We are constantly reviewing and updating our curriculum to ensure it develops our pupil’s skills and knowledge but that it also encourages curiosity and a passion for learning. We believe that providing all pupils with a language-rich learning environment and a clear path through which to progress and develop is essential.
Teaching of Phonics
In Early Years Foundation Stage and Key Stage 1 all children follow the Letters and Sounds programme of learning for phonics. Children are grouped and taught in phases in line with the scheme. In the teaching of reading we adopt a phonological approach using a range of strategies.
Reading
We have a wide selection of reading books from a variety of schemes.These include Rigby Star, Jolly Phonics , Pearson Bug Club (comics) Words and Pictures, Collins Big Cat and Oxford Reading Tree which are grouped into sections to enable all children from Early Years Foundation through to Level 4 to choose books in line with their reading ability. This allows children to learn and develop different reading strategies.
Our library has a wide range of both fiction and non-fiction books which children are encouraged to borrow and read. Here, and within their classrooms, the more able readers will find ample material to develop and extend their reading skills.
In Key Stage 2 children are introduced to a wide range of texts to further develop their reading ability and are taught to infer and deduce from a text.
All children take part in regular, structured Guided Reading sessions led by a teacher or teaching assistant.
Teachers, Teaching Assistants and volunteers hear the children read on an individual basis. Younger pupils and less fluent readers are listened to more regularly.
Writing
All children have a daily literacy lesson when they are taught in line with the requirements of The National Curriculum. Children read texts from a range of genre and are taught to write for different audiences. Grammar and punctuation are taught at appropriate levels and spellings are learned and tested on a weekly basis. Most units of work last two weeks and within a unit children have opportunities to draft, correct, redraft and produce a finished piece of work.
Each half term the children’s writing is moderated across the whole school.
A formal assessment of pupil’s reading comprehension and writing takes place at the end of each term.
Numeracy
Each class has a daily numeracy session when children follow The National Curriculum guidelines. Within classes children are grouped broadly according to ability. Teaching approaches take into account the mixed age classes and work is differentiated to suit the abilities within the class. Teachers make use of a wide range of materials and resources to support the children’s learning.
A formal assessment of pupils mathematical ability takes place at the end of each term.
Broad and Balanced Curriculum
We have adopted a creative, cross curricula approach to delivering our curriculum.
Key Stage One follows a different topic each term as do the two classes within Key Stage Two. The topics are chosen to ensure a balanced approach through the year, across subjects, across the key stage and across the whole school.
EYFS & Key Stage 1
Children in Sycamore and Chestnut Class have a three year rolling programme.
| Autumn | Spring | Summer | |
|
2020 – 2021 |
Our Bodies, Bones and Teeth | Our Village | Around the World |
|
2021 – 2022 |
Space | The Rainforest | Kings and Queens |
| 2022 – 2023 | Castles | Mini-Beasts | Coasts |
Beech Class –Years 3 & 4
| Autumn | Spring | Summer | |
|
2021 – 2022 |
Stone Age to the Iron Age | The Wonders of South America | The Anglo Saxons |
|
2022 – 2023 |
The Egyptians | Mountains | The Romans |
Oak Class – Years 5 & 6
| Autumn | Spring | Summer | |
|
2020 – 2021 |
The Coast & The Sea | The Norfolk Broads | The Tudors |
|
2021 – 2022 |
The Normans | Volcanoes | The Stuarts |
Religious Education
This subject is delivered in line with The Agreed Norfolk Syllabus (2019).
R.E. Planning for EYFS and KS1
|
|
Autumn 1
|
Spring 1 |
Summer 1 |
| Religion | Christianity | Judaism Christianity | Christianity Hinduism Islam |
| Area of Study | Teachings and Authority | Teachings and Authority | Belonging |
| Concept | Word of God | Word of God | Symbolism |
| Why do churches have stained glass windows and what can we learn from them? Link to ‘Parable of the Sower’ at St Mary’s church in South Walsham(link with Castles topic) | How does the bible start? Why is the creation story important to Christians? Link with our Animals & Minibeasts topicCreation StoryNoah’s Ark | How is dress important to different faiths? |
|
|
Autumn 2 |
Spring 2 |
Summer 2 |
| Religion | Christianity | Christianity Judaism | Christianity |
| Area of Study | Belonging | Expressions of Belief | Teachings and Authority |
| Concept | Baptism /Sacrament | The Church | Word of God |
| What happens when a baby/someone is baptised? Why is water and oil used when someone is baptised? How do Christians become members of their church family? | What special objects do people use in a church and synagogue? | What stories can we find in the bible? (Level 1) Why are stories Jesus told important to Christians?(Level 2) How do biblical stories and teaching affect the way Christians live their lives? (Level 3) |
|
|
Autumn 3 |
Spring 3 |
Summer 3 |
| Religion | Christianity | Judaism | Christianity |
| Area of Study | Expressions of Belief | Expressions of Belief | Expressions of Belief |
| Concept | Belief | Ritual /Eucharist | Prayer, Ritual andHope |
| Who was Jesus and why do Christian people follow him? | How do Jewish people welcome in Shabbat? The Last Supper | Why do Christians pray? How is Christian prayer similar/different to other religions? |
The following questions will also be looked at each year:
What can we learn about Jesus from the nativity and Easter stories?
Why is the cross an important symbol to Christians?
What can we learn from the story of Easter about being saved?
Key Stage 2 Religious Education 2016-2018
|
Term |
2018 – 2019 Years 4 – 6 |
2019 – 2020 Years 4 – 6 |
|
Autumn |
Christianity Belonging: family, communityand the world – Church Beech L 3/4 Oak L 5
|
Christianity Belief and Questions – Trinity Beech L 3/4 Oak L 4/5 |
|
Expressions of Belief: rituals and practices – Sacrament Beech L 2/3 Oak L 5
|
Belief and Questions – Incarnation Beech L 1- 3 Oak L 3 – 5
|
|
|
Spring |
Hinduism Ethics and relationships/inspiration, influence and the impact of belief (link to Belonging, family community and world) Beech 1 – 4 Oak 1 – 5
|
Islam Expressions of belief: rituals and practices Beech L 1 – 3 Oak L 3 – 5
|
|
Beliefs and Questions – Samsara/Karma Beech L 1/2 Oak L 1 – 3
|
Belonging – family community and world Beech L 1 – 4 Oak L 1 – 5
|
|
|
Summer |
Christianity Inspiration, influence and the impact of belief – Salvation Beech L 2 – 3 Oak L 2 – 5 |
Christianity Teaching and Authority – Word of God Beech L 2/3 Oak L 3 & 5
|
Science
Science Planning for EYFS and KS1
Science is taught within each term’s topic meaning there is a greater emphasis on science in some terms compared to others.
|
Autumn 1 – Rainforests |
Spring 1 – Space |
Summer 1 – Olympics |
| Learn about planets and the solar system. The rotation of the earth, phases of the moon and its affect on seasonal changes Scientific Enquiry – What is the best material for a spacesuit? |
Compare rainforests to trees in our own local environment. Identify and describe the basic structure of variety of common flowering plants, including trees. Look at the climate in areas where there are rainforests in the world. Scientific Enquiry – What do plants need to grow? (creating a rainforest environment) Investigating paper and paper products – recycling | Investigate the importance of healthy eating and exercise Scientific Enquiry – what is the best material to use for different sports activities? (for example, stretching and bending) |
|
Autumn 2 – Castles |
Spring 2 – Animals & Minibeasts |
Summer 2 – Around the World |
| Identify and name deciduous and evergreen trees. Scientific Enquiry – What is the best material to use in a trebuchet? Which travels the furthest and is able to get over the castle walls? | Identify and name different groups of animals – fish, amphibians, reptiles, birds and mammals. Identify which are carnivores, herbivores and omnivores.Life Cycle of a butterflyScientific Enquiry – Investigating our school wildlife garden and which animals choose to live there (making minibeast homes)Planting wild flowers to encourage minibeasts. | Looking animals that live in specific countries around the world (different habitats)Scientific Enquiry – Using our senses to identify different spices and investigate which plants they come from |
|
Autumn 3 – Bodies, Bones & Teeth |
Spring 3 – Where We Live |
Summer 3 – By the Sea |
| Identify, name and label parts of the human body including skeleton and internal organs Scientific Enquiry– linked to our bodies and what we can do (e.g. can the tallest person run the fastest)Find out about our sensesIdentify the names of different teeth and what they doScientific Enquiry – How do different liquids affect our teeth?Investigate the importance of healthy eating and exercise | Uses of traditional and modern materials for house building in our villageLife Cycle of a chick(Children experience hatching their own eggs)Finding out about British Birds – investigating their food chainLooking at farming in our local area and investigating the life cycle of a plant. Identify different parts of a plant. Scientific Enquiry – What do plants need to grow? | Electricity and Circuits – making our own lighthousesScientific Enquiry – What is the best material for a raincoat?Weather and Seasons – how to stay safe in the sunScientific Enquiry – How can we change the state of water? (making ice lollies) |
Science in Key Stage 2
Within Key Stage 2 science is taught as a discrete subject although linked to the current topic whenever feasible. We are now using the Kent Science Scheme as the basis for the teaching of science to Years 3/4/5 and 6.
Beech Class Science Map
|
Term |
Year A 2019-20 |
Year B 2018-19 |
| Autumn 1 |
Light and Shadow |
Forces and Magnets |
| Autumn 2 |
Electricity |
States of Matter |
| Spring 1 |
Sound |
Rocks |
| Spring 2 |
Sound |
Rocks |
| Summer 1 |
Animal including Humans (3) (Nutrition, bones/muscles) |
Plants |
| Summer 2 | Living Things | Animals including Humans (4)(Digestion, teeth and eating) |
Oak Class Science Map
|
Term |
Year A 2019-20 |
Year B 2018-19 |
| Autumn 1 |
All Living Things (6) |
Light (6) |
| Autumn 2 |
Animal including Humans (5) |
All Living Things (5) |
| Spring 1 |
Forces (5) |
Animals including Humans (5) |
| Spring 2 |
Evolution and Inheritance |
Electricity (6) |
| Summer 1 |
SATs |
SATs |
| Summer 2 |
Properties and Changes of Materials (5) |
Earth and Space (5) |
2020/21 Physical Education Curriculum Map
|
|
Sycamore Class (YrR) |
Chestnut Class (Yr1&2) |
Beech Class (Y3,4&5) |
Oak Class (Yr5&6) |
|
Autumn (1st ½)
|
Invasion Games (Football) Year 1 Only Gymnastics – Rolls and jumps |
Invasion Games (Football) Gymnastics – jumping (stretched, tucked, star, jump with ½ a turn, off apparatus and whilst throwing and catching a ball). |
Invasion Games (Football) RealPE Unit 1 – Personal Skills |
Invasion Games (Football) Invasion Games (Hall) |
|
Autumn (2nd ½)
|
Invasion Games (Hockey) Year 1 only Dance – working with partners to create shapes and movement to different music |
Invasion Games (Hockey) Dance – steps (side to side, forward and back, steps with a hop and steps with a clap). Dance – putting together a sequence if three dance steps and adding starting and finishing movements. |
Invasion Games (Basketball/Netball) Athletics (Sportshall) – trials/lead up to Partnership competition. Artistic movements – combing individual movements into groups inspired by fireworks night. |
Invasion Games (Basketball) Athletics (Sportshall) – trials/lead up to Partnership competition. Gymnastics (CT1) Y5 Forward rolls, counterbalances developing into group sequences. |
|
Spring (1st ½)
|
Ball skills Creative movements and links to traditional tale characters. |
Ball skills Gymnastics – balancing and Yoga poses |
Invasion Games (TAG Rugby) Contemporary Dance and Story Y3 (CT1) from the Suffolk Resource – ‘The King who wanted to touch the moon’ |
Invasion Games (TAG Rugby)
Swimming
|
|
Spring (2nd ½)
|
Multiskills Gymnastics – balancing and Yoga poses |
Multiskills Dance – Traditional Country Dancing |
Invasion Games (Hockey) Striking and Fielding (Cricket/Rounders) Swimming |
Invasion Games (Hockey) Striking and Fielding (Cricket/Rounders) Dance relating to another culture – Hinduism |
|
Summer (1st ½)
|
Striking and Fielding (Cricket) & Athletics Gymnastics – Travels and turns |
Striking and Fielding (Cricket) & Athletics Gymnastics – using apparatus including safe use, planning routes and indoor athletics equipment. |
Athletics Swimming |
Athletics
Gymnastics (CT2) Y5 Use of apparatus |
|
Summer (2nd ½)
|
Net/Wall (Tennis) Country Dancing
|
Net/Wall (Tennis) Dance – undersea (link to the Coast Topic) |
Net/Wall (Tennis)
Structured Dance routines e.g. Country Dance or Street Dance |
Net/Wall (Tennis) Swimming |
Supporting Learners
Children who make slower progress are supported through targeted Teaching Assistant support, extra phonics teaching, regular reading sessions and interventions such as working memory groups.
Further Information
If you would like further information on any area of the curriculum please come in and speak to one of our teaching staff.
