and

inference.

Persuasive poster– join the Roman

army!

Setting description: Ancient Rome

Recount of trip

Story writing

Recount of educational visit

Extended narrative (historical setting) –

story writing

Character descriptions of ‘How to Train your Dragon’ characters.

Setting description – Victorian workhouse

Diary entry as Jim

Story writing

Informal letter writing

Non-Fiction

Non-chronological report: What the

Romans did for fun

Instruction writing – How to explode a

volcano

Explanation – My Roman invention

Instruction writing – How to Train a Dragon

Persuasive Writing

(one-sided argument)

Newspaper writing – using the book in a

factual way

Recount of educational visit

Non – chronological

report on Queen Victoria

Persuasive writing (1 sided argument)

Explanation – Victorian theme using industrial

revolution

Poetry

Shape poems/calligrams – understanding the technical features (volcano poems) Discuss

the poem’s form and suggest the effect on the reader.

Use actions, sound effects, musical patterns and images to enhance a poem’s meaning

(riddles and Limericks) Use similes to build images (performance

poetry)

The magic box by Kit Wright – features/ write your own from the point of view of a Viking. Compare to other forms of poetry and their

effectiveness. Describe poem’s impact and explain own interpretation by referring to the poems.

Comment on the use of similes and expressive language to create images, sound effects and

atmosphere. Discuss the poem’s form and suggest the effect on

the reader.

Haiku/Tanka/Quatrain: learn the technical elements – write your own about seasons/Victorian era.

Vary and control volume and tone, pace and use appropriate expression when performing.

Use language devises and experiment with poetry.

Year 5 Writing Map

Autumn Term Spring Term Summer Term History: World War II

Geography: Mapping the World History: Tudor Times

Geography: Trade and Economic History: Ancient Greece/Baghdad

Geography: Settlements and Migration

Fiction

Diary - emotive

writing Playscript

Character and scene descriptions

Informal letters Recount

Narrative from imagination Adventure

Playscript Diary Drama

Scene and character descriptions

Recount

Adventure Interview writing

Fantasy Recount Narrative Persuasive

Diary

Non-Fiction Fact File All about Coal

Non-chronological report

Chronological report Biography

Explanation (Science)

Newspaper

Advert Formal Letter

Instructions (D&T) Persuasive

Autobiography Non-chronological report

Newspaper

Comic strips Non-chronological

Poetry Personification Descriptive Repeating phrases

Descriptive

Descriptive Emotive

Poet focused

Year 6 Writing Map

Autumn Term Spring Term Summer Term

History: Anglo Saxons and Scots Geography: European study

History: Ancient Maya or China Geography: North and South America

History: Changing Power of Monarchs (Georgians)

Geography: Carbon footprints

Fiction

Setting Description: Mead Hall Character

Description – monster

Narrative: retell battle between

Beowulf/Grendel’s mum

Diary: Wiglaf’s final battle

Letter home: Lucy/Edmund

Playscript: Snow Queen and Edmund

Character description: Narnia

character Narrative: through

the wardrobe

Alma- retell the clip. Write from a different

perspective?

Diary – Maia getting lost

Character comparison – Finn and Clovis

Free Write – Mayan

Mystery

Writing your own folk tale

Missing chapter -

Benjamin’s adventure to find Marinka.

Write in character as

the house, silent observer.

Character comparison Salma and Marinka

Discursive piece –

should Marinka help Baba?

Non-Fiction Newspaper report – Terry Herbert’s find

Balanced argument- should they help

Tumnus?

Holiday advert – visit Narnia

Biography – some I admire

Persuasive- why should we save the rainforest?

Should Maia go to the rainforest – my opinion

Newspaper – Missing

boy found

Theatre review

How to speak the language of the dead –

instructional text

Georgians – law and order

Autobiography – A famous Georgian

My journey- journey

around the world

Poetry Kenning – use of language in Beowulf Winter poetry- Haiku or cinquain Figurative poetry – rhyme and Poetry based on The Dam – nature, sounds, mood

Maths Curriculum

Maths Intent Mathematics is important in everyday life. It is vital that all children have access to the world’s only truly universal language. The practical and problem-solving nature of this subject encourages children to make sense of their surroundings. It is not only taught because it is useful but also to develop curiosity, wonder and resilience. We ensure that children develop a healthy and enthusiastic attitude towards mathematics which stays with them throughout their lives. Mathematics must be an experience from which pupils derive pleasure, enjoyment and have a positive attitude towards. Mathematics should provide a source of delight and wonder offering pupil’s intellectual stimulation. What do we want to see in Maths? The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

• 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.

What resources do we use…? …a wide range of multi-sensory resources such as number lines, number squares, digit cards, number fans, counting sticks and small apparatus to support their work. Children using ICT-based maths games to practise skills and recall of number bonds and multiplication facts. Maths Whizz White Rose Math: Maths progress mapped through White Rose and this provides the backbone of maths teaching

Maths Crucial Knowledge Overview

Phase 1

Phase 2

Phase 3

+ total (put together)

- taking apart

x groups of

÷ splitting into parts

= same as

fraction part of a whole

digit a numeral 0 to 9

number an amount

reasoning to make sense

place value placement of digit

measure size of something

geometry shape or position

statistics looking at data

calculate solving

> greater than

< less than

Phase 4

Phase 1

decimals smaller than one

algebra showing a number

ratio compare values

addition + total (put together)

Adding is bringing two or more things together – they will make a new total. Addition can be used to count (adding one or more each time). When adding the total will always be greater than the parts being added.

subtraction - taking apart

Subtraction is taking apart or taking something away. Subtraction can be used to count backwards (taking away one or more away each time). The outcome of subtraction is the difference between two amounts (or numbers).

multiplication x groups of

Multiplication is sometimes called multiplying. It is ‘groups of’, the same as repeated addition. 5 x 3 is or 5 + 5 + 5

division ÷ splitting into parts

Splitting in to equal parts is also ‘fair sharing’. For example: 12 treats between 3 dogs is 12 ÷ 3 = 4

They have 4 treats each.

percentage part of a 100

Phase 2

digit a numeral 0 to 9

There are ten digits that we use. A digit is any one of these symbols: 0 1 2 3 4 5 6 7 8 9 The number 23 is written with two digits; 2 and 3. Digits can be used to identify (show) something – like a telephone number or house number.

number an amount

A number is an amount of something. It can be shown in words, digits, symbols or pictures to show that amount. six 6 VI …… We use numbers to count an amount.

reasoning to make sense

Reasoning is making sense of maths by using maths skills and knowledge. Think about the information given and the maths skills you already know to find an answer (solution). E.g. If two pens cost 20p, one pen must cost 10p I know there are two pens and the total cost is 20p. If I separate the pens into singles, I have two groups of pens with one pen in each group. If I separate the money in the same way – I separate the 20p in to two groups, I will have two 10ps, so each pen costs 10p.

place value placement of digit

Each digit holds a value. The value of a digit depends on where it is within a number. For example: 3 is In 37 the three has a value of 30 In 307 the three has a value of 300

Phase 3

measure the size of something

To find out the size or amount of something. We can measure: distance, area, time, mass and volume. Distance is the space between points. Area is measurement of a flat space. Time is how long it takes. Mass is how heavy an object is. Volume is the amount of space within something.

geometry shape or position

Shape is an outline or form of an object. Position is where something is. Dimension is a measurement 2D (two dimensions) is a shape that has two measurements (e.g. width and height). It can’t be picked up. 3D (three dimensions) is a shape that has three measurements (width, height, depth). It can be picked up.

statistics looking at data

Data is information. Statistics is collecting and showing information (data) so that we can talk about it. A table is list to record the information collected. A graph is a picture to show the information (data).

calculate solving

We can use + - x ÷ to calculate (solve) maths questions and problems.

fraction part of a whole (½ 3 4$ )

The bottom number (denominator) is the total number of parts. The top number (numerator) is how many parts being used (looked at). Some fractions can be the same (equivalent) to other fractions. E.g. 2/4 = 1/2 Adding fractions: Only add the top number (numerator). If the bottom number is the same, it stays the same. 2 + 4 = 6 8 8 8

If the bottom number isn’t the same, find a new number that relates to both denominators. 1 + 1 = 4 + 3 = 7 3 4 12 12 12

Phase 4

decimals smaller than one

A decimal is a value smaller than one A decimal is shown to the right of a decimal point A decimal point is a dot showing that a value smaller than one is to follow For example 0.42 shows four tenths and two hundredths

Tenths are ten parts of one whole. Hundredths are one hundred parts of one whole.

percentage part of a 100

Per cent means out of 100 % this symbol means percent 40% means 40 out of 100 11% means 11 out of 100

algebra showing a number

Using a letter or symbol to show a number y + 3 = 10 so here y = 7 To solve algebra inverse (opposite) instructions are used Inverse means the opposite Inverse of + is – Inverse of – is + Inverse of x is ÷ Inverse of ÷ is x

ratio compare values

Ratio compares values (numbers) in a set order. Example: The ratio of dogs to cats is.

3:1 or

The ratio of cats to dogs is.

1:3

: this symbol is used to separate the values

Maths Curriculum Map Autumn Spring Summer

Year 1 Number; place value, addition and

subtraction Geometry; shape

Number; place value, addition and subtraction, multiplies of 2, 5 and 10

Measurement; length and height, weight and volume

Number; multiplication and division, fractions, place value

Geometry; position and direction Measurement; money and time


subtraction, multiplication and division Measurement; money

Number; multiplication and division, fractions Statistics

Geometry; properties of shape measurement; length and height

Geometry; position and direction Problem solving

Measurement; time, mass, capacity and temperature Investigations


subtraction, multiplication and division Number; multiplication and division, fractions Measurement; money, length and perimeter

Statistics

Number; fractions Measurement; time, mass and capacity

Geometry; properties of shape


subtraction, multiplication and division Measurement; length and perimeter

Number; multiplication and division, fractions, decimals

Measurement; area

Number; decimals Measurement; money, time

Statistics Geometry; properties of shape, position and

direction


subtraction, multiplication and division Statistics

Measurement; perimeter and area

Number; multiplication and division, fractions, decimals and percentages

Number; decimals Geometry; properties of shape, position and

direction Measurement; converting units, volume

Year 6 Number; place value, addition, subtraction,

multiplication, division, fractions Geometry; position and direction

Number; place value, percentages, algebra, ration

Measurement; converting units, perimeter, area and volume

Geometry; properties of shape Problem solving

Statistics Investigations

Science Curriculum

Science Intent The Science curriculum is mapped out to provide links in learning for the children. Therefore, the Science areas of study from the programmes of study are linked wherever possible to a year groups topic (be it, History, Geography etc). However, links for links sake are not useful to a child’s learning so some Science areas of study are planned for and taught discretely. Throughout the Science areas of study opportunities for ‘Working Scientifically’ are planned for and taught. The National Curriculum statutory document is the first point of reference. Curriculum statements for each year group are mapped out with as key vocabulary to ensure progression through the areas of study and year groups. What do we do and use to support science? Key Stage One: Planning Answering simple questions and recognising that they can be answered in different ways Obtaining and Presenting Evidence Performing simple tests Observing closely using simple equipment Gathering and recording data to help in answering questions Considering evidence and evaluating Using their observations and ideas to suggest answers to questions Identifying and classifyingLower Key Stage Two:

Planning Asking relevant questions and using different types of scientific enquiry to answer them Setting up practical enquiry to answer questions Setting up practical enquiries, comparative and fair tests Obtaining and Presenting Evidence Making systematic and careful observations and where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables Reporting on findings from enquiries, including oral explanations, displays of presentations of results and conclusions Considering evidence and evaluating Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Identifying differences, similarities or changes related to simple scientific ideas and processes Using straightforward scientific evidence to answer questions or support their findings Upper Key Stage Two: Planning Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Obtaining and Presenting Evidence Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays Considering evidence and evaluating Using test results to make predictions to set up further comparative and fair testsIdentifying scientific evidence that has been used to support or refute ideas or arguments

Science Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1 Seasonal Change Observe and describe weather

Materials / Planets Everyday materials An introduction to

space

Animals including Humans

The Human Body & Pets

Plants Identify and name

common plants and their structure

Seasonal Change

Comparing weather over

the four seasons

Year 2 Animals including Humans

Basic needs, lifestyles and offspring

Materials Suitability and variety of everyday materials

Living Things and Their Habitats

Things that are living, dead and have

never been alive.

Plants How seeds and bulbs mature

How plants survive

Year 3 Plants Features of flowers

The effects of pollination &

pollution

Rocks and Soil Formation, fossils and

the Jurassic Period

Light Light, reflections and

shadows

Forces Magnets

Animals including Humans Nutrition, animals with and without

skeletons

Year 4 States of Matter Compare and group

materials

The Water Cycle Evaporation and

condensation


Human digestion, teeth and their functions, food

chains

Living Things in Their Habitats

Group and identify in a range of environments

Electricity How is it used,

conductors and circuits

Sound Vibrations, pitch and

volume

Year 5 Materials Properties and their advanced purpose

Changing States

Forces Levers, pulleys and

gears Gravity / resistance


Human growth

Space Movement of our

Solar System

Living Things in Their Habitats Eco systems (The Coral Reef) Lifecycles and the process of

reproduction in animals and plants

Year 6

Light How light travels

Evolution and inheritance

Understanding adaptation and how

fossils provide information

Living Things in Their Habitats

Classifying based on characteristics

including microorganisms


Human circulatory system, the impact of lifestyle on our

bodies

Electricity Voltage and components

Science Curriculum Key Vocabulary Vocabulary to include but not limited to:

Year 1

Year 2 (+ recap and use

previous vocabulary)

Year 3 (+ recap and use previous

vocabulary)







Working scientifically Although ‘Working Scientifically’ is a separate strand in the programme of study, it must be taught through and clearly related to the teaching of the

substantive science content. (Examples of how to do this can be found in the National Curriculum Programme of Study) Questions, recognising, observing, identifying,

classifying, recording data Relevant questions, scientific enquiries, comparative and fair tests, accurate measurements, standard units (e.g. cm, g etc), gathering, conclusions, explanations,

differences, similarities,

Variables, accuracy, precision, repeat readings, recording data, results, scientific diagrams, classification keys, predictions,

causal relationships, evidence

Season, Summer, Autumn, Winter, Spring, sun, moon, night, day, light, dark, axis,

horizon, temperature, thermometer, compass,

shadow

To be discussed as part of regular vocabulary.

Everyday Materials Material, wood, plastic, glass, metal, water, rock, hard, soft, bendy, rough, smooth, shiny,

dull, stretchy, stiff, waterproof, absorbent, opaque, transparent,

translucent, waterproof

Uses of Everyday Materials

Brick, paper, cardboard, squashing,

bending, twisting, flexible,

stretching, properties,

Rocks Appearance, physical

properties, organic matter, fossils, soils, sandstone, granite, marble, pumice,

crystals, sedimentary, humus, igneous,

metamorphic, palaeontologist, weathering

States of Matter Solids, liquids, gases, heated, cooled, change of state, temperature, degrees Celsius (oC),

water cycle, evaporation,

condensation, data logger, freezing point,

Properties and Changes of Materials Hardness, solubility,

transparency, conductivity, thermal, electrical, magnetic, material, dissolve,

solution, substance, separated, filtering,

comparing, balsa, mahogany, oak,

pine

melting point, thermometer

sieving, evaporating, comparative, fair test,

mixing, changes of state, reversible, burning, atom, chemical, filter


Fish, amphibians, reptiles, birds, mammals (+ examples of each) herbivore, omnivore,

carnivore, fin, leg, wing, head, beak, arms, hand, feet

Animals, including Humans

Offspring, adult, survival, water,

food, air, exercise, hygiene, egg,

chick, chicken, egg, caterpillar, pupa, butterfly, baby, toddler,

child, teenager, burrow, cacti,

food chain, habitat,

microhabitat, extinct


Nutrition, skeleton, bones, muscles, support, protection,

movement, arthropod, balanced diet, carbohydrates,

carnivore, fats, herbivore, invertebrate, minerals,

protein, tendons, vitamins


mouth, tongue, teeth, oesophagus, stomach, small intestine, large intestine, herbivores, carnivores, canines, incisor, molar, anus, digestion, incisors,

predator, prey, rectum


Changes, human development, old age,

puberty, growth, foetus, embryo, womb, gestation, baby,

toddler, teenager, adult, ovary, ovule, seed,

testes, womb, hormone, follicles


Circulatory system, heart, blood vessels, blood, veins,

arteries, capillary, liver,

pulse rate, nutrients, water,

transported, oxygenated,

deoxygenated, valve, exercise,

respiration

Plants wild and garden plants,

deciduous and evergreen trees (+ examples of each) leaves, flowers (blossom),

petals, fruit, roots, bulb, seed, trunk, branches, stem

Plants Seeds, bulbs, water, light, temperature,

growth, healthy, germination, survival, bud, greenhouse,

Plants Roots, stem/trunk, leaves, flowers, air, light, water, nutrients, transported, life cycle, flowering plants,

pollination, seed formation, seed dispersal, extinct, fruit,

temperature, thermometer, probe, tuber

nectar, ovary, ovule, petal, stigma, stamen

Living Things and their Habitats

Living, dead, never been alive, habitats, micro-

habitat, food chain, predator,

prey, local habitats, seashore, woodland, ocean, rainforest, sorting,

classifying


Vertebrates, invertebrates, fish,

amphibians, reptiles, birds, mammals,

insects, environment, habitat, flowering

plants, non-flowering plants, human impact,

annelid worms, arthropods, ferns,

jellyfish, molluscs, mosses, ozone, species,


Life cycles, mammal, amphibian, insect, bird,

life processes, reproduction, plants,

animals, local environment, anther,

cell, fruit,

Living Things and their Habitats Micro-

organisms, classifying/

classification, specific

characteristics, antennae, arachnid, arthropod,

crustaceans, insect,

myriapod, species

Light Light beam/ray, shadow,

concave and convex mirror, reflective, dark, reflection,

opaque, image, incident ray,

Light Reflection, refraction,

straight lines, travel, angle of incident, angle of reflection, light source,

opaque, spectrum,

translucent, transparent

Forces and Magnets Forces

Magnetic, attract, repel, poles, contact, force, friction,

static friction, sliding friction,

Gravity, force, air resistance, water

resistance, friction, levers, pulleys, gears, acceleration, element, Newton, streamlined,

weight Electricity

Appliances, electrical circuit, cells, wires,

bulbs, switches, buzzers, series circuit, battery, loop, opens, closes, conductors, insulators, metals, atom, component, current electricity, negative terminal,

positive terminal, static electricity, voltage

Electricity Brightness,

lamp, volume, voltage, cells,

variation, components, amps, current

electricity, electron,

negative and positive

terminal, series circuit, parallel

circuit, resistance

Sound Vibration, travel, ear,

pitch, features, volume, strength, fainter,

increases, decreases, sound wave, ear

protectors, frequency, tuning fork, win

instrument

Earth and Space Earth, planets, sun, solar system, moon,

orbits, relative, spherical, rotation, axis,

day, night, Mercury, Venus, Mars, Jupiter,

Saturn, Uranus, Neptune, astronomer, constellation, eclipse, galaxy, space probe,

universe

Evolution and Inheritance Evolution, inheritance,

fossils, adaptation and

change, offspring, not

identical, environment,

genetics, artificial and

natural selection

Foundation Subjects

What do we want from learning? For children:

• to understand each subject and the key essential knowledge they need to be successful – clear, precise delivery of information • to learn new skills • to enjoy learning by observing, listening, exploring, experimenting and asking questions • to know why they are learning something • to be active participants in learning – to see things/touch things/experience things

What does success look like? Children:

• asking questions to demonstrate higher level thinking and deeper understanding • answering questions with more depth of understanding • applying their knowledge to texts • holding conversations that reflect their learning to peers and adults

Geography Curriculum

Geography Intent The geography curriculum is planned so that children learn crucial knowledge about their world starting from their small beginnings in their village/town/county. It broadens out into the counties and countries in Upper Key Stage One and the children end this Key Stage with a wider understanding of the continents. Lower Key Stage Two is planned to secure the children’s understanding of their own country to recap and revisit key learning. They then expand their knowledge to key landmarks and key features that make up our world. Geography learning is a discrete subject, however, there are many links with History and Science and the curriculum is planned so children can make those connections and broaden their knowledge. Upper Key Stage Two develops into more complex issues around our world. What do we do and use to support learning in Geography?

! National Curriculum ! Map of the world in classroom and books ! Access to atlases and globes ! Google Maps ! Library resources: geography topics

Geography Curriculum Map Our Local

Area Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1 Our School Where we live

– know my address

Where we live (our village) Know where we live and uses maps and

direction to show location

What’s the Weather? How the weather is changing in each season, know main features of a cold

and hot place,

UK Countries and Coasts Know the 4 countries of the UK, their capital cities, surrounding seas, rivers

and mountains. Year 2

Potteries Where we

live? Who we are fieldwork

Routes and Journeys (our town) Recognise landmarks, devise a map using

symbols in a key, learn compass directions, locate where we are in the area, county, country, world, identify

villages, towns and cities, physical and human features.

The United Kingdom and London United Kingdom and surrounding areas,

capital cities of the UK, human and physical features – city, town, village

Continents and Oceans Equator, North and South Poles, identify differences in weather, countries within the continents,

understand geographical similarities and differences.

Year 3 Our local environment: recycling and

reusing – environmental

surveys

UK Cities and Counties Main cities, counties, districts and regions

of the UK, considering what is special about the UK, how people use the land

Landmarks Human geography; wonders and special places of the world, how the world was

discovered

Mountains and Rivers of the World Changes of the earth’s surface

including erosion, mountain and river studies, landscapes

Year 4 Where was Roman

Chesterton? fieldwork

Volcanoes, Earthquakes and Tsunamis – around the world

Location and features of natural disasters; why and when they occur

Natural Resources of the World Coasts of Europe, natural resources;

energy, food, minerals, the water cycle.

Europe Location of Europe within the world, what is a river, match landmarks to the country, use scale in maps, use

directional language Year 5

Coal Mining in Chesterton -

fieldwork

Mapping the World Europe and the changes to the

landscape, maps to understand physical and human features, United Nations.

European Union.

Trade and Economic Activity Economic activity including trade links,

settlements, natural resources

Settlements and Migration Time zones, latitude, longitude,

Equator, Tropics and hemispheres, ordnance survey maps, four and six

figure grid references, migration, refugees, patterns of settlement

Year 6 The Future of Chesterton – beyond the coal mines

Europe – study of the human and physical geography of a region in a European

country Study of a country within Europe, land use

patterns

Biomes and Vegetation Belts / North and South America

Similarities and differences between UK and Central America Rainforests

Carbon Footprints

Consolidation study – Earth’s Key Physical and Human Processes

Geography Key Vocabulary

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Where We Live

Near and far Community Local Bungalow Detached Semi-detached Flat Terraced Plan Map Map Symbols Aerial Bird’s Eye View Route Survey Country Address Postcode Village School Buildings Grounds Travel Transport

Our Local Area Town Village City Route Destination Holiday Journey Motorway Compass Direction Feature Key Train station Hospital Road Shop Street County Council Observation Human/Physical Key

UK Cities and Counties

City County District Region (address, county, district, postcode) Industry Rural Urban Route Boundary Coat of arms London Symbols Saints Cardinal Points, Compass Grid Reference Ordnance survey

Volcanoes, Earthquakes &

Tsunamis around the World

Shield Composite Erupt Rupture Lava Ash Conduit Solidified Vent Reservoir Crops Fertile Epicentre Tectonic plates Seismic Crater Magma Crust Aftershock Active Extinct

Mapping the World Europe Borders Landscape National border Boundaries Axis Equator Tropics Hemispheres Longitude Latitude Meridian GMT Pangea Grids Monument

Europe - Study Region Capital Border Country Location Landlocked Island Atlas Ordinance United Nations (UN) European Union (EU) Commonwealth Hemispheres Tropics Equator

What’s the Weather? Hot and Cold Places

Great Britain London Flags

Exploring the World

Explorer

Natural Resources of the World

Water cycle

Trade and Economic Activity

Raw materials

Biomes and Vegetation Belts /

North/South Pole Artic Antarctic Hibernate Globe Extreme Cloud Cold Fog Wind Hot Rain Floods Draught Hail Snow Sun Warm Storm Tornado Heatwave Observe Weather Change Temperature Seasons

Capital city National symbol Patron saint England Wales Scotland Northern Ireland Great Britain Ireland Island United Kingdom (UK) Europe Continents Oceans

City Industry Route Trade Human/Physical features Location Settlements Civilisation Landscape Monument Border Fjord Landlocked

Flood Drain Condensation Evaporations Deforestation Reservoir Well Climate Contour line Gorge Landscape Moor Bore hole Water tank Export Fossil fuel Mineral Turbine Oil

Tertiary Secondary Primary Economic Routes - shipping Thematic maps Trading bloc Fair trade Barter Compensate Population Satellite image Skyline

North and South America

Aquatic Tundra Forest Desert Grassland Savannah Logging Ranching Prairie Rocky Mountains (names of key countries and states) Climate

UK Countries and Coasts

Coast Coastline Tourists Resort

Continents and Oceans

Globe Rivers World Continent

Mountains and Rivers of the World Landscape Gorge Delta Marsh

Europe Border Fjord Landlocked Island Regions

Settlements and Migration

Migration Immigrant Population Passage

Carbon Footprints and Sustainable

Living Carbon Carbon footprints Human Rights

Town Seaside Beach Island Ocean Sea Dock Harbour Lighthouse Cliff Pier Bay Sand Shop Attractions Map Map Symbols Route Diagrams Models

Ocean Atlas Desert Mountain range North/ South Poles (Names of continents & oceans) Satellites Equator Migration Overseas Equator

Lake Contour line Moor Slope Cliff Hill Peak Ridge Rocky outcrop River Stream Valley Waterfall Range River Bank Flow Mouth Stream Source Tributary

Division Urals/Caucasus Capital European Range Mediterranean Scandinavia Netherlands Climates

Satellite Urban Rural Immigration Trail Trek Inequality Refugee United Nations (UN) Windrush Ordinance

Climate Environment Food Miles Recycle Sustainability Greenhouse gas Emissions Reduce

History Curriculum

History Intent The school’s intent for History learning focusses on developing the children’s crucial knowledge on how life has changed over time both within the UK and the wider world, and how this may impact on life in the future. Through history the children can develop a strong understanding of, and increased exposure to, diversity and British Values deepening their understanding of their heritage and wider historical events. The school’s context is such that the children’s understanding of their locality, and how it relates to the UK and wider world, is limited. The children explore Britain’s past and that of the wider world. The curriculum identifies key events, places and people that will build children’s knowledge so they understand how today’s society has evolved. Children use timelines and other visual displays to understand the chronology of the key points in History. The curriculum is planned and sequenced with the suitability of the subject matter in mind and the depth of study needed. What do we do and use to support History?

! Timelines in books and displays ! Knowledge planners (separate document to whole curriculum) ! Floor books ! Library resources ! Internet

History Curriculum Map Our Local Area Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 The History of

Our School Changes within Living Memory

Changes in living memories homes, toys

The lives of Significant Individuals who have contributed to national and

international achievement Neil Armstrong, Buzz Aldrin, Tim Peake

1960 - Date

Events Then and Now The First Aeroplane Flight

How this has changed the way we holiday The Wright Brothers, Amelia Earhart

1903 to modern day Local Walks

Year 2 Local

Industry

The Lives of Significant People in Our Area The History of the pottery industry locally

Clarice Cliff and Emma Bridgewater 1800s to modern day

Events Beyond Living Memory The Great Fire of London

1666

Exploring Our World The impact of…

Christopher Columbus 1451 – 1506

Emma Bridgewater

Gladstone Ford Green Hall

Year 3 The History of

Recycling

Ancient Egypt The achievements of the Earliest Civilizations

Who were the Ancient Egyptian? What did they do? How did they impact on my life?

3000 BC

A Local British History Study The Titanic - Liverpool

Captain Smith (Local link)

1912

Changes in Britain from the Stone Age, Bronze Age to Iron Age

30,000 BC – AD 43 World museum Maritime museum

Year 4 Roman

Chesterton

The Roman Empire and its impact on Britain The Roman Empire / Pompeii and its impact on

Britain 55 BC- AD 410

The Vikings Raids and Invasion Viking Invaders

793 - 1066

The Victorian Age: a study of British History Victorian Children and in the local area

1837 – 1901

Brampton museum Roman outreach programme Jorvik Viking Centre Blist Hill Year 5

Coal Mining

in Chesterton

Significant Turning Point in History World War 2

Political figures and decisions What the war meant to the world

1939 - 1945

Tudor Times Henry VIII, Mary Tudor, Edward VI, Elizabeth I,

Thomas Cromwell. Marriage, Christianity, impact

1485 - 1603

Ancient Greece Life and achievements

800 BC – 146 BC

Ancient Baghdad A non-European society

AD 700 – AD 1258 Apedale Cosford Little Moreton Hall

Year 6 Reflection and the Future of Chesterton

Britain’s Settlements: Anglo Saxons and Scots Invasion and settlements

Impact upon the UK Art and culture, Religious conversion

British settlements 410 – 1066

A contrast with British History Ancient Maya / China Achievements, Religions

Impact upon the continent Life in the rainforest 2000 BC – 1800 BC

The Changing Power of Monarchs A British Study

The Georgian Period Changes in laws and society.

1714 to 1837

History Key Definitions Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Changes in living memory

Attitudes Century Cheap Clockwork Decade Impact Materials Modern Popular Safety Suitable Technology, timeline

The Lives of Significant People in our Area: The

Potteries Bone China Bottle ovens / Kilns Ceramics, fired Industry Pollution Saggars Porcelain Terraced house Potteries Workforce

Ancient Egypt Afterlife Ancient Dynasty Gods / Goddesses Hieroglyphics Mummification Papyrus Pharaoh Pyramids Sarcophagus Tomb Akhet, Peret, Shemu B. C.

The Roman Empire and its impact on

Britain Amphitheatre Aqueduct Barbarian Centurion Empire, Emperor Gladiator Legion Mosaic Myth Senate Temple, A.D.

Significant Turning Point in History

(WW2) Holocaust, Jewish Propaganda Blitzkrieg, Luftwaffe Allies, Axis, Nazi Enigma, Bombe Communism Democracy Homefront Civilian, RAF

Anglo Saxons and Scots

Angles Jutes Saxons Bretwalda Ceorls Hides Thegns Minstrels Picts Scops

The Lives of Significant Individuals 1960-date

Apollo 11 Astronaut Capsule Gravity Lunar Mankind Pilot Satellite

The Great Fire of London

Capital River Thames Pudding Lane Diary Thatched Fire Brigade Fire hooks Drought

A Local British Study (The Titanic) Capacity Collision Edwardian Hypothermia Liner Steerage Social class Steward Survivor

The Viking Raids and Invasion

Chieftain Danelaw Freeman Hoard Longship Norse Pagan Rune Saga Scandinavia, Viking

Tudor Times Catholic Communion Coronation Dissolution Immigrant Monastery, Monks Pewter Protestant Treason Wattle and daub Wherry

Ancient Maya Ahau / Ahaw Itzammna Civilisation Astronomy Glyphs, Cenote Mesoamerican Sophisticated Architecture Pre-classic Classic Postclassic

Events Then and Now: The First

Aeroplane Flight / Changes in how we

holiday Aeroplane Aviation Concorde Future Inspire Past Pilot Present Spitfire Transport

The impact of Christopher Columbus

Colonisation Catholicism Endurance Expedition Explorer Indigenous Navigation New World Trade Santa Maria

Changes in Britain from the Stone Age,

Bronze Age, Iron Age

Artefact Archaeology Chronology Mesolithic Neolithic Paleolithic Prehistoric Dwellings Flint Hunter-gatherer Wattle and daub Midden B.C. / A.D. Solstice

The Victorian Age Class Lashes Mangle Pauper Poverty Privy Refactory cell Slum Sovereign Toff Workhouse

Ancient Greek Chiton, colonies Himation Hobby horse Loincloth Macedonia Minoanians Mycenaean, Persian Philosophy Scholar Spartan Ancient Baghdad Islam Empire Philosophy Algorithm Algebra Trigonometry Caliphate Mosque

The Changing Power of Monarchs Government Sovereign Magistrate Monarch Parliament Poachers Whig Regent Revolution Reign Head of State Legislation Constitutional Political Empire Declaration

Personal Social and Health Education (PSHE) Curriculum

PSHE Intent It is our intent that children become healthy, independent and responsible members of society. Our aim is to help our children understand how they are developing personally and socially, provide skills to keep themselves safe and tackle many social, moral and cultural issues. We provide children with opportunities to explore and understand their emotions, learn about rights and responsibilities, discover and reflect personal attributes and what it means to be part of the local community and

the wider society. Safety is an integral part of our learning in a purposeful way to ensure children know how to keep themselves safe and ask for help; ranging from home, road and fire safety to digital resilience and emotional wellbeing. Our children are encouraged to develop their sense of self-worth and confidence. What do we do to support PSHE?

! Personalised and bespoke nurture provision ! Personal counselling through fully trained NHS mental health team ! Safe and calm environments ! Positive approaches and attitudes to each situation ! Strategies to support emotional wellbeing and mental health

PSHE

(Personal, Social & Health Education)

Curriculum Map

Autumn 1 Me and My Safety

Autumn 2 Celebrating Difference

Spring 1 Me and My

Relationships

Spring 2 Happy and Healthy

Me

Summer 1 Me and My World

Summer 2 Dreams and Goals

Year 1 *Understanding which household products can be harmful including medicine *Understand rules for keeping and ways to keep safe *E-safety; passwords, sharing information *Know about people who can help us to be safe

*Understand they belong to various groups and communities *Identify similarities and differences between people *Understand different types of teasing and bullying and how to deal with this

*To begin to value themselves *Recognise and value similarities & differences between people *Understand that families are all different but are all special *Understand what makes a good friend *Identify the difference between good and bad secrets

*Recognise the ability to make informed choices *To know the correct names of body parts (neck, chin etc) *Know about the process of growing from young to old and the changing needs including being independent *Recognise what constitutes a healthy

*Share opinions and explain views *Recognise living things have needs including humans - identify what they are and who is responsible to meet them *Consider social dilemmas (fair and unfair) *Consider people’s contributions to school

*Reflection – what I have enjoyed the most in school and at home. *Recognise achievements of myself – share successes *Recognise who has helped me and who I have helped

*Basic road safety (including travelling in a car)

*Recognise choices that they can make

lifestyle (incl. emotional wellbeing & screen time) *Recognise personal likes and dislikes

and how this helps others *Recap staying safe online within the world

Year 2 *Understand rules and ways of keeping emotionally and physically safe *Recognise individual responsibilities for keeping self and others safe *Recognise the difference between secrets and surprises *Staying safe online – what to do something is wrong *Trusted adults

*Understand and respect difference between genders and identity *Understand and respect the range of families in society *Understand and respect racial and cultural diversity

*Develop and maintain a variety of healthy relationships *Recognise how our behaviour affects others *Working co-operatively and strategies to resolve disagreements *Understand how relationships can change and the reasons why *Recap online safety

*To name gender body parts and recognise differences *Understand the importance of personal hygiene and how some diseases can be spread / controlled *Understand how choices impact our health *Building confidence

*Identify natural and built environments *Understand what improves and harms local environments and ways to look after them. *Consider the wider impact on the world *E-safety – sharing data

*Reflection – what I have enjoyed, what I have been good at *Recognise achievements of myself and others and times *Understand how resilience helps us to achieve *Recognise who has helped me and

Year 3 * Recognising and predicting risk *Strategies to prevent (peer/media pressure, internet safety) * Medicines & safe use * The difference between secrets and surprises * Acceptable behaviours *Powerful passwords *Communicating online

*Recognise and appreciate the range of religious, cultural, ethnic and regional differences *Understand the meaning of community *Identify similarities and differences *Understand the meaning of equality

*Recognise that families come in different forms *Positive friendships, feelings about arguments, self help *Actions and consequences *Being safe & respectful with online friends

*Recognise and understand the importance of a balanced diet *Understand who influences our choices *Recognise the importance of emotional wellbeing and ways to help self *Discuss screen time for positive health

*The purpose and value of money *Understand how to manage money and to be a critical consumer *Environmental awareness – our impact on the world *E-safety – sharing, streaming safety

*Reflection – (as Y2), what could I do better? *Recognise achievements of myself and others in the community *Explore and reflect on changes locally Begin to explore democracy and its impact *Wishes and desires for the next week, month, year and why these are important

Year 4 *Identify between risk, danger and hazard *Understand the importance of rules/laws

*Recognise the range of identities in Britain today *Explore British Values and their meanings

*Recognise and understand changing emotions as they grow up

*Personal hygiene – bacteria and viruses *Understanding the implications of medicine and drugs

*Rights, responsibilities and duties at home, school and within the community and towards the environment

*Reflection – positives and areas for improvement *Recognise achievements of myself

and how the keep us safe *How to keep ourselves safe *Safe or fake websites? *Keeping data secure *Geolocations and staying safe *Digital citizenship

*Explain why respect and tolerance are important *Compare cultures

*To learn strategies to express how they are feeling *Understand loss/change is part of human life *Safe / unsafe touches *Bad secrets and betrayed confidence *How behaviour affects others *Safe friends online

*Understand which, how and why commonly available substances can impact immediate and long- term health *Understand the human lifecycle and how the body changes *Build self-esteem *Recognise the importance of resilience

*Recognise a range of jobs and how they impact on the community * Positive environment *Digital resilience – protect your digital identity

and others (locally/nationally) *Explore and reflect on personal changes *Wishes and desires for the next week, month, year and how to stay motivated

Year 5 *Recognise different risks in different situations and how to behave *Recognise how and when to ask for help *Right from wrong *How to stay safe and healthy *Digital responsibilities *Safe images

*Reflect on spiritual, moral, social, cultural issues – understand other people’s experiences *Appreciate range of national, regional, religious, ethnic identities in UK

*To recognise and challenge gender stereotypes *To understand the impact of media forming attitudes *The value of friendship *Secrets *Safe online communication

*Positive and negative impacts on my health *The importance of hygiene *Explore emotional and physical differences that occur during puberty *To know how and why menstruation happens *Research and debate topical issues, problems and events *Digital resilience and the impact on emotions

*To know what democracy is and the institutes that support this *Know how and why laws exist – how I can work to change rules / laws *Looking after money, desires for the future and what savings can mean *Keeping money safe (online)

*Reflection – positives and how to make improvements *Achievements of myself and others (locally/nationally) *Explore and reflect on personal changes *Wishes and desires for the future *Understand the impact of positive wellbeing

Year 6 *Understand which commonly available substances and drugs are legal and illegal and their effects and risks *Understanding peer and social pressures of how to behave and how to ask for help *Understanding basic emergency aid and how to get help *Understand how to find information and advice

*Consider the lives of people living in other places with different values and customs *Recognise and challenge stereotypes *Consider social and moral dilemmas

*Examine attitudes and beliefs regarding gender and race in society *Consider strategies to support puberty *Learn from experiences of being online.

*Consolidate understanding of puberty *To be more familiar with internal organs and their function *Consolidate understanding of the menstrual cycle *Understand factual information regarding conception

*Understand the role of voluntary, community and pressure groups *Understand ways to take responsibility for activities or actions *Consider charities and their wider impact

*Reflection – positives and how to make improvements *Goal setting and why this is important *Explore and reflect on personal changes *Wishes and desires for the future and strategies to achieve *Understand the impact of positive wellbeing *Protecting your digital reputation

– understand the welfare system *Cyber-bullying *Privacy Rules

*Understanding what makes a happy and healthy lifestyle *Key strategies to emotional wellbeing *Recover from upsets (avoid digital dangers)

Computing Curriculum

Computing Intent Computing is mapped out to match the requirements of the National Curriculum. With technology playing such a significant role in society, children must be taught to participate safely and effectively in the digital world. The core of computing is the children being introduced to a wide range of technology allowing them to access and learn how

different applications work and what context they are used in. What do we do and use to support computing?

! Interactive resources to engage children in learning ! I pad and laptops to practise different skills ! Internet safety organisations and no-line resources

Computing Curriculum Map

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 The Basics: Computer keyboard

skills/knowledge Key features of a PC.laptop, where the letters are

on the keyboard

Digital Art Creating pictures.

Introduction to word processing

E-Smart/ Communicating Introduction to e-safety, passwords and private

information. What is email?

Year 2 E-Smart / Design Understanding how to

be safe online, Create a picture using

paint/colour magic/textease paint

Communicating & Word processing

Using word, folders and save. Introduction to

publisher

Data retrieving and organising

Powerpoint: copy, paste, type

using knowledge

Data retrieving & Organising

Textease pictograms Creating music and

camera skills.

Algorithms & Programs What is an algorithm? Debug an algorithm

Use Bee-Bot.

Consolidation weeks. Recap of skills and use

independently

Year 3 E-Smart Internet safely.

Cyberbullying, images, copying and pasting.

Data retrieving Pictures sharing.

Communicating - emails (including safe use)

Algorithms and programmes

Textease turtle – Creating a square and

a pattern.

Data retrieving and organising

A range of charts using textease

graphs/MS Publisher.

Algorithms and programs.

Bee Bot - advanced programming Textease turtle

E-safety –safe websites

Recording sounds and images/slide

show Take and edit photos

Introduction to Scratch

Year 4 Creating labels Word/publisher

Making an animation Create a moving

automaton

Design Use IT; portrait,

landscape, insert pages. Power point research.

E-Smart Using internet search

engines safely. Create a fact file

Using Graphs Text ease tally and

graphs Using facts from facts

topic work.

Presentation Use facts collected from

Topic. Using power point.

Database Collate information from presentations

Year 5 E-Smart What the internet? What is an URL?

Using search engines, key words.

Data retrieving and organising / Excel Formulae, parts,

creating time table formulae

Databases Audacity, radio, Communicating

Jingles, podcasting, radio, adverts.

Pattern design Use publisher to

create instructions, non-chronological

report.

Manipulating images camera/video Using Excel

Data, tables and charts

Introduction to Scratch and Coding

To create a game

Year 6 Scratch animation Designing and creating

Action story Textease story

Adapt for a different audience

E-Smart Social media Internet

resilience Complex searching, bias &

perspective.

Databases Communicating Creating a good

website.

Algorithms Programmes, Scratch,

Bee Bot Compare programmes

3D Modelling Design and create a

project using 3D modelling programme

Art Curriculum

Art and Design Intent Art is a subject that enables children to have free expression and determine their own interpretations and not produce work that is moulded and shaped by over- modelling and too much structure. Children are equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As children progress through school, they begin to think critically and develop a more rigorous understanding of art and design. They will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

What do we do and use to support Art?

! Be given knowledge about Art so they have a foundation of ideas to apply the skills ! Exploring ideas through stages and record their planning ideas ! evaluate and analyse creative works using the language of art, craft and design. ! know about great artists, craft makers and designers, and understand the historical and cultural development of their art ! provide children with a range of equipment to experiment with ! allow individuality and freedom so success is achieved in different ways

Art Curriculum Map

Drawing (pencil, charcoal, inks,

chalk, pastels, ICT software)

Colour (painting, ink, dye, textiles,

pencils, crayon, pastel)

Texture (textiles, clay, sand,

plaster, stone)

Form (3D work, clay, dough,

boxes, wire, paper, sculpture, mod roc)

Printing (found materials, fruit/veg, wood

blocks, press print, lino, string)

Pattern (paint, pencil, textiles, clay,

printing)

Year 1

*Extend the variety of drawing tools *Explore different textures *Observe and draw landscapes *Observe patterns *Observe anatomy (limbs, faces)

*Name all of the colours *Mixing of colours *Find collections of colours *Apply colours with a range of tools

*Weaving *Collage *Sort according to specific qualities *How textiles create things

*Construct *Use materials to make known objects for a purpose *Carve *Pinch and roll coils and slabs using a modelling media *Make simple joins

*Create patterns *Develop impressed images *Relief printing

*Awareness and discussion of patterns *Repeating patterns *Symmetry

Year 2

*Experiment with tools and surfaces *Draw a way of recording experiences and feelings *Discuss use of shadows, light and dark *Sketch to make quick records

*Begin to describe colours by objects *Make as many tones as possible (incl. white) *Darken colours without using black *Using colour on a large scale

*Overlapping/overlaying to create effects *Large eyed needles – running stitches *Simple applique work *Start to explore other simple stitches *Collage

*Awareness of natural and man-made forms *Expression of personal ideas and experiences *Shape and form from direct observation *Decorative techniques *Replicate patterns to 3D *Other sculptors

*Print with a growing range of objects *Identify the different forms printing takes

*Experiment by folding, arranging, repeating, overlapping regular and irregular patterning *Natural and manmade patterns *Discuss regular and irregular

Year 3

*Experiment with various pencils *Close observation *Draw positive and negative of shapes *Initial sketches in preparation for painting *Accurate drawings of people (especially faces)

*Colour mixing *Make colour wheels *Introduce different types of brushes *Techniques – apply colour using dotting, scratching, splashing

*Use smaller eyes needles and finer threads *Weaving *Tie-dying, batik

*Shape, form, model and construct (malleable and rigid materials) *Plan and develop understanding of different adhesives and methods of construction *Aesthetics

*Relief and impressed printing *Recording textures / patterns *Monoprinting *Colour making through overlapping colour prints

*Pattern in the environment *Design *Using ICT *Make patterns on a range of surfaces *Symmetry

Year 4

*Identify and draw the effect of light *Scale and proportion *Accurate drawings of whole people *Work on a variety of scales *Computer generated drawings

*Colour mixing and matching; tint, tone, shade *Observe colours *Suitable equipment for the task *Colour to reflect mood

*Use a wider variety of stitches *Observation and design of textural art *Creating mood, feeling, movement *Compare different fabrics

*Plan and develop *Experience surface patterns / textures *Discuss own work and work of other sculptors *Analyse and interpret natural and manmade forms of construction

*Use sketchbook for recording textures and patterns *Interpret environment and manmade patterns *Modify and adapt print

*Explore manmade and environmental print *Tessellation

Year 5 *Effect of light on objects and people from different directions *Interpret the texture of a surface *Produce increasingly accurate drawings of people *Concept of perspective

*Hue, hint, tone, shades and mood *Explore the use of texture in colour *Colour for purposes

*Use stories, music, poems as stimuli *Select and use materials *Embellish work *Fabric making *Artists using textiles

*Plan and develop ideas *Shape, form, model and join *Observation or imagination *Properties of media *Discuss and evaluate own work and that of other sculptors

*Combining prints *Design prints *Make connections *Discuss and evaluate own work and work of others

*Create own abstract pattern to reflect personal experiences and expression *Create pattern for purposes

Year 6 *Effect of light on objects and people from different directions *Interpret the texture of a surface *Produce increasingly accurate drawings of people *Concept of perspective

*Hue, hint, tone, shades and mood *Explore the use of texture in colour *Colour for purposes *Colour to express feelings

*Develop experience in embellishing *Apply knowledge of different techniques to express feeling *Work collaboratively on a larger scale

*Plan and develop ideas *Shape, form, model and join *Observation or imagination *Properties of media *Discuss and evaluate own work and that of other sculptors

*Builds up drawings and images of whole parts of items using various techniques *Screen printing *Explore printing techniques used by various artists

*Create own abstract pattern to reflect personal experiences and expression *Create pattern for purposes

Recommended Artists

Leonardo Da Vinci Vincent Van Gogh Poonac

Pollock Monet Chagnall Moseley Van Gogh

Linda Caverley Molly Williams William Morris Gustav Klimt

Henry Moore Barbara Hepworth Andy Goldsworthy

Picasso Dan Mather Andy Warhol

Joan Miro Bridget Riley Escher Paul Klee

Design and Technology Curriculum

Curriculum Intent Statement The school’s intent for Design & Technology is that D&T is an inspiring, rigorous and practical subject. We aim to enable the children to plan, design and evaluate products that have been made for a real purpose. We use DATA planning (Design and Technology Association) to ensure all key skills are covered and so that the children draw upon knowledge and skills from other subjects such as mathematics, science, engineering, computing and art. We intend for D&T to be part of the schools STEM learning. Structures: Structures are studied every year to reinforce learning and move onto the next step. They move from simple structures, with triangles to reinforce to the more complex use of nets and frames. Mechanisms: These develop into Mechanical Systems and then impact upon the development of fairground rides in Y6. Mechanisms are visited frequently because they link to real life industry and life skills. Food: This is covered 4 times (with extra in Year 2). This is because we encourage children to be healthy through their food choices. We intend that by teaching about healthy eating and preparing simple meal and snacks, the children will have a better understanding of healthy lifestyles and apply this knowledge to their home lives. Textiles: This develops skills from simple sewing to following a pattern to create a 3D product. These units develop skills for life – they may also be applied in Art. Electrical systems: In Year 4 the DT unit will consolidate the Electricity Science Unit focussing upon simple circuits. In Year 6 the children will have the opportunity to revisit this learning and take it to the next level. Design and Technology Planning and Teaching Structure (Reinforced by DATA planning)

Order of teaching Ideas IDEAs (Investigative, Disassembly and Evaluate Activities) Incl. Technical Knowledge

• Investigate exsisting products • Disassemble products (where appropriate)

to see how they are made • Ideas for their own designs can be

obtained by looking at familiar products • Make simple drawings and label parts • What could you use from this product in

your own design?

FPTs (Focused Practical Tasks) Incl. Technical Knowledge

• Experiment/ make modelled parts using technical knowledge so that these ideas can be used in own making process

• Apply rules which will control risk when using materials, tools and equipment

• Use hand tools safely and appropriately • Choose and use appropriate finishing

techniques

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

DESIGN Purposeful, functional, appealing, design criteria, generate, develop, model, mock-ups

Research, develop, innovative, functional, appealing, sketches, cross-sectional diagrams, exploded diagrams, prototypes, pattern pieces, –

Computer Aided Design (CAD) MAKE Tools, materials, components, characteristics Functional properties, aesthetic qualities

EVALUATE Evaluate, explore, existing, products, design criteria

Investigate, analyse

TECHNICAL KNOWLEDGE

Stronger, stiffer, stable, mechanisms, levers, sliders, wheel, axles

Reinforce, complex, mechanical systems, gears, pulleys, cams, levers, linkages, series circuits, switches, bulbs/lamps, buzzers, motors, program,

monitor, control

DMAs (Design and Make Assignment) • Identify a purpose for what they intend to design and make

• Develop design ideas through discussion, observation and drawing

• Measure and cut accurately • Assemble, join and combine materials

Evaluate finished product • Evaluate against design criteria

Design and Technology

Curriculum Map

Designing Understanding contexts, users

and purposes Generating, developing,

modelling, communicating ideas

Making Planning

Practical skills and techniques

Evaluating Own ideas and products

Existing products Key events and individuals

Technical Knowledge Making products work

Cooking and Nutrition

Where food comes from

Food preparation, cooking and

nutrition Key Stage 1 *Work within a range of contexts

*State what products will be used, describe them, why they are suitable and how they will work *Use simple design criteria to develop ideas using drawings *Communicate and model ideas *Explore choice of materials and components *Use IT to develop/share ideas

*Select from a range of tools and equipment & explain choices *Select from a wide range of materials and components – giving reasons why *Follow safety and hygiene rules *Measure, mark, cut, assemble, join and combine materials *Using finishing techniques including art skills

*Talk about design ideas *Make simple judgements *Suggest how products can be improved *Consider purpose of products, characteristics, likes, dislikes, how and why used

*Simple working characteristics of materials and components *Movement of simple mechanisms (levers, slides, wheels, axles) *How to make structures stronger

*Understand that all food comes from plants or animals, has to be farmed, grown elsewhere or caught *Name and sorting foods into the five groups *Understand the importance fruit & vegetables (5 a day) *Prepare simple dishes safely & hygienically (without heat) *Cutting, peeling and grating

Lower Key Stage 2

*Work confidently within a range of contexts *Describe the purpose of the product and how it will work *Gather information and develop the design criteria *Generate realistic ideas focusing on the needs of the user *Use IT to develop and communicate ideas

*Select tools and equipment suitable and explain choice and skills to be used *Order the main stages of production *Follow safety and hygiene rules *Measure, mark, cut, assemble, join and combine materials with more accuracy *Using finishing techniques including art skills

*Identify strengths/areas for improvement in own work *Refer to design criteria during build *Reflect on product using the design *Can products be recycled or reused? *Learn about a designer, engineer or manufacturer

*Input, process and output *How maths and science knowledge is used in D&T *Mechanical systems; levers, linkages, pneumatic systems to create movement *Simple electrical circuits *Program a computer to control output *Create strong, stiff shell structures

*Understand food is grown, reared and caught (locally and worldwide) *Use a range of techniques; chopping, slicing, spreading, mixing, kneading *Know about a healthy balanced diet *What is needed to provide energy and the importance of being active and healthy

Upper Key Stage 2

*Work confidently within a range of contexts *Describe the purpose of the product and how particular parts will work *Complete research *Identify preferences of the user/s *Generate innovative ideas drawing on research *Consider constraints – time, cost and resources

*Use a wider range of materials and equipment, making and explaining choice of components used *Accurately measure, mark, cut, assemble, join and combine materials *Accurately apply a range of finishing materials *Use techniques that involve a number of steps *Demonstrate resourcefulness

*Evaluate own work and consider views of others to improve *Critically evaluate the quality of design, build and fitness for purpose (inclu. cost implications) *Consider how innovation, sustainability and impact beyond the intended purpose *Learn about a designer, engineer or manufacturer

*Functional and aesthetic qualities of materials *Mechanical systems: cams, pulleys, gears to create movement *More complex electrical circuits and components *Program a computer to monitor changes in the environment *Reinforce and strengthen a 3D framework

*The effect seasons have on food available *How food is processed into ingredients *Use a range of techniques; chopping, slicing, spreading, mixing, kneading *Purpose of nutrients, water, fibre *Know that recipes can be adapted in appearance, taste, texture and aroma

Physical Education Curriculum

Physical Education Intent Our curriculum is designed to provide a wide range of opportunities to give children confidence and apply teamwork through active participation in individual, small group and games situations. The curriculum is made up of six main areas we believe are crucial for our pupils to build knowledge and skills throughout their time at primary school. The curriculum is planned to develop fundamental movement skills, master basic movement and apply/develop a broader range of skills. Each area will have around twelve lessons to ensure that knowledge is embedded and understood to the depth required to meet children’s needs. Children will gain the opportunity to build on their leadership skills, become creative, and challenge their abilities. Children can build resilience so they are able to cope with success and failure. What do we do and use to support PE? ! Sport premium funding ! School Games Partnership ! Playground leaders programme ! Inter house competitions ! After school opportunities

Physical Education

Curriculum Map 2019 – 2020

Fitness Team Building Movement Invasion Games Ball Skills Athletics Year 1 *Increase heartrate

through aerobic exercise *Understand the changes in my heart beat *Set an aim and work towards achieving this target

*Play games as part of a team *Begin to understand the purpose of team sports

*Use different body parts in motion *Begin to balance using different body parts *Create and perform a short sequence

*Understand the purpose the attacking *Understand simple rules *Change directions whilst running

*Begin to control different sized balls using hands/feet *Roll/throw underarm with some control *Begin to aim towards a mark

*Throw different sized balls using simple techniques *Perform basic movements: running, jumping

Year 2 *Increase heartrate through aerobic exercise *Improve levels of fitness *Challenge personal best

*Work as part of a team *Ensure all members of the team are included *Support other team members

*Move the body more fluently in time to a rhythm *Create and perform a longer sequence using a variety of body parts

*Understand and develop strategies for attacking *Develop simple tactics for attacking/defending *Participate fairly in games

*Control a ball using hands and feet *Throw under/overarm *Strike a ball with a racket *Begin to aim towards a target/pass to a partner

*Throw different sized balls, with control using simple techniques *Perform running and jumping at speed

Year 3 (Including swimming)

*Understand the importance of aerobic exercise *Increase stamina through repeated practise *Get an initial assessment of abilities (Baseline Assessment)

*Develop team work *Identify and encourage strategies for teamwork *Show support for fellow player

*Complete the Log & teddy bear roll confidently. *Use a variety of balances, rolls/jumps in a performance *Evaluate performances *Balance using equipment

*Begin to understand rules of a small sided game *Understand rules and tactics *Develop strategies for defending/attacking

*Stop, catch and pass a ball with control *Use different passes *Pass a ball to a partner with control

*Develop techniques to improve speed of running, height and distance of jumps

Year 4 *Improve stamina

through repetitive movement and practise *Understand the impact of aerobic exercise *Test abilities (Baseline Assessment)

*Demonstrate an understanding of teamwork and the impact on others *Show mutual respect for all players

*Perform a sequence from my own ideas *Evaluate/refine mistakes to improve my performance *Move rhythmically to different genres of music

*Understand rules of a variety of games *Understand rules and tactics *Develop strategies for defending and attacking

*Stop, catch and pass a ball with control at speed *Use different passes whilst moving

*Consider how to and improve tactics within races *Evaluate and improve techniques

Year 5

*Improve stamina through repetitive movement and practise *Understand the different types of exercise and the body parts used *Exercising safely

*Work as part of a team *Show respect towards those that win *Respond appropriately and fairly to defeat

* Balance and roll using a variety of body parts and equipment performing them in a controlled sequence with finesse *To attempt challenging jumps including equipment

*Understand rules from a variety of games *Demonstrate understanding of rules and tactics *Improve strategies for defending and attacking

*Stop catch and pass a ball whilst under pressure from another player *Use a range of passes whilst moving

*Develop tactics to improve personal performance *Challenge self to perform at maximum potential *Perform a variety of throwing events

Year 6 *Improve stamina through repetitive movement and practise *Understand the importance of warm up *Understand how to train safely

*Show respect to all members of the game Demonstrating fair play at all times

*Balance using a variety of body parts and equipment performing them in a controlled sequence with finesse

*Play a range of games using a variety of attacking and defending strategies successfully

*Stop, catch and pass a ball with control whilst under pressure from another player *Use a range of passes whilst moving at speed

*Setup, lead and measure events *Develop skills in a range of events: running, jumping and throwing *Evaluate own performance

Religious Education Curriculum

Religious Education Intent It is our intent for the Religious Education curriculum to encourage children to explore different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our diverse multi-cultural society. We want the children to know how religious education promotes discernment and enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning. We have identified the crucial knowledge that the children need to understand religion and the impact on people, places and lives. experiences fostering in each child a growing religious literacy. Three aims underpin this: exploring, engaging and reflecting. What do we do and use to support R.E.

• handling artefacts • exploring scared texts • using imaginative play or drama to express feelings and ideas • responding to images, games, stories, art, music and dance • meeting visitors from local religious communities • making visits to religious places of worship where possible, and where not, making use of videos and the internet • taking part in whole school events- (multi-faith days, Harvest Festival, school performances)

• participating in moments of quiet reflection • using ICT to further explore religion and belief globally • comparing religions and worldviews through discussion • debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these.

• THE RE CURRICULUM IS UNDER REVIEW

Religious Education

Curriculum Map

Autumn Term Spring Term Summer Term Year 1

Christianity

Harvest and Celebrations

Christian Church

Advent Christingle

Nativity Hymns

Bible Stories Jesus as a boy/Lent

Bible Stories Crucifixion And Easter

Prayers and Hymns

Worship in the church and

home

Miracles Introduce concept of six core religions

Year 2

Christianity and Hinduism

Caring for the natural world

Genesis the first book in the bible Hindu – creation

story

Valuing new life Baptism Nativity Hindu

Symbols of Worship Christian/Hindu Lent

Belonging to a Group Church/Mandir

Story Telling Sacred Writing Christian Stories Hindu Stories

Charity/Dana Samaritan/Hindu

Principles of goodness and

Kindness

Year 3

Christianity and Islam

Rules in Religion Ten

Commandments Five Pillars of Islam

Religion in the Home

Symbols of Worship Christianity and Islam

Food in Religious Festivals Disciples/Ramadan/Id-ul-fitr

Beginning of the World Genesis and Islamic Creation Story

Religious Leaders Jesus and Muhammed

Year 4

Judaism

Rules in Religion Ten

Commandments HARVEST

Landmarks in Life Rites of Passage Baptism/bar/bat Mitzvah

Commitment Lent

Study of Judaism Passover

Thinking about God compare

Features and Patterns of Worship Church/Synagogue

Year 5 Sikhism

Sacred Writing Bible, New/Old

Testament, compare,

Guru Granth Sahib

Peace and Remembrance Symbols-Sikh/Christian

Religious Diversity Sikhism-festivals/symbols/ Gurdwara/5 Ks

Easter Suffering and Hardship Vaisakhi /Khalsa

Wise Words

Bible-Jesus, proverbs, Guru

Values and Beliefs

Zacchaeus, Christian beliefs/Sikh beliefs

Year 6

Multi-Faith

Commitment Jewish/Christian

Words of Wisdom Bible

Taking Part Roles/leaders

Belief in Action Impact on life

Importance of Hope Stories/greetings

Justice Compare 2 charities

R.E. Curriculum Key Vocabulary

Vocabulary to include but not limited to:

Religious Education

Curriculum Map

Autumn Term Spring Term Summer Term Year 1

Church Font Baptism God Bible Jesus

Baptism Advent Christingle Nativity Hymn Remembrance

Herod, escape, Egypt, carpenter,

Temple,

Lent, temptation,

Easter, crucifixion, resurrection

Belief, faith, prayer, hymns,

rituals,

Morals, sacred writing, good

Samaritan,

Year 2

Environment, Genesis, creation, Hindu creation

Nativity, Baptism, Namakaranam Diwali, religious light, Remembrance

Rituals, ceremony, prayers, church, Bible, shrine, Puja, one God, mandir

Clothing, ceremonies, church, Mandir, pilgrimage Easter

Morals, meaning in Christian stories, Hindu moral stories

Good Samaritan, Dharma, Karma,

Year 3

Bible,10 Commandments, Quran, 5 pillars of Islam,

Customs, practices, prayer, Nativity, Remembrance

Church, Prayers, cross, gestures, symbols,5 daily prayers, Mosque, crescent and star

Lent, Tradition, Easter Zakah/Zakat

Christian creation, God, Islam creation, Allah

Jesus character, Beatitudes, parables, Imam, Allah, Muhammed

Year 4

Harvest, Sukkot, caring, creation story, Genesis, Tu B’Shevat, Torah, Sukkot,

Rites of passage, ceremony, Baptism church, Bar Mitzvah. Nativity/Hanukkah

Lent, preparation, temptation, fasting, Yom Kippur, Rosh Hashanah, Elul

Judaism compare Christian Church/synagogue Prayers, clothes

Importance of names, titles, Lord’s prayer, covenent

Christian/Judaism Prayers, Lord’s prayer, sabbath,9 core values

Remembrance Easter/Pesach

Year 5

Bible, New/Old Testament, Guru Granth, Sahib

Genesis-dove, symbols of peace, Sukhmani, Beatitudes/turban, Diwali/Nativity

Sikh festivals, symbols, Gurdwara, 5Ks, 11 Gurus

Easter story/Vaisakhi Khalsa

Bible, Jesus, Matthew, Guru-wise words.

Christian/Sikh beliefs/Trinity

Year 6

Communion, Bar Mitzvah Rosh Hashanah, last supper, rights responsibilities

Bible, chronological, books, old/New Testament, stories Nativity

Role of Islamic/Cristian Faith leader, roles in church, Seva, Baljit Singh

Shabbat, special days, recreation, Havdalah

Hugo Gryn- Hanukah, evil, hope, Noah, Islam greeting

Christian aid/Zakat. charities, Islamic relief

Music Curriculum Music Intent

We intend to give all our children exposure to a wide range of musical styles and instruments. With singing at the heart of the curriculum, the children experience a wide range of songs, from a variety of musical genres and time periods. Singing helps the children to develop an understanding of pulse, rhythm, pitch and tone whilst learning the structure and organisation of music. Weekly whole school music assembly is a key feature of school life where we explore the technical side of the music curriculum through this format also. Class teachers follow up from the assembly to embed knowledge. Through singing and understanding the key knowledge behind instruments and notation, children learn to appreciate musical styles and genres and how these have changed over time. What do we do to and use to support Music?

! Structured assemblies that embed knowledge ! Instruments in the classroom alongside other subjects, for example, poetry ! Showcase events in assembly ! Club participation ! Whole school events and external opportunities

Music

Curriculum Map

Play and Perform Compose Music Listen and Recall Music Theory Appreciation History of Music

Year 1

*Repeat simple beats and rhythms *Explore the use of voice in different ways: speaking, singing, chanting *Discover pitch and volume

*Sounds to represent different things *Discuss how different music makes you feel

*Comment on musical preferences including personal likes and dislikes of instruments

*Learn a song / rhymes from history

Year 2

*Perform simple patterns with dramatic effect *Explore how sounds can be organised *Show control in playing an instrument *Represent sounds with symbols

*Sort composers into different genres *Use music to convey mood

*Comment on musical preferences incl. likes and dislikes of instruments - give reasons

*Learn a song from history *Compare instruments from history to modern day

Year 3

*Perform simple melodic and rhythmic parts *Improvise repeated patterns *Start to show control in voice

*Carefully choose sounds to achieve an effect *Create short musical patterns with rests and rhythm

*Listen to different types of composers *Notice and compare the way sounds can be combined and used effectively

*Recognise pauses in music as a ‘rest’

*Begin to recognise instruments played *Discuss likes & dislikes *Recognise how musical elements can be played together

*Describe different music throughout history and cultures *Understand the importance of music for occasions/events

Year 4

*Perform with awareness of others and maintain a part within a group *Show control in voice *Play instruments with care

*Compose music with several layers *Compare and perform melodies *Create repeated patterns

*Analyse and explore the way sounds can be combined and used effectively *Comment on musician’s technique

*Know the number of beats for a minim, crotchet, semibreve and recognise their symbols *Know the symbol for a rest (as above)

*Recognise and identify instruments and voices being played *Compare tastes in music

*Understand the sense of occasion affects the performance *Music from a chosen time period

Year 5 *Create songs with lyrics and melody *Perform as part of a group with my own part *Perform with different rhythm, pitch, volume

*Improvise melodic and rhythmic phases as part of a performance *Improvise as a group *Compose by developing ideas

*Notice and explore the relationship between sounds *Notice and analyse how music reflects different intentions

*Draw a treble clef *Read the musical notation for EGBDF / FACE in the treble clef *Use musical notation with increased fluency

*Compare different types of music *Explain how musical elements can be used together

*Understand the different cultural meanings including contemporary *Different venues and occasions

Year 6 *Perform from memory *Refine and improve my performance *Perform alone or as part of a group

*Use a variety of different musical devices including melody, rhythm, chords. *Show thoughtfulness in selecting sounds / ideas

*Comment and compare the use of musical devises and the relationship between sounds

*Use a variety of notation when performing *Quickly read notes and rests with understanding of beats

*Analyse and compare musical features using key vocabulary *Explain and evaluate musical styles

*Notice and explore how music reflects time *Understand and express opinions with cultural meaning

MFL Curriculum

MFL Intent Rigolo is the programme we have chosen to offer support to non-specialists in teaching French. It offers clear guidance and supports tailoring with engaging high-quality resources. The programme is progressive and has a clear focus upon pronunciation, songs to aid memorisation, the inclusion of cultural insights, links to literacy and oracy as well as a light-touch focus on grammar. Language skills need to be taught in a clear sequence and because of this all the KS1 groups will begin at the start and it is expected that the older year groups will progress through the teaching sequence more quickly. There is a need for clear focus on repetition to embed their learning. Teachers will use opportunities throughout the week to reinforce what the children have learned. What do we do and use to support MFL?

! Rigolo ! Signage around school ! Assembly opportunities

MFL Curriculum Map 2019 – 2020 Listening and Understanding Speaking Reading Writing

Year 1

*Acknowledging greetings in a number of languages

*Say a welcome greeting in a foreign language

Year 2

*Acknowledge and respond greetings in number of languages *Begin to understand basic phrases (colours, numbers to 10)

*Saying welcome greetings in a number of languages *Asking for a name and introducing self

Year 3

*Understand and respond to a few familiar spoken phrases (days of the week, teacher’s instructions, colours, numbers beyond 10 *Understand that people have different cultures and the places in the world

*Say/repeat a few short words/phrases (eg. the weather, classroom objects) *Say the days of the week

*Recognise and read words on labels (colours, objects, numbers, days of the week)

*Write / copy simple words correctly (colours, objects, numbers, days of the week)

Year 4

*Understand a range of basic phrases; concerning self, family and school *Identify simple orders from a menu / shop

*Answer simple questions about the weather, pets, family, days of the week, numbers, classroom *Ask for foods / drinks from a menu / shop

*Recognise and read simple messages Read a simple menu

*Create a shopping list / sandwich menu

Year 5 *Understand the main points from a passage of language (eg. short rhyme/song, telephone message, weather forecast)

*Ask and answer simple questions (eg. simple message on an email/postcard) *Talk about interests and hobbies

*Use a book or glossary to find new words *Read longer messages

*Write a short correspondence using all knowledge

Year 6 *Understand sentences describing what people are wearing, an announcement for an event

*Take part in a simple conversation *Express and opinion

*Begin to read independently *Use a dictionary to look up new words

*Write a short text on a familiar topic *Spell most words accurately

Annex

These are our agreed definitions of what we want from our curriculum What do we want for our learners?

! A varied and creative curriculum that creates passion for learning: enjoyment, enthusiasm and excitement ! Embedded key knowledge and key skills ! Achievement no matter what the starting point ! Chances to take risks in a safe environment ! Being able to ask questions and seek answers ! Independent learning opportunities ! Support for good health: emotional, social and mental well-being ! Opportunities for self-expression ! Involvement in decision making and responsibility in and out of the classroom ! Understanding of how to keep themselves healthy, safe and happy ! To understand a clear set of positive values and good manners

What do we want from our teachers?

! Clear planning and teaching of knowledge and skills ! The freedom to teach and have flexibility in planning ! Skilful questioning that promotes inquiry and interest ! Focused learning building a solid foundation of key knowledge and basic skills both indoors and outdoors ! Good health: emotional, social and mental well-being ! A secure and safe learning environment ! Individualised learning which focusses on next steps and gaps in learning to inform teaching ! Clear use of systems – structures and boundaries

What do our staff think children should say about school to their parents? I like my teachers and I can talk to them I like my learning and I think school is fun Guess what I was learning about school today? Can we look it up? I played with my friends today Guess what I’ve done today? Can you read with me? I want to go to school

What do we mean by…? Positive Values Children are taught to be honest, trustworthy and reliable and develop behaviours in a confident and optimistic way. These values guide their day-to-day actions and interactions. They identify and focus on things that are important. They understand rules, communication and build relationships to grow into good members of society. Clear Communication Clear communication happens from teacher to child and child to teacher. Clear expectations lead to clear communication. They talk to each together, make eye-contact and communicate knowledge or information succinctly. Self -Expression Children are allowed to be themselves and are able to express their own thoughts and ideas. Through creative learning, they are allowed to explore ideas and questions. Children are encouraged to be different and ‘buck the trend.’ Resilience Children ‘have a go’ and are able to move on from set backs They can overcome difficulties positively. Children show determination. Achievement Children accomplish a personal goal and have a positive end result: this can be academic, social or personal. They are making progress. They retain their learning and apply it in different contexts. Risk-Takers To experiment and to do something that has not necessarily been asked of them. To show they are not afraid of failure and ‘have a go.’ Independent Learners They are able to learn without constant reassurance and can find ways to solve problems or complete tasks. The children are confident and driven and have ambition/wanting to learn. They access their own resources using the Brain/ Book/ Board/ Buddy approach. Initiative Children use prior knowledge or ideas to help make progress, try a new approach or ask a friend for help. Children use initiative and ‘do’ without having to be asked. What do we mean by progress? Noticeable improvement in outcomes and being able to do something they could not do before in any field of learning They move forward from where they began developing a deeper understanding. A child’s progress can be emotional and behavioural too – they can show a changed attitude to learning.

What do we mean by getting better? Children are beginning to refine and fine-tune their ideas making steps towards their targets. They show better levels of self-confidence, determination, behaviour and concentration. They are practising in order to improve. What do we mean by nearly there? Children show they are fulfilling more of the success criteria and keep going with determination. They are understanding more and are getting better at checking How do we develop Speaking and Listening? Modelling of conversation – adult to adult, child to adult, adult to child Conversation Starters – circle time and discussions using Bloom’s Taxonomy Raised expectation of vocabulary through spoken language and modelling of reading and writing What resources do we use? Talking tins Talking partners Musical instruments Books Visitors to the school What does success look like/sound like? Clear pronunciation and more detailed conversations Repeating back to show understanding Increasing vocabulary Pride in themselves and their work

curriculum overvie · curriculum overview ‘learning together, growing together, succeeding...

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