Greenmount Primary School Our Curriculum Our aim is to provide a creative, exciting and engaging...

Greenmount Primary School

Our CurriculumOur aim is to provide a creative, exciting and engaging

curriculum which will enable our children to gain the necessary knowledge, skills and understanding to develop as educated, well-balanced citizens in our ever-changing world.

There are two routes through this curriculum document:

ROUTE 1 - an outline of the topics covered each term or half term

ROUTE 2 – a detailed overview of each subject and the knowledge, skills and understanding to be taught in each year group

ROUTE 3 – a description of how we assess children’s progress, focussing on English and Maths

Click to follow ROUTE 1 Click to follow ROUTE 2Last updated: 11/11/14

Click to follow ROUTE 3

Greenmount Primary School

Reception, Year 1 and Year 2

Years 3, 4, 5 and 6

Because our infant classes are a mix of year groups, our curriculum is planned on a two-year cycle.


1st half of Autumn Term

2nd half of Autumn Term

1st half of Spring Term

2nd half of Spring Term

1st half of Summer Term

2nd half of Summer Term

Marvellous, Magical Me !

Out of this world Dinosaurs and all that rubbish

Time Detectives Pirates Hooray, horray it’s the holi ….

holidays !

Reception Reception Reception Reception Reception Reception

Years 1 and 2 Years 1 and 2 Years 1 and 2 Years 1 and 2 Years 1 and 2 Years 1 and 2

Click on the Year Group(s) to find out more

Reception : Year A – 1st half of Autumn Term

Learning activities this term will focus on developing the children’s skills in all area of learning within the Early Years Foundation Stage (EYFS).

More information about the EYFS can be found by clicking here.

In particular, this topic will focus on:• Personal, Social and Emotional Development• Understanding of the World• Mathematics

The children will have a variety of opportunities to find out about themselves, their friends, families and pets through observation, measuring and data collection. They will begin to understand how best they can look after themselves and others.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year A – 1st half of Autumn Term

Writing Mathematics Science ComputingStories with a familiar setting & patterned languageRecounts – personal experiencesHistorical recounts / reportsPoetry (Y1)Diary (Y2)

Follow route 2 Naming parts of the bodySensesAnimal offspringExercise, healthy diet and hygiene

Year 1Text and MultimediaYear 2Text and Multimedia

History Geography Art and Design Design TechnologyChanges in our own lives – toys, skillsSchools in the past – Victorian schooldaysThe Old Village School

Routes travelled to school Self Portraits 2D to 3DPainting / Sculpture / CollageArtists:Reception - PicassoY1 and Y1/2 – René MagritteY2 – Man Ray

None in this topic

Physical Education Music Religious Education PSHEWarm up games

Lacrosse – cradling, running with ball, catching, scooping

Year 1Sounds Interesting

Year 2The Long and Short of it

Year 1Harvest (whole school theme)Expressions of belongingYear 2Harvest (whole school theme)Judaism: Torah and Shabbat

Year 1Anti-bullying & Internet Safety

Year 2Anti bullying & Internet Safety

For information on specific objectives, follow ROUTE 2

Reception : Year A – 2nd half of Autumn Term



In particular, this topic will focus on:• Personal, Social and Emotional Development• Understanding of the World

The children will have the opportunity to find out about the seasons, the weather and our place in the world. They will explore their own imaginations through work on “outer space”.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year A – 2nd half of Autumn Term

Writing Mathematics Science ComputingStories from fantasy worldsDescriptive writingNon chronological reports with diagrams Instructions with diagrams

Follow route 2 Forces and movementPushes and pulls Seasons and seasonal changesWeather patternsNatural light

Year 1Computer ScienceYear 2Visual Media

History Geography Art and Design Design TechnologyEvents beyond living memory that are significant nationally or globally (the first men in space / man on the Moon)The lives of significant individuals – Neil Armstrong

Seasonal and daily weather patterns in the UKLocating hot/cold countriesEquator/North pole / South poleKey physical featuresSimple maps and aerial photos

Seasonal art Collage Sewing / weavingDrawing / paintingPrinting

Design a Space / Moon BuggyReception – fixed wheels on boxYear 1 – axle with wheels through boxYear 2 – framework for buggy with axles

Physical Education Music Religious Education PSHEAthletics – Javelin, standing long jump, hurdles, relay races and running games


Year 2Feel the Pulse

Year 1Expressions of BelongingChristmasYear 2Judaism: Torah and ShabbatHannukah

The way in which we map our PSHE objectives will be determined in November 2014


Reception : Year A – 1st half of Spring Term



In particular, this topic will focus on:• Creative Development• Communication, Language and Literacy• Personal, Social and Emotional Development

The children will begin to develop their understanding of materials and how they can be used or recycled. They will reflect their understanding of colour, textures and shapes in the creation of models and structures from a range of different materials and use these in their role play and small world play.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year A – 1st half of Spring Term

Writing Mathematics Science ComputingInformation booksFact filesPoetryRiddlesDescriptive Writing

Follow route 2 Growing seeds and bulbsHow to keep plants healthyLiving/dead/never been aliveHabitats – variation

Year 1Text and multimediaYear 2Computer Science

History Geography Art and Design Design TechnologyEvents beyond living memory with global/national significance – dinosaur discoveries

Compass directionsLocation of features and routes on maps

Sculpture – recycled materialsPrintings / rubbings – texture and pattern

Designing and creating dinosaurs from recyclable materials

Physical Education Music Religious Education PSHEBall skills (hands and feet) – passing, catching, throwing, kicking, shootingBall games and relays


Year 2Taking Off

Year 1Expressions of belonging

Year 2Judaism: Torah and ShabbatJudaism: Beliefs and Practices



Reception : Year A – 2nd half of Spring Term



In particular, this topic will focus on:• Mathematics• Understanding of the World

The children will explore differences in their own lives and those of their parents and grandparents; they will explore how life has changed. They will explore the local area, how it has changes and how it is still changing.Our planning of this topic will also take account of, and build upon, the children’s own interests.

In addition, we celebrate the May Festival this term with a focus on physical and creative development through our learning of traditional maypole dances.

Years 1 and 2 : Year A – 2nd half of Spring Term

Writing Mathematics Science ComputingYear 1 – Traditional TalesYear 2 – Stories from Fantasy WorldsReportsExplanations Tour guide leafletLabelling artefacts

Follow route 2 Everyday materials – familiar objectsProperties of common materials – sorting and classifyingChanging materialsElectricity – homes in the past

Year 1Information TechnologyYear 2Computer Science

History Geography Art and Design Design TechnologySignificant local person and historical event – Robert PeelQueen Victoria – work, leisure, life, housesChanges to village in living memoryTraditional playground games

Key features of Greenmount village and local areaSimple fieldwork around school and surrounding area

Reception – colour mixing / paintingYear 1 and Year 2 – drawing skills – line, shape, form and space; sewing samplersYear 1 – CollageYear 2 - Clay

None covered in this topic

Physical Education Music Religious Education PSHEIntroduction to Tag Rugby – tackling, running with the ball, passing, try scoringSimple games using rugby balls

Year 1Taking Off

Year 2What’s the Score ?

Year 1Christian Beliefs and PracticesEasterYear 2Judaism: Beliefs and PracticesEaster



Reception : Year A – 1st half of Summer Term



In particular, this topic will focus on:• Mathematics• Understanding of the World• Physical Development• Expressive Arts and Design

Children will visit the local area, constructing their own familiar journeys and adventures as simple maps in 2D and 3D. Children will talk about and describe their movements for programmable toys and others to follow. They will design and make boats and shelters.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year A – 1st half of Summer Term

Writing Mathematics Science ComputingInstructions Y1 Stories by the same authorY2 Adventure storiesDiariesDescriptions

Follow route 2 Growing seeds and bulbsHow to keep plants healthyForces – floating and sinkingIdentifying an naming wild plants/treesStructure of plants and trees

Year 1SoundsYear 2Information Technology

History Geography Art and Design Design TechnologyInfamous pirates from the past Maps, atlases, globes

Aerial photosUK capitals and countries7 continents and 5 oceansSimple maps with symbols

Artists, sculptors and designersColour mixingPainting seascapesNatural Art

Designing, making and evaluating boats/rafts and shelters

Pirate shelter challenge

Physical Education Music Religious Education PSHESmall sided games, team games and relay races involving:Bean bags, quoits, lacrosse, rugby, football, cricket


Year 2Rain, Rain, Go Away

Year 1Teaching through stories

Year 2Judaism: Beliefs and Practices



Reception : Year A – 2nd half of Summer Term



In particular, this topic will focus on:• Understanding of the World• Communication, Language and Literacy

Children will begin to develop an awareness of different countries through food and holiday destinations. They will create and recreate imaginary and real life experiences through role play and small world activities. Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year A – 2nd half of Summer Term

Writing Mathematics Science ComputingPoetryDiariesPostcardsExplanations, including diagrams

Follow route 2 Growing seeds and bulbsHow to keep plants healthyForces – floating and sinkingIdentifying an naming wild plants/treesStructure of plants and trees

Year 1Visual MediaYear 2Information Technology

History Geography Art and Design Design TechnologySeaside holidays in the past- Grandparents- Victorians

Geographical vocabularyHuman featuresA contrasting non-European country

Artists, sculptors and designersColour, pattern and texture in weaving / textiles

Summer picnic food – made with some home grown produce

Physical Education Music Religious Education PSHEAthletics – javelin, triple jump, long jump, relay races

Year 1Rain, Rain, Go away


Year 1Introduction to the Bible through stories and characters Year 2Ideas about God in Christianity and Judaism




1st half of Autumn Term

2nd half of Autumn Term

1st half of Spring Term

2nd half of Spring Term

Summer Term

Fighting Fit Let’s Celebrate The Magic Toymaker

Superheroes Features and Creatures

Reception Reception Reception Reception Reception

Years 1 and 2 Years 1 and 2 Years 1 and 2 Years 1 and 2 Years 1 and 2

Click on the Year Group(s) to find out more

Reception : Year B – 1st half of Autumn Term



In particular, this topic will focus on:• Personal, Social and Emotional Development• Understanding of the World• Mathematics

Children will have a variety of opportunities to find out about themselves, their friends and their family through observation, measuring and data collection. They will begin to understand how best they can keep themselves fit and healthy.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year B – 1st half of Autumn Term

Writing Mathematics Science ComputingStories with a familiar settingStories with patterned languageInstructionsRecounts – diaries and letters

Follow route 2 Identify part of the bodySensesHumans as animals – life cycle, basic needs; how to keep fighting fit

Year 1Text and MultimediaYear 2Text and Multimedia

History Geography Art and Design Design TechnologyLives of significant people in the past who have contributed to national and international achievements:Mary Secole; Florence Nightingale; Louis Pasteur; Hellen Keller; Louis Braille

Florence’s journey Drawing – light, shade and toneObservational drawingRubbings – texture and patternReception – Andy GoldsworthyY1 and Y1/2 – ArchimbaldoY2 Carl Warner

Evaluating, designing, making and re-evaluating fruit kebabs, smoothies and salads

Physical Education Music Religious Education PSHEWarm up games

Lacrosse – cradling, running with ball, catching, scooping



Year 1Harvest (whole school theme)Expressions of belongingYear 2Harvest (whole school theme)Judaism: Torah and Shabbat

Year 1Anti-bullying & Internet Safety

Year 2Anti bullying & Internet Safety


Reception : Year B – 2nd half of Autumn Term



In particular, this topic will focus on:• Personal, Social and Emotional Development• Understanding of the World• Physical Development

Children will explore light and dark, including night time & nocturnal animals and seasonal celebrations. Children will also explore different cultures and beliefs through the celebration of key festivals using music and movement to express thoughts and feelings at these special times. Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year B – 2nd half of Autumn Term

Writing Mathematics Science ComputingReportsPoetry Historical recounts

Follow route 2 Seasonal changesMovement of the sun across the sky Changes in the length of the dayWeatherNocturnal animalsLight and dark

ReceptionKeyboard and mouse skillsYear 1Computer ScienceYear 2Visual Media

History Geography Art and Design Design TechnologyEvents beyond living memory e.g.DiwaliBonfire NightRemembrance DayChristingle

Landmarks in LondonChristmas around the worldIdentifying these places on world maps

Painting / chalk Rangoli patternsSculpture – Diwali potsCollage – bonfire night / fireworksSeasonal Christmas art

Christmas food in other countries

Physical Education Music Religious Education PSHEAthletics – Javelin, standing long jump, hurdles, relay races and running games



Year 1Expressions of BelongingChristmasYear 2Judaism: Torah and ShabbatHannukah



Reception : Year B – 1st half of Spring Term



In particular, this topic will focus on:• Expressive Arts and Design• Understanding of the World• Physical Development

Children will investigate, compare, control and construct a wide range of toys and replicate their findings in their own large scale movements during dance. They will help plan a teddy bears’ picnic and help hunt for lost toysOur planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year B – 1st half of Spring Term

Writing Mathematics Science ComputingStories set in fantasy worldsInstructionsRiddlesReportsExplanations

Follow route 2 Movement – forces: pushes and pulls; speeding up and slowing downInvestigating magnetic and clockwork toysMaterials – what are toys made from?

Year 1Text and multimediaYear 2Computer Science

History Geography Art and Design Design TechnologyInvestigating and comparing toys from the present and the pastInterviewing grandparentsHow teddy bears came to be toysLives of significant individuals who invented toys

Toys from other countries Locate these countries on world map

None covered in this topic Famous puppet makersEvaluating, designing, making and re-evaluating puppets

Physical Education Music Religious Education PSHEBall skills (hands and feet) – passing, catching, throwing, kicking, shootingBall games and relays


Year 2Taking Off

Year 1Expressions of belonging

Year 2Judaism: Torah and ShabbatJudaism: Beliefs and Practices



Reception : Year B – 2nd half of Spring Term



In particular, this topic will focus on:• Expressive Arts and Design• Understanding of the World• Mathematics

The children will explore the fantasy world of superhero play. They will design and make costumes including masks and gadgets for their own Superhero Ted. They will find out about real life superheroes and take part in a superhero catwalk.Our planning of this topic will also take account of, and build upon, the children’s own interests.In addition, we celebrate the May Festival this term with a focus on physical and creative development through our learning of traditional maypole dances.

Years 1 and 2 : Year B – 2nd half of Spring Term

Writing Mathematics Science ComputingStories set in fantasy worldsInstructionsRiddlesRepotsExplanations

Follow route 2 Everyday materials – familiar objectsProperties of common materials – sorting and classifyingChanging materials

Year 1Information TechnologyYear 2Computer Science

History Geography Art and Design Design TechnologyEvents beyond living memory – Great Fire of LondonLives of significant individuals:Reception: Nurses/Doctors; Reception/Y1: Firemen; Y1/2 Grace Darling; Y2 - ***

None covered in this topic Textiles and materialsTi-dyeSuperhero masks, cuffs and t-shirtsCollageClay

Teddy challenge

Physical Education Music Religious Education PSHEIntroduction to Tag Rugby – tackling, running with the ball, passing, try scoringSimple games using rugby balls

Year 1Taking Off


Year 1Christian Beliefs and PracticesEasterYear 2Judaism: Beliefs and PracticesEaster



Reception : Year B – Summer Term



In particular, this topic will focus on:• Understanding of the World• Communication, Language and Literacy• Expressive arts and design

The children will explore creatures living in the school grounds, taking part in min-beast hunts, worm charming etc. They will also explore sea creatures and how they are suited to their habitat. The children will respond to the work of Hokusai and create their own seascapes. The children will help to plan an Ugly Bug Ball to finish off the year.Our planning of this topic will also take account of, and build upon, the children’s own interests.

Years 1 and 2 : Year B – Summer Term

Writing Mathematics Science ComputingPoetryDescriptionsInformation booksReports and explanations, with diagramsStories featuring animals

Follow route 2 Habitats; micro habitats; food chains; name, describe and classify animalsReception: Oceans Rec/Y1 – Rainforest Y1/Y2 – DesertY2 – Polar Regions

Year 1Sounds / Visual MediaYear 2Information Technology

History Geography Art and Design Design TechnologyExplorers linked to the habitats studied e.g.ScottCookDarwin

Seasonal / daily weather patterns in the UKLocation of hot/cold areasLocation of class habitatCompare localities Geographical vocabulary

Colour mixingPattern & texture on printing blocks3D sculpture – clay/modrocArtists:YR- Hokusai; Y1 RousseauY1/2 – Gaudi; Y2 – Raymond Briggs


Physical Education Music Religious Education PSHESmall sided games, team games and relay races involving:Bean bags, quoits, lacrosse, rugby, football, cricketAthletics – javelin, triple jump, long jump, relay races

Year 1What’s the Score?Rain, Rain, Go awayYear 2Rain, Rain, Go awaySounds Interesting

Year 1Introduction to the Bible through stories and characters Year 2Ideas about God in Christianity and Judaism



Autumn Term Spring Term Summer Term

The United Kingdom From the Stone Age to the Iron Age

The Romans

Click on the topic title to find out more

Year 3 – Autumn Term

Writing Mathematics Science ComputingAutobiographyPoetryExplanation textsInstructionsNarrative

Place value; Mental strategies (+/-); Written addition and subtraction; x2,x3,x4,x8 tables; Word Problems; Multiplication (2 digit by 1 digit); Division as inverse of multiplication; divide 2 digit by 1 digit; Analogue time (am and pm); Roman Numerals

Plants

Animals, including humans

Text and multimedia

Email

History Geography Art and Design Design TechnologyNone covered in this topic Geography of the UK

Locational KnowledgeRivers

Sketching based on Constable’s cloud scapes

Cookery - Healthy Snacks (linked to harvesting our crops)

Physical Education Music Religious Education PSHEGames – Throwing, catching and rolling

Dance - development of dance skills through interpreting a range of styles of music

Animal Magic

Play it again

Harvest – whole school theme

Expressions of identity

Meanings within Christmas

Anti-bullyingInternet Safety


Year 3 – Spring Term

Writing Mathematics Science ComputingDescriptionPlay scriptsInvitationsNarrative

Fractions – comparing, ordering, adding, subtracting; TenthsMeasures – length, mass, capacity2D shapes including PerimeterMoneyTime – minutes intervals; word prolems

Plants

Rocks

Forces and Magnets

Information Technology

Computer Science

History Geography Art and Design Design TechnologyHow Britain changed from the Stone Age to the Iron Age

Locational knowledge of the UK Cave Paintings

Colour work based on Paul Klee


Physical Education Music Religious Education PSHEGames – Bouncing, kicking and striking

Gymnastics – Transference of body weight and shape

The Class Orchestra

Dragon Scales

Expressions of Identity

Meanings within Easter



Year 3 – Summer Term

Writing Mathematics Science ComputingInstructions RecountsPoetryNarrative – Myths

3D shapeAnglesStatisticsSymmetryRevision of fractions; time; measures

Plants

Light

Computer Science

Sounds

History Geography Art and Design Design TechnologyThe Roman Empire and its impact on Britain

Locational knowledge of the UK Roman lettering – printing Mosaic and collage

Water clocks

Cookery – a sample of typical, savoury Roman dishes

Physical Education Music Religious Education PSHEGames – Hockey

Swimming

Athletics – sports day preparation

Painting with Sound

Salt, pepper, vinegar, mustard

The Person of Jesus

Contents and Significance of the Bible




Vicious Vikings Looking at the Locals Wonderful Weather and Cool Climates



Writing Mathematics Science ComputingMyths and legends; Diary entriesNon chronological reports; Explanations; Poetry; Instructions; Newspaper reports; Descriptions; Historical texts

Place valueAddition and Subtraction Multiplication and Division Units of MeasureTime – analogue and digital; 12 and 24 hour

Living things and their habitats

Animals, including humans – food chains

States of matter

Text and Multimedia

Visual Media

History Geography Art and Design Design TechnologyBritain from Anglo Saxon to Viking Viking invasions, incl LindisfarneViking Life & the impact of invasionThe fall of the VikingsEdward the Confessor and the Battle of Hastings

Using map skills / aerial photos to research Viking settlementsHow did Vikings use the land ?Why was Britain chosen ?Label maps of Britain with settlements and events

Viking jewelleryViking helmetsLong boat collage

Pop-up booksDesigning a long boat

Physical Education Music Religious Education PSHEGames – Throwing, catching and rolling

Gymnastics – Supporting and receiving body weight

Play it again

Christmas production

Harvest – whole school themeMeanings within Diwali Hinduism – God and worship in the home




Writing Mathematics Science ComputingFormal invite; recount; diary entries; description; explanation; local author study and writing in their style; detective/ghost story; informal letter; persuasive poster

FractionsDecimalsMeasures and MoneyPerimeter and Area2D and 3D shapeTime – conversion & problems


Electricity

Sound


History Geography Art and Design Design TechnologyThe industrial revolution and its impact on Lancashire.Changes in the local area over time (and how these are seen in the work of LS Lowry).The development of local businesses

The human and physical features of Lancashire – compare with other areas of UK.Use of a variety of sources to find out about our region now and in the past.

Recreate section of a Lowry paintingUse charcoal to draw Lowry figuresSketching elements of his paintings3D wire sculptures

Cookery – typical savoury products from Lancashire

Physical Education Music Religious Education PSHEGames – Bouncing, kicking and striking

Dance – traditional clog dance

Dragon Scales

Animal Magic

Hinduism – God and Worship in the home

Hinduism – Beliefs and Practices




Writing Mathematics Science ComputingExplanation; Description; Non chronological reports; Instructions; Narrative; Poetry; diary entries; Narrative set in an imaginary world

SymmetryAnglesStatisticsPosition and DirectionTimeMeasures


Electricity (cont’d)

Animals, including humans – digestion and teeth

Computer Science

History Geography Art and Design Design TechnologyNone covered in this topic Weather & climate across the world

Human activity in different regions and how it is affected by weatherClouds and the water cycle; Extreme weather records Atlas & globe work; 8 compass points

Colour mixing – shade and toneWatercolours – drawing and painting weather scenesDesign and make wind chimes or sew windsocks

Designing and making a kite and testing our designs Designing and building our own weather station instrumentsCookery – savoury kebabs

Physical Education Music Religious Education PSHEGames – Hockey and Tennis

Dance - based on theme of weather

Athletics – running, jumping, throwing

Painting with sound

Salt Pepper Vinegar Mustard

Religions in the Local Community

The meaning of signs and symbols in Religion




The Ancient Egyptians Europe and the Europeans

Greece



Writing Mathematics Science ComputingDescription; biography; diary entries; instructions; journalistic writing; persuasive writing; recount; non-chronological report; historical narrative; adventure narrative

Counting in steps of powers of 10 up to 1,000,000Negative / positive numbers; Place Value; Estimation; Rounding; Problem solving; four rules of number; Fractions, Decimals & %


Earth and Space

Forces

Text and Multimedia

Computer Science

History Geography Art and Design Design TechnologyAn overview of where and when the first civilisations appearedAn in-depth study of the life of the Ancient Egyptians

Locational knowledge of the world Egyptian jewel collages

Death masks

Pyramid structures

Cookery – Egyptian flat bread

Physical Education Music Religious Education PSHEGames –

Gymnastics – symmetry and asymmetry ; Balance

Cyclic Patterns

Roundabout

Harvest – whole school theme

Islam – the Five Pillars




Writing Mathematics Science ComputingDiary entries; list poems; historical narrative; informal letter; biography; précis; balanced argument; formal letter; poetry; explanation

2D/3D shapeRegular/irregular polygonsPerimeter and areaCo-ordinatesTranslation; rotation and reflection

Properties and changes of materials



Visual Media

History Geography Art and Design Design TechnologyA study of life in Victorian Britain through the story “Street Child”

Locational knowledge of EuropeHuman and physical featuresVolcanoes and Earthquakes

The work of Van GoghVolcano collageTwisted newspaper collage

Earthquake proof structures

Disaster challenge

Cookery – a selection of European dishes


Gymnastics – Balance

Dance – based on the story “Street Child”

Journey into Space

Songwriter

Islam – Muhammad

The Influence of Faith on Believers (study of Dr Barnardo, linked to the story “Street Child”)




Writing Mathematics Science ComputingFormal lettersInvitationsBalanced argumentDescription Non-chronological report

Ratio and proportion; Probability; Statistics; Digital / 24 hour clock;Time tables; Angles; Measurement; Algebra




Computer Science

History Geography Art and Design Design TechnologyA study of Greek life and achievements and their influence on the Western world

Greece – the physical and human geography of a region of Greece (Epidauros)

Greek card potteryGreek pottery – plates and jugs

Trireme boats


Athletics – running, jumping, throwing, hurdling, relays

Stars, hide your fires

Who knows ?

Islam – The Qur’an

Islam – The role of the Mosque




Mexico, Maya and Music

Voices in the Antarctic From LP to CD



Writing Mathematics Science ComputingDescription; Persuasive writing; Formal letter of application; Adventure narrative; Balanced argument; Writing from different people’s perspectives; Instructions; Informal letter; Newspaper report

Place Value; Four rules of number; Negative numbers; Rounding; Fractions; Decimals; Percentages; Time; 2D and 3D shape; Co-ordinates; Algebra


Evolution and inheritance

Text and Multimedia

Computer Science

History Geography Art and Design Design TechnologyThe time context of the MayaLifestyle of the MayaInventions and achievementsThe rise and fall of Mayan citiesThe fall of the Mayan times

Location of North and South AmericaLocation of MexicoPerceptions of MexicoWeather and climateSimilarities and differences with the UK

Work of Diego RiveraUse of tone and colour using a variety of mediaMexican clay sunsBatik, appliqué and weaving

Design and make poncho

Design and make luminary (incl circuit)

Cookery – typical Mexican foods

Physical Education Music Religious Education PSHEGames – Hockey

Dance - Mexican Hat Dance

Outdoor and Adventurous - PGL

Mexican Hat DanceSpanish versions of Happy Birthday and Are you Sleeping ?Rhythmic patterns and instruments used to recreate latin feel

Harvest – Whole school theme

God as Spirit




Writing Mathematics Science ComputingInformal letters; Diary entries; Formal letters; Non-Chronological reports; Evaluation reports; Scripts; Information leaflets offering advice; Description; Explanation; Posters; Arguments; Précis; Narrative

Algebra; Number patterns; Reflection, rotation and translation; Perimeter and Area; Volume and Capacity; Angles; Time; Converting units of measure; Data handling ; Probability

Light

Electricity

Computer Science

History Geography Art and Design Design TechnologyReferences to Antarctic explorers: Oates, Scott and Amunsden

Locational knowledgeClimatic regions of the worldWeather and temperatureContrast with the UKGlobal warming and the effect on the Arctic / Antarctic

Colour mixingWire and modroc modellingCollage – scenes from the AntarcticPhotography – changing weather

Design a new residential base for those working in the Antarctic

K’Nex structures for transporting goods across the ice


Gymnastics – Flight and Partner Work

Journey into Space

Song Writer

Worship – including visits to places of worship




Writing Mathematics Science ComputingChronological reports Revision of all areas

Problem solving based on a variety of mathematical concepts

Maths and Art – Spirals and Circles

Electricity


Computer Science


History Geography Art and Design Design TechnologyThe effect of WW2 on the role of womenSignificant changes in music, art, fashion and architecture 50s to 90sLiverpool in the 1960s

Locational knowledge of the UK The architect Walter Aubrey ThomasDavid Hockey and Peter Blake Pop artDrawing and painting skillsRecord coversTypical fashion from the decades

3D buildings in the style of Hockney

Cookery – party foods from the decades


Dance - 20th Century Dance

Athletics – walking, running and relays

Learning and performing songs fro the decadesDevelopment of electronic music – using ICTSummer production

Origins and Composition of the Bible

Peoples perspectives and impressions of Jesus



2014 National CurriculumSchools are required to teach the In addition, schools are required to makefollowing subjects as part of the provision for the following areas:National Curriculum which came into force in September 2014:

English * Religious Education Mathematics * Personal, Social, Health and Economic Science Education (PSHE) Computing * Actively promoting British Values Physical Education History Geography Art and Design Design Technology Music Languages (only statutory for juniors)

How does our curriculum meet these statutory requirements ? Click on the department name to find out:

JuniorsInfants

Our Infant CurriculumThe aim of our infant curriculum is to inspire the children to want to

learn, preparing them for the challenges of the juniors.Our creative curriculum is topic-based whilst there is discrete teaching

in some subjects.Click on a button below to find out how our curriculum fulfils the requirements of the

2014 National Curriculum for that subject area.

MathematicsEnglish Science Computing Physical Education

GeographyHistory Art and Design Design Technology Music

Religious Education PSHEFrench British Values

English - Infants

English is the foundation of all our teaching. All the skills of language are essential to participating fully as a member of society.

In addition to its inclusion across the curriculum, there are discrete English sessions every week:

• One lesson a day focusing on reading comprehension and writing

• Four 15 minute sessions focussing on phonics (taught in smaller groups) – see below for the progression of skills taught

• Regular “Guided” Reading sessions

• A weekly Handwriting lesson

• A weekly library session where children develop a range of reading skills

Further details can be found on the year group pages:

Online link to the DfE’s National Curriculum for English

Phonics Reception Year 1 Year 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf

Phonics

Phonics is a major part of our English teaching. We focus on phonics as a skill for both reading and spelling.We follow the “phases” set out in the “Letters and Sounds” programme. Children are taught phonics in smaller groups, according to the phase they are working on.At the end of Year 1, children take part in the national Phonics Screening Check which assesses children’s ability to read words (both real and nonsense) that include the phonic patterns that have been taught up to and including phase 5.Click below to find out what is taught in each phase:

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Phonics – Phase 1

Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.

Phonics – Phase 2

• In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught together, in the following sequence:

• Set 1: s, a, t, pSet 2: i, n, m, dSet 3: g, o, c, kSet 4: ck, e, u, rSet 5: h, b, f, ff, l, ll, ss

• As soon as each set of letters is introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words. For example, they will learn to blend the sounds s-a-t to make the word sat. They will also start learning to segment words. For example, they might be asked to find the letter sounds that make the word tap from a small selection of magnetic letters.

Phonics – Phase 3

• By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2.

• During Phase 3 twenty-five new graphemes are introduced (one at a time).• Set 6: j, v, w, x• Set 7: y, z, zz, qu• Consonant digraphs: ch, sh, th, ng• Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er• During Phase 3, the following tricky words (which can't yet be decoded) are

introduced:• he, she we, me, be, was, you, they, all, are, my, her

Phonics – Phase 4

• When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

• Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

• In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

• During Phase 4, the following tricky words (which can't yet be decoded) are introduced:

• said, have, like, so, do, some, come, were, there, little, one, when, out, what

Phonics – Phase 5

• Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words.

• In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.

• Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.

• With practice, speed at recognising and blending graphemes will improve. Word and spelling knowledge will be worked on extensively.

• During Phase 5, the following tricky words (which can't yet be decoded) are introduced:• oh, their, people, Mr, Mrs, looked, called, asked, could

Phonics – Phase 6

• At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out.

• At this stage children should be able to spell words phonemically although not always correctly. In Phase Six the main aim is for children to become more fluent readers and more accurate spellers.

English

Language is at the centre of everything that happens in school. The development of language permeates all activities. Learning is focused around two areas:

Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves.

Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wider range of reading materials – books, poems, and other written materials, to ignite their interest.

The skills we focus on in Reception are outlined in the following Early Learning Goals:

ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Click to continue to the remaining ELGs for English

English

ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

ELG 03 Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

ELG 09 Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read.

ELG 10 Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

EnglishIn Year 1 the children build on their phonic knowledge to read and spell words. They also continue to learn “tricky words” which do not follow phonic patterns. Reading practice continues both individually and in groups; children use their phonic knowledge and sight vocabulary to help them make sense of the written word. Throughout the year we aim to broaden their vocabulary and develop a love of reading. In writing, children develop their spelling skills, the physical speed needed for handwriting, and learn how to organise their ideas in narratives and non-fiction texts.

Writing Grammar and Punctuation HandwritingA variety of narratives e.g. ones with familiar settings; ones with patterned language; from fantasy worlds; traditional talesRecounts of personal experiencesHistorical recounts Non-chronological reportsExplanationsInstructionsPoetry and riddlesDescriptions

Leaving spaces between wordsJoining words & clauses using “and”Beginning to use capital letters, full stops, question marks and question marksUsing a capital letter for names, places, days of the week and I

Sit correctly at a table, holding a pencil comfortably and correctlyBegin to form lower-case letters in the correct direction, starting and finishing in the right placeForm capital lettersForm digits 0 – 9Understand which letters belong to which handwriting “families” and to practise these

EnglishIn Year 2 the aim is for children to increase their fluency in reading; listening and discussing a wide range of stories, poems, plays and information books. Reading is used increasingly across the wider curriculum. In writing, children begin to write more sustained and more complex texts using their knowledge of spelling and phonics Good handwriting habits are established and encouraged.

Writing Grammar and Punctuation HandwritingA variety of narratives e.g. ones with familiar settings; ones with patterned language; from fantasy worlds; traditional tales; adventure storiesRecounts of personal experiencesHistorical recounts Non-chronological reportsExplanationsInstructionsPoetry and riddlesDescriptions Dairies and letters

Punctuation – full stops, capital letters, exclamation marks, questions marks, commas for lists and apostrophes for contractions and to show possessionDifferent types of sentences – statements, questions, exclamations, commandsExpanded noun phrases to describe Using when, if, that, because (subordination)Using or, and, but (co-ordination)

Form lower-case letters of the correct size relative to one anotherStart to use some of the diagonal and horizontal strokes needed to join letters; knowing which letters are best left unjoinedWrite capital letters and digits of the correct size, orientation and relationship to one another and to lower case lettersUse spacing between words that reflects the size of the letters

Mathematics - Infants

Mathematics is taught discretely on a daily basis. It is also reinforced across the curriculum.The principal focus of mathematics teaching in the infants is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. The four operations are introduced by the end of the infants.An emphasis on using practical resources and recalling number facts (e.g. number bonds to 20 and simple multiplication facts) support the children’s work in calculation.Further details can be found on the year group pages:

Online link to the DfE’s National Curriculum for Mathematics

Reception Year 1 Year 2 – Mrs Marsden Year 2 – Mrs Cronshaw

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf

Mathematics

Children in Reception begin to develop their Maths skills, knowledge and understanding through the area “Mathematics” which involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.


ELG 11 Numbers:

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

ELG 12 Shape, space and measures:

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

MathematicsThe principal focus of maths teaching in Year 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and pace value; involving work with numerals, words and the four operations, including with practical resources. Pupils will develop their ability to recognise, describe, draw, compare and sort different shapes, using the appropriate vocabulary. Children use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Where children have a solid grasp of the Year 1 objectives, we move to the corresponding objectives in the Year 2 curriculum.

In addition to the objectives listed in the National Curriculum, we have added supplementary objectives to ensure we give our children the correct building blocks for future learning. A document with these can be found on the “Learning” page of our website.

Autumn Term Spring Term Summer TermCount in 1s to 20 and on to 100. Understand the term more/less, most/least.To order numbers from largest to smallest/smallest to largest. To find missing numbers in a sequence.To read and write numbers from 1-20 in numerals and words.To understand and use cardinal and ordinal numbers up to 50th.To understand the value of teen numbers, partitioning tens and ones up to 20.Count in multiples of twos, fives and tensRead, write and interpret mathematical statements involving addition, subtraction and equal signs. Represent and use number bonds and related subtraction facts within 20. Measure and record lengths and heights. Compare, describe and solve practical problems for length and heights.

Recognise and use language relating to dates, including days of the week, months of the year. Recognise and name common 2D shapes.Add and subtract one digit and two digit numbers to 20 including 0. Measure and record mass/weight. solve practical problems for mass/weight. Recognise and know the value of different denominations of coins and notesTell the time to the hour and half past the hour and draw hands on a clock face to show these times. Measure and record time, quicker, slower, earlier, later. Compare, describe and solve practical problems for time, hours, minutes, seconds.

Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems. Sequence events into chronological order using language. Recognise and name common 3D shapes. Measure and record capacity and volume. Compare, describe and solve practical problems for capacity and volume. Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays. Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Describe position, direction and movement, including whole, half, quarter and three quarter turns.



Autumn TermCompare and order numbers from 0-100: use < and > signs.To read and write numbers from 1-100 in numerals and words.Recognise place value of each digit in a two digit number. Identify, represent and estimate numbers using different representations, including the number line. Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. Ask and answer questions by counting the numbers of objects in each category and sorting categories by quantity. Ask and answer questions about totaling and comparing categories. Count in steps of 2, 3 and 5 from any number, forward and backwards. Solve problems with addition and subtraction.Recall and use addition and subtraction facts to 20fluently and derive and use related facts up to 100. Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm)Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: A 2 digit number and 1 digit number, a 2 digit number and tens, two 2 digit numbers and adding three 1 digit numbers.

Click here for the Spring and Summer terms

Mrs Marsden

MathematicsSpring Term

Know the number of minutes in an hour and the number of hours in a day.Identify and describe the properties of 2D shapes, including the number of sides and line of symmetry in a vertical line. Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.Choose and use appropriate standard units to estimate and measure mass (kg/g).Recognise and use symbols for pounds and pence; combine amounts to make a particular value. Find different combinations of coins that equal the same amount of money.Solve simple problems in a particular context involving addition and subtraction of money of the same unit, including giving change. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

Summer TermKnow the number of minutes in an hour and the number of hours in a day.Identify and describe the properties of 2D shapes, including the number of sides and line of symmetry in a vertical line. Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.Choose and use appropriate standard units to estimate and measure mass (kg/g).Recognise and use symbols for pounds and pence; combine amounts to make a particular value. Find different combinations of coins that equal the same amount of money.Solve simple problems in a particular context involving addition and subtraction of money of the same unit, including giving change. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

Mrs Marsden



Autumn TermCounting in 2s, 5s and 10sNumber ordering and writing numbersPlace Value PartitioningNumber Bonds (recall)Partitioning to + and – Using the = sign as a balance+ and – as inverse operationsTally Charts

Counting 10 more 10 less / 100 more 100 lessNumber Bonds - incl. mental strategies to + and – odd/even numbers2s 5s 10s as multiplication sentences, as repeated + and division facts.Place Value using MoneyCoin combinationsUsing the = sign as a balance plus < >

Click here for the Spring and Summer terms

Mrs Cronshaw

MathematicsSpring Term

Counting 2s 3s 5s (incl: related x sentences)Doubling and halvingUsing Double and Adjust as a mental method to + and -Division using known times tables, introducing the concept of remainders.2D/3D shapeIntro to fractions of shape ½ ¼ 1/3 Connection between halving and ½ (fraction) of a number – counting in halves up to 10Practical problem solving using fractions (using pizza, cake, chocolate etc.) Measures: Length

Counting in 3s 4sRounding NumbersUsing Round and Adjust as a mental method to + and – (along with number investigations, making choices on which mental method to use from those previously taught, incorporating questions linked to money, length, fractions)Number SequencesMeasures: Time (using fraction links/counting in 10s and 5s)Position and Direction

Summer TermUsing all 4 operations within problem solving / investigations.Using the taught methods to investigate mental and written strategies.Measures: CapacityStatistical Work (charts/graphs/tables)Money – giving change

Consolidation of all times tables plus counting in 8sTime recapMeasures: TemperatureNumber problems, including 2 step problemsStatistical Work (charts/graphs/tables)

Mrs Cronshaw

Science - Infants

Science is the backbone of our thematic curriculum in the infants. Concepts are taught through engaging topics. Science objectives from the National Curriculum are followed and are revisited throughout years 1 and 2 as they link to topics and to ensure they are revisited over the key stage.We have added additional topics in Physics to ensure the children are fully prepared for their learning in the Juniors.

Online link to the DfE’s National Curriculum for Science

Reception Year 1 and Year 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239132/PRIMARY_national_curriculum_-_Science.pdf

Science

Children in Reception begin to develop their Science skills, knowledge and understanding through the area “Understanding of the World” which involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

The skills we focus on in Reception are outlined in the following Early Learning Goal:

ELG 14 The world:

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Science ObjectivesYear A Year B

Marvellous, Magical MeAnimals, including humans Year 1 Objective 4Animals, including humans Year 2 Objectives 1, 2 and 3

Fighting FitAnimals, including humans Year 1 Objective 4Animals, including humans Year 2 Objectives 1, 2 and 3

Out of this WorldSeasonal Changes Year 1 Objectives 1 and 2Movement – to notice and describe how things are moving, using simple comparisons such as faster and slower; to compare how different things moveLight – to observe and name a variety of sources of light; to associate shadows with a light source being blocked by something

Let’s CelebrateAnimals, including humans Year 1 Objective 3Seasonal Changes Year 1 Objectives 1 and 2Light – to associate shadows with a light source being blocked by something

Dinosaurs and all that RubbishPlants Year 1 Objectives 1 and 2Plants Year 2 Objectives 1 and 2Living things & their habitats Year 2 Objectives 1 and 2

Magic ToymakerEveryday Materials Year 1 Objectives 1, 2, 3 and 4Movement – to notice and describe how things are moving, using simple comparisons such as faster and slower; to compare how different things move

Time DetectivesEveryday Materials Year 1 Objectives 1, 2, 3 and 4Everyday Materials Year 2 Objectives 1 and 2Movement – to compare how different materials move on different surfaces

SuperheroesEveryday Materials Year 1 Objectives 1, 2, 3 and 4Everyday Materials Year 2 Objectives 1 and 2

Click to continue

Science ObjectivesYear A Year B

PiratesPlants Year 1 Objectives 1 and 2Plants Year 2 Objectives 1 and 2Everyday Materials Year 2 Objectives 1 and 2Movement - to notice and describe how things are moving, using simple comparisons such as faster and slower; to compare how different things move; to investigate the effects of different forces and how we can use these to move mechanical parts or objects in specific ways

Features and CreaturesLiving things & their habitats Year 2 Objectives 2, 3 and 4Animals, including humans Year 1 Objectives 1, 2 and 3

Working ScientificallyDuring years 1 and 2, pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:• asking simple questions and recognising that they can be answered in different ways• observing closely, using simple equipment• performing simple tests• identifying and classifying• using their observations and ideas to suggest answers to questions• gathering and recording data to help in answering questions

Geography - Infants

The children develop knowledge about the world, the UK and our locality. Learning is linked with our class topics and allows the children to develop their understanding of subject-specific vocabulary relating to human and physical geography and to begin to use a variety of geographical skills to enhance their locational awareness.

Click here for our coverage of Geography during the infant years.

Online link to the DfE’s National Curriculum for Geography

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf

Geography Themes - InfantsYear A Year B

Marvellous, Magical MeDrawing simple maps and plans – routes to school

Fighting FitMapping the journey of Florence Nightingale

Out of this WorldSeasonal and daily weather patterns UKLocating hot/cold countries –Equator/South/North PolesAerial photographs-landmarks Simple maps/symbolsKey physical features-vocabulary

Let’s CelebrateLandmarks in LondonChristmas Around the WorldLocating countries on maps / globes

Dinosaurs and all that RubbishCompass directionsLocation of features and routes on maps

Magic ToymakerToys from other countriesLocating countries on maps / globes

Time DetectivesKey features of Greenmount Village and local areaSimple fieldwork around school and surrounding environment

Features and CreaturesSeasonal/daily weather patterns UKLocation of hot/cold areas of the worldLocation of where the animals studied are foundCompare localities Greenmount and non European countryGeographical vocabulary

PiratesMaps, Atlas, Globes, Aerial photos UK capitals and countriesNaming the 7 continents and 5 oceans Simple maps with symbols

HolidaysGeographical vocabularyHuman FeaturesContrasting non-European country

Click for skills Reception Year 1 Year 2

Geography

Children in Reception begin to develop their Geography skills, knowledge and understanding through the area “Understanding of the World” which involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.


ELG 13 People and Communities:

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Geography SkillsElement Skills

Geographical Enquiry I can ask “what is this place like?”I tell others what I like and dislike about a placeI use words, pictures, bar charts and pictograms to help me describe a place

Geographical Skills I can map the classroom (building up from a map of the desk that shows a “bird’s eye view” of the layoutI describe places using geography words – human / physicalI can mark on a map of the British Isles where I live and other locations I know aboutI can mark on a map of the World, the British Isles, my country of birth (if different) and places I have learned about in classI can use books, stories and other information to find out about placesI can take photos of a locality and use them to help describe a placeI can make drawings of an area I am finding out about

Knowledge and Understanding of Places

I can say what types of buildings are in a placeI can say what places are like using phrases such as building up, noisy, busy, quiet, farm land, hills, streets, roads, woods, coastlineI can say where something is using words such as close to the school, far away from the school, town or city name and locality within the town or cityI can say how a place is like another placeI know that paths, roads, air and sea link places to others. I also know some of the reasons places are linked.

Knowledge and understanding of patterns and processes

I can keep a class weather chart through the school year and discuss changes

Geography SkillsElement Skills

Geographical Enquiry I ask “what is this place like?”, “what and who will I see in this place?”, “why are these people here and what are they doing?”I tell others the things I like and dislike about a place and give clear reasons that I write in a clear sentenceI use words, pictures, bar charts, Venn diagrams, pictograms and tables to help me describe places

Geographical Skills I describe places using geography words such as human and physicalI look at places and draw features I like or dislike, sorting them into groupsI take photographs of a locality and use them to help describe a place, adding geography wordsI can mark on a map of the British Isles where I live and any other locations I know aboutI can mark on a map of the world, the British Isles, my country of birth (if different) and other locations I have discussed in classI can mark on a map of the local area, the location of the school and any other features I know aboutI use books, stories and other information to find out places and I keep this in an organised wayI can make a map of the things I see in the place I am visiting or finding out aboutMy maps are labelled with geography words I have learnedMy maps have grid referencesMy maps contain a key with symbols or colours to help identify features

Knowledge and Understanding of Places

I can say what types of building are in a place and use this to decide whether a place is a city, town, village, coastal or ruralI can say what places are like using phrases such as building up, noisy, busy, quiet, farm land, hills, streets, roads, woods, coastlineI can say where somewhere is using words such as the city or town name, and the region or continentI can say why places have become as they areI can say how a place is changingI can say how a place is like another placeI know that paths, roads, air and sea link places to others, I also know some of the reasons why they are linkedI can name and identify the equator and the tropics

Knowledge and understanding of patterns and processes

I keep a class weather chart throughout the year and discuss changesI collect temperature and rainfall information and keep this on a class record sheet throughout the school yearI can make suggestions to different points of view as to how a locality can be improved

History - Infants

Our History teaching in the infants is rooted in our topics. We aim for the children to develop an awareness of the past, using common words and phrases relating to the passing of time.We look at people and events from the past which are significant locally, nationally and internationally. All of these are placed within a chronological framework.In particular, we have a focus on the Victorian era during year A of our two year cycle.Click here for our coverage of History during the infant years.

Online link to the DfE’s National Curriculum for History

https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study

History Themes - InfantsYear A Year B

Marvellous, Magical MeChanges in their own lives – toys, skillsSchools in the past – Victorian school days – The Old Village School

Fighting FitLives of significant people in the past who have contributed to national and international achievements (Mary Seacole, Florence Nightingale, Louis Pasteur, Helen Keller, Louise Braille)

Out of this WorldEvents beyond living memory with global/national significance – first men in space / landing on the moon

Let’s CelebrateEvents beyond living memory (Diwali, Bonfire Night, Remembrance Day, Christingle)

Dinosaurs and all that RubbishEvents beyond living memory with global significance – dinosaur discoveries

Magic ToymakerInvestigating and comparing toys from the present and the pastInterviews with parents / grandparents about toys in the pastStory of how teddy bears came to be toysLives of significant individuals who invented toysTraditional playground games from the past

Time DetectivesSignificant local person and historical event - Robert PeelQueen Victoria – work, leisure, life and housesChanges to village in living memory linked to national lifeTraditional playground games

SuperheroesEvents beyond living memory with national significance – Great Fire of LondonLink to modern day superheroes – firefighters Lives of significant individuals who have contributed to national / international achievements (Nurses, Doctors, Firemen, Grace Darling)

PiratesInfamous pirates

Features and CreaturesLives of significant individuals who have contributed to national / international achievements (Explorers – Scott. Cook, Darwin)

HolidaysSeaside holidays in the past – grandparents and during the Victorian era

Click for skills Reception Year 1 Year 2

History Skills

Children in Reception begin to develop their history skills through the area “Understanding of the World” which involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.


ELG 13 People and Communities

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.

History SkillsElement Skills

Chronological Understanding

I understand the different between things that happened in the past and the presentI know about things that happened to me in the pastI know some things that happened to other people in the pastI understand how to put a few events or objects in order of when they happenedI use words and phrases such as: now, yesterday, when I was younger, a long time ago, a very long time ago, before I was born, when my parents/carers were young

Knowledge and Understanding

I have found out about some facts about people long ago – before living memoryI have found out some facts about events that happened long agoI can say why people may have acted as they did

Historical Interpretation

I have looked at books to help me find out about the pastI have listed to stories about the past

Historical Enquiry I look at pictures and ask “which things are old and which are new?”I answer questions about events, using “before” and “after” to describe when something happenedI look at objects from the past and ask, “what were they used for” and try to answerI look at pictures from the past and ask, “what were people doing?”

Organization and communication

I can sort events or objects into group (then and now)I can say when my birthday is I use time lines to order events or objectsI tell stories about the past (sometimes using role play)I write in sentences things I have found out about the pastI draw pictures and write about them to tell others about the past

History SkillsElement Skills

Chronological Understanding

I understand and use the words past and present when telling others about an eventI can recount changes in my own life over timeI understand how to put people, events and objects in order of when they happened, using a scale the teacher has given meI use words and phrases such as: recently, when my parents/carers were children, decade, centuries

Knowledge and Understanding

I have used information to describe the pastI use information I have found out about the past to describe the differences between then and nowI look at evidence to give and explain reasons why people in the past may have acted the way they didI can recount the main events from a significant event in history, giving some interesting details

Historical Interpretation

I have looked at books and picturesI have listened to stories, eye witness accountsI have looked at pictures, photographs, artefacts and historical buildingsI have visited a museum, gallery and historical siteI have used the internet

Historical Enquiry I ask “what was it like for people in the past?” and use information to help me answer the questionI ask “what happened in the past?” and use information to help me answer the questionI ask “how long ago did an event happen?” and try to work it out (using language such as “a little while ago, a very long time ago” etcI estimate the ages of people by studying and describing their features

Organization and communication

I can describe objects, people or events from the pastI can write my date of birthI use time lines to order events or objectsI tell stories about the past using my story writing skillsI draw labelled diagrams and write about them to tell others about people, objects or events from the past

Computing - Infants

As a school within the Bury Local Authority, we have decided to adopt the “Bury Primary Computing Solution” to ensure that the objectives from the National Curriculum are taught across our school.

Computing is taught discretely and applied across the curriculum. Discrete lessons are taught on a weekly basis, this includes Reception.

Our Computing curriculum is split into 6 strands:

Online link to the DfE’s National Curriculum for Computing

Digital Literacy: Text and Multimedia Digital Literacy: Visual Media

Digital Literacy: Sounds Digital Literacy: e-Communication (also covered through PSHE)

Information Technology: Searching and Sorting Information

Computer Science: Giving Instructions and Making Things Happen

Reception Year 1 Year 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf

ComputingStrand Objectives and Software

Text and Multimedia Developing basic keyboard and mouse skills.Typing simple words, phrases and sentences.Adding images to work.Software: Active Inspire; 2Publish

Visual Media Using basic tools in a painting package.Taking photos and short videos.Software: 2Paint, Dazzle, Cameras

Sounds No specific teaching in Computing lessons; covered through everyday classroom activities.

e-Communication There is no specific teaching during Computing lessons.N.B. See PSHE section for e-Safety work

Information Technology Developing mouse skills.Creating simple pictograms using the computer.Navigating simple websites.Software: 2Count, sorting games on websites

Computer Science Inputting instructions for programmable toys (Beebot); compiling a series of instructions.Writing instructions for programmable toy or on-screen cursor to draw simple shapes.Software: Beebots, Beebot App, 2Go, 2Code

N.B. Early Learning Goal 15 “Technology” is taught through the weekly Computing lesson and through class based activities. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Text and Multimedia Developing basic word processing skills; choosing templates or page orientation.Practising typing skills.Formatting text.Software: 2Publish+, Word, 2Create a Story

Visual Media Developing skills using a wider variety of tools in a painting package.Creating work based on the artist Klimt.Creating an animation made up of a series of images.Software: Dazzle, 2Animate

Sounds No specific teaching in Computing lessons; covered through everyday classroom activities.


Information Technology Creating pictograms an bar charts using simple software.Software: 2Count; 2Graph

Computer Science Programming on-screen characters to draw regular and irregular 2D shapes on screen.Giving instructions to programmable toys (Beebot and Roamer) to navigate courses or draw shapes.Software: Beebots, Roamers, 2Go


Text and Multimedia Developing basic word processing skills; choosing templates or page orientation.Practising typing skills.Formatting text.Software: 2Publish+, Word, 2Create a Story

Visual Media Developing skills using painting packages, introducing: creating shapes; using the fill tool.Creating work based on the artist Kandinsky.Creating animations / montages of own images.Software: Dazzle, Cameras, PhotoStory

Sounds Creating own sounds and sequences of sounds2Beat, 2Play, 2Sequence


Information Technology Sorting information using a branching database.Using the Internet to find specific information.Software: 2Question, Internet Explorer

Computer Science Beginning to write sets of instructions using simple programming language (Logo).Devising instructions to produce a desired effect.Software: Roamers, Roamer World, 2Logo

Art and Design - Infants

Wherever possible, art and design is linked with other areas of the curriculum.The children are taught to use a wide range of art and design techniques to develop and share their ideas, experiences and imagination.Throughout the curriculum the children learn about great artists, craft makers and designers in history and use artists’ work as a stimulus for their own art pieces.

Online link to the DfE’s National Curriculum for Art and Design


https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-study

Art and Design

Children in Reception begin to develop their Art and Design skills, knowledge and understanding through the area “Expressive arts and design” which involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.


ELG 16 Exploring and using media and materials

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

ELG 17 Being imaginative

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories

Artists we study

Art and DesignYear 1 Year 2

Drawing Draw lines of different shapes and thicknessesDraw with crayons and pencilsDescribe shapes and patternsColour in neatly following the lines very carefully

Use pencil, pastel and charcoal.Show patterns and textures by adding dots and linesShow different tones using coloured pencilsMake a variety of lines of different shapes, thicknesses and sizes

Painting Use thick and thin rushesUse ready mix and powder paintsPaint pictures of what can be seenName the primary and secondary colours

Mix primary colours to make secondary coloursAdd white to make tintsAdd black to make tonesKnow the positions of the primary and secondary colours on the colour wheel

Printing Use printing tools such as fruit, vegetables and spongesPrint onto fabric or paperMake own printing blocks e.g. with string or plasticine Explore techniques such as overlapping, rotating and arranging shapes

Print by pressing, rolling, rubbing and stamping.Look at print making in the environmentLook at how artists and designers use colour, shape and line to create patterns

Click for the other elements of art

Art and DesignYear 1 Year 2

Textiles Sort threads and fabrics, grouping by colour and textureWeave with fabric or threadsMake a fabric by weaving or teasing out woolLook at examples of threads and textiles used to create pictures

Use glue to join fabricsUse running stitch to join fabricsExplore and understand the basic method of plaitingDid dye to produce fabric of contrasting coloursLook at examples of patchwork

Collage Explore and experiment with a wide range of collage materialsCut and tear paper, textiles and card for collagesSort and arrange collage materials for a purposeUse paste, glue and other adhesives

Create collages in a group and individuallyMix paper and other materials with different textures and appearancesUse shapes, textures, colours and patterns in collages.

Sculpture (3D) Use clay, dough and plasticineAdd texture to work using toolsMake shapes from rolled up paper, straws, paper and cardCut, roll and curl materials

Make a clay potMake a carving using clayAdd lines and shapes to clay workAdd texture to clay work by adding clay and with tools

Artists we study

Design and Technology - Infants

Wherever possible, Design and Technology is linked with other areas of the curriculum, in the context of solving problems.The children are taught the skills necessary to engage in the process of designing and making.Included within Design and Technology is the element of cooking and nutrition.

Online link to the DfE’s National Curriculum for Design and Technology


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239041/PRIMARY_national_curriculum_-_Design_and_technology.pdf

Design and Technology

Children in Reception begin to develop their Design and Technology skills, knowledge and understanding through the area “Expressive arts and design” which involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.



They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.



Design and TechnologyYear 1 Year 2

Planning skills Think of ideas and with help, put them into practiceKnow the names of familiar productsUse pictures and words to describe plans

Think of ideas and plan what to do nextSelect the appropriate tools, techniques and materials, explaining choicesUse models, pictures and words to describe plans and designs

Structures Make a variety of structuresDescribe the materials usedMeasure and mark out the materials neededFinish off work so it looks neat and tidyExplore how to make materials stronger by folding, joining or rolling

Use materials that are strongMeasure and mark out materials with care Use safe ways of cuttingUse a range of joins

Mechanisms Make a product that moves using a turning mechanism, a lever or a hingeCut materials using scissorsDescribe the properties of materials usedLook at wheels, axels, turning mechanisms, hinges and simple levers

Make a product that uses movementUse materials that are just right for the job and that help the product to work wellUse a number of materials and join them so they are strongUse art skills to add design or detail

Click for the other elements of D&T

Design and TechnologyYear 1 Year 2

Textiles Describe textiles by the way they feelMake a produce from textilesMeasure, mark and cut out fabricJoin fabrics using glueMake sure my work is neat and tidyKnow how textiles can be used to make productsAlter textiles to make them stronger

Use accurate measurements in cmUse scissors precisely when cutting outJoin textiles using glue, stables, tying or a simple stitchMake a textile product that has a good finish and can do the job it was made forSelect the appropriate textile (based on properties) so that it does the job

Food Use knives safely to cut food (with help)Use a mixing bowl to prepare a mixtureMade food productsKnow that I have to wash my hands and keep work surfaces clean when preparing food

Prepare food safely and hygienicallyDescribe the properties of the food ingredients Weigh or measure ingredients accuratelyKnow how to best store product for long-life and hygiene

Cooking and Nutrition

Music- Infants

Throughout the infants, music is a given a high focus, particularly through the use of songs. Children use a wide range of un-tuned and tuned percussion instruments in performance and composition activities. They are given opportunities to listen, perform and compose music, linked to class topics where possible.

The school uses the scheme “Music Express” (First Edition) by A&C Black as a basis for music teaching. This is supplemented by teachers’ own activities and resources.

Infant music is taught in in smaller groups (of around 18). In addition to their weekly music lesson, the children in year 2 are also taught the recorder in groups of around 8 to 9. The book “Recorder from the Beginning” is used as a basis for instruction. Children are taught in ability based groups.

All infant children develop their singing skills through taking part in Christmas performances and the annual Maypole festival. Songs are also used across the curriculum to help children learn key facts and in assemblies.

Online link to the DfE’s National Curriculum for Music


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239037/PRIMARY_national_curriculum_-_Music.pdf

Music

Children in Reception begin to develop their Music skills, knowledge and understanding through the area “Expressive arts and design” which involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.



Children sing songs, make music and dance, and experiment with ways of changing them.



MusicUnits of Work

Feel the Pulse – Exploring Pulse and RhythmRecognising the difference between beat and rhythm; performing with a strong sense of beat.The Long and Short Of It – Exploring DurationDiscriminating between longer and shorter sounds; using them to create interesting sequences of sound.Rain, rain, go away – Exploring Timbre, Tempo and DynamicsRecognising how sounds and instruments can be used expressively; combining them to create music in response to a stimulus.Sounds Interesting – Exploring SoundsIdentifying different sounds; changing and using them expressively in response to a stimulus.Taking Off – Exploring PitchDiscriminating between higher and lower sounds; creating simple melodic patterns. What’s the Score – Exploring Instruments and SymbolsRecognising different ways sounds are made and changed; naming and playing a variety of instruments.

Physical Education - Infants

Reception children have a formal P.E. lesson each week plus many opportunities to develop their physical skills in our outdoor enviornments. Children in Years 1 and 2 receive two hours of P.E. teaching each week where they develop fundamental movement skills, becoming increasingly competent and confident. They are taught in their individual year groups rather than their class groups. There are opportunities to extend agility, balance and co-ordination, individually and with others

In the years 1 and 2, our P.E. curriculum is split into 4 strands:

Competitive games are introduced and played throughout Years 1 and 2.

We use the “Durham” scheme of work as the backbone of our teaching, drawing on expertise from individual teachers. All the children learn traditional dances and take part in our annual Maypole festival.

Online link to the DfE’s National Curriculum for P.E.

Games Gymnastics

Dance Athletics


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf

Physical Education

Children in Reception begin to develop their P.E. skills, knowledge and understanding through the prime area of “Physical Development” which involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Skills are also developed through the area of “Expressive arts and design” which involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.


ELG 4 Moving and Handling

Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space.

ELG 5 Health and Self Care

Children know the importance for good health of physical exercise and a healthy diet


Children sing songs, make music and dance, and experiment with ways of changing them.



Physical Education

Year 1 Year 2

Games Developing individual and team skills through Lacrosse; small sided ball games; Tag Rugby; football and cricket

Developing individual and team skills through Lacrosse; small sided ball games; Tag Rugby; football and cricket

Dance Developing dance skills and dances related to class topicsTraditional Maypole dances

Developing dance skills and dances related to class topicsTraditional Maypole dances

Gymnastics Travelling, stretching and curlingSupporting and transferring weightBody ShapeSupporting body weight

Travelling, stretching and curlingSupporting and transferring weightPathwaysLinking movementsPartner work

Athletics Basic skills of running, throwing and jumping in preparation for Sports Day and as part of our Healthy Week

Basic skills of running, throwing and jumping in preparation for Sports Day and as part of our Healthy Week

PSHE – Infants

PSHE (Personal, Social, Health and Economic Education) is both woven through our teaching in other subjects and also taught through discrete lessons and topics.

The National Curriculum states “All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.” (page 6, National Curriculum document).

We have drawn on good practice from the National Association for PSHE. We have three strands to our PSHE curriculum:

Health & Wellbeing Relationships The Wider WorldEmotional & physical health, E-Safety, road and water safety, personal safety, drug awareness, hygiene and basic emergency aid

SRE, diversity & equality, anti-bullying

Citizenship, financial awareness and careers & aspirations

Reception Year 1 Year 2

PSED“Personal, social and emotional development” (PSED) is one of the prime areas of learning in the Foundation Stage. It is not just taught through a discrete lesson; it underpins everyday life in the Reception classroom.

PSED involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

The Early Learning Goals are:

ELG 6 Self Confidence and Self Awareness

Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

ELG 7 Managing feelings and behaviour

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

ELG 8 Making relationships

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

PSHEStrand Pupils will have the opportunity to learn

Health and Wellbeing to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequencesto think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goalsabout good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelingsthe school rules for being safe on the Internetwhat to do and who to tell if they see something they shouldn’t on their screen what to do and who to tell if they feel unsafe using a computerrules for and ways of keeping physically and emotionally safe in the environment – personal safety the importance of and how to maintain personal hygienehow some diseases are spread and can be controlled and the responsibilities they have for their own health and that of othersHeart Start Level 1 – The unconscious casualty

Click to continue with Year 1

PSHE Strand Pupils will have the opportunity to learn

Relationships to communicate their feelings to others, to recognise how others show feelings and how to respondto identify their special people (family, friends, carers), what makes them special and how special people should care for one anotherto recognise what is fair and unfair, kind and unkind, what is right and wrongto recognise how their behaviour affects other peopleto recognise when people are being unkind either to them or others, how to respond, who to tell and what to saythat there are different types of teasing and bullying, that these are wrong and unacceptableto identify and respect the differences and similarities between peoplethe difference between secrets and surprises and understanding not to keep adults’ secrets, only surprises to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

Wider World how to contribute to the life of the classroom to help construct, and agree to follow, group and class rules and to understand how these rules help themthat people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)that money comes from different sources and can be used for different purposes, including the concepts of spending and saving

PSHE Strand Pupils will have the opportunity to learn

Health and Wellbeing about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after themabout change and loss and the associated feelings (including moving home, losing toys, pets or friends)about growing and changing and new opportunities and responsibilities that increasing independence may bring the school rules for being safe on the Internetthat they must not ask to meet an online friend ‘for real’ and what to do and who to tell if an online friend asks to meet them ‘for real’ how people send messages online at school and at home. Road Safety: Memory - The importance of remembering; stop, look, listen and think; safe and unsafe places to crossRoad Safety: Different ways of communicating, verbal and non-verbal; communication on the roads, traffic signals and signs; the Police and School Crossing Patrols communicating to traffic and the importance of fluorescent reflective clothing REVISIT: Rules for and ways of keeping physically and emotionally safe in the environment – personal safetyto recognise that they share a responsibility for keeping themselves and others safe, when to say ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’that household products, including medicines, can be harmful if not used properlyabout the process of growing from young to old and how people’s needs changehow to care for teeth; about a good brushing regimeHeart Start Level 1 - The unconscious casualty.


PSHE

Strand Pupils will have the opportunity to learn

Relationships to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole classto listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation) to offer constructive support and feedback to othersthat people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)to recognise when people are being unkind either to them or others, how to respond, who to tell and what to sayhow to resist teasing or bullying, if they experience or witness it, whom to go to and how to get helpthe difference between secrets and surprises and understanding not to keep adults’ secrets, only surprises to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

Wider World how to contribute to the life of the classroom to help construct, and agree to follow, group and class rules and to understand how these rules help themthat they belong to various groups and communities such as family and schoolwhat improves and harms their local, natural and built environments and about some of the ways people look after themabout the role money plays in their own and others’ lives including how to manage their money and keep it safe

Religious Education - Infants

As a community school, we follow the Bury Agreed Syllabus for Religious Education. In the years 1 and 2, R.E. is taught discretely on a weekly basis in small groups. Learning focuses on Christianity and Judaism.We acknowledge two attainment targets in Religious Education:Attainment Target 1 : Learning about religion and religionsTo enable pupils to acquire knowledge and develop conceptual understanding of and insight into religious beliefs, values, traditions and practicesAttainment Target 2 : Learning from religion and religions To encourage a reflective approach to the study of religious faith and experience so that pupils might use their learning to make meaning and sense of their own beliefs, values and life experience

Throughout our R.E. curriculum we aim to develop children’s development across both attainment targets through discussions with faith believers and visits to places of worship. We also celebrate the main Christian festivals of Harvest, Christmas and Easter.

Click here for our R.E. topics in years 1 and 2

Religious Education - InfantsYear 1 Year 2

Expressions of Belonging What does “belonging” mean and how Christians express this and welcome children into the Church.

Judaism – The Torah and Shabbat Children learn about the Torah and why it is precious to Jews; they learn about the practices of the Jewish holy day.

Christmas Explores the Christian belief that Jesus is the light of the world.

Hannukah Explores the origins and practices of this Jewish festival.

Christian Beliefs and Practices A focus on what Christians do on Sundays.

Judaism – Beliefs and PracticesThe key beliefs and practices of this religion,

Easter An introduction to the story of the first Easter. Easter Focusing on the Christian belief that Jesus was God’s gift to the world

Introduction to the Bible through Stories &CharactersFamiliar stories and characters introduce the importance of the Bible for Christians and Jews.

Ideas about God in Christianity and JudaismChildren are introduced to some Christian and Jewish beliefs about God, the nature of God and the activity of God in the world.

French - Infants

At Greenmount Primary School we firmly believe in an early start to learning a foreign language. Children have a natural curiosity about new things and they love mimicking and copying, an ideal starting point for learning a new language. By looking at what is around them and listening to the sounds and rhythms of everyday life, children absorb language without being fully conscious of it; they simply 'hear' or 'see' and that informs their development. So childhood is a great time to learn a language because the 'learning' can be done in a non-formal way, without children realising they are actually learning!

French teaching begins in the Reception class and continues until Year 5. In the infants, the children have a weekly French session (around 25 minutes) and are taught in smaller groups (around 15 – 18). The focus is on speaking and listening, although some written work is included, even at the early stages. Songs, rhymes, games and role play are used to ensure the children have lots of opportunities to participate and practice their new skills.

Click to find out what we cover in the Infant years

French - Infants

Reception Year 1 Year 2GreetingsNumbers to 12ColoursAnimals

Revision of previous learningAsking how someone is / saying how they are feelingMore greetingsDays and months – saying when our birthday is; simple dates Numbers to 30; simple sumsSaying which pets we haveSaying which siblings we haveNames for family membersStating where they liveThe climate in France – some basic weather expressions

Revision of previous learningNumbers to 50Simple weather expressionsStating where they livePlaces in town; directionsClassroom objects School subjectsHobbies Expressing likes and dislikes Food and drinksAt the café – using euros

Mathematics

Our Junior CurriculumThe aim of our junior curriculum is to provide the children with the

knowledge, skills and understanding to move onto Secondary school. Subjects are taught either through the main class topic or discretely. Whichever method is used, we aim to retain creativity throughout.

Click on a button below to find out how our curriculum fulfils the requirements of the

2014 National Curriculum for that subject area.

English Science Computing Physical Education

GeographyHistory Art and Design Design Technology Music

Religious Education PSHELanguages British Values

English - Juniors

English is the foundation of all our teaching. All the skills of language are essential to participating fully as a member of society.

In addition to its inclusion across the curriculum, we teach the following discrete English lessons each week:

• One lesson focusing on Reading Comprehension and love of literature

• One lesson focusing on Grammar and Punctuation

• Two lessons focussing on Writing, linked to the class topic wherever possible

• Four 15 minute sessions focussing on Spelling (taught in smaller groups)

• Regular “Guided” Reading sessions

Further details can be found on the year group pages:


Year 3 Year 4 Year 5 Year 6


Mathematics - Juniors

Mathematics is taught discretely on a daily basis. It is also reinforced across the curriculum.When the children arrive in school each morning, they complete a “morning maths” activity to reinforce concepts in number and calculation. Multiplication and other mathematical facts are regularly practiced.One maths session a week focuses on developing children’s mental methods; this is taught in smaller groups.Further details can be found on the year group pages:

Online link to the DfE’s National Curriculum for Mathematics



Science - Juniors

Science is taught discretely in the junior classes, although links are made with other subjects where possible.

We follow the progression of units laid down in the National Curriculum. Click on the year group for more information:

We are currently developing our outdoor spaces in order to enhance our Science teaching.



https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239132/PRIMARY_national_curriculum_-_Science.pdf

Geography - Juniors

The children extend their geographical knowledge and understanding beyond the local area to include the UK and Europe, North and South America.In years 3 and 4, we focus on the UK; the physical geography themes of rivers, mountains, climate zones, biomes & vegetation belts and the water cycle; and the human geography themes of settlement and land use.As the children move into years 5 and 6, the focus moves to Europe and the Americas; the physical geography themes of volcanoes and earthquakes; and the human geography themes of economic activity and natural resources.

Click here for our coverage of Geography during the junior years.Online link to the DfE’s National Curriculum for Geography

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf

Geography Themes - Juniors

Year 3 Year 4 Year 5 Year 6Locational knowledge of the UK – counties and cities; geographical regions; key topographical features; land use patterns; and how some of these aspects have changed over time

--------------------------------------Physical geography – rivers and mountains

--------------------------------------Human geography – types of settlement and land use

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

--------------------------------------Place knowledge – the study of human and physical geography of a region of the UK (Lancashire)

--------------------------------------Physical geography – climate zones, biomes and vegetation belts and the water cycle

---------------------------------------Human geography – types of settlement and land use, economic activity including trade links

Locational knowledge – locating the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries an major cities

------------------------------------Place knowledge – the study of human and physical geography of a region in a European country (Greece)

------------------------------------Physical geography – volcanoes and earthquakes

-----------------------------------Human geography – types of settlement and land use, economic activity, including trade links.

Location knowledge – locating the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

---------------------------------------Place knowledge – the study of a region within North or South America (Mexico)

------------------------------------Human geography – types of settlement and land use, economic activity, including trade links

Click here for the geographical skills to be covered in each year group

Geography Skills- Juniors

Year 3 Year 4 Year 5 Year 6 Begin to ask/initiate geographical

questions. Use NF books, stories, atlases,

pictures/photos and internet as sources of information.

Investigate places and themes at more than one scale

Begin to collect and record evidence aided

Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations.

Explore geographical issues through discussion or through drama using role play eg views on building new quarry

Identify and explain different views of people including themselves.

In fieldwork to complete any of: Labelled field sketches; Interviews with local people; Questionnaires

Make standard or non -standard measurements

Ask and respond to questions and offer their own ideas.

Continue with use of NF sources but extend this to satellite images, aerial photographs

Investigate places and themes at more than one scale

Collect and record evidence with support if necessary

Analyse evidence and draw conclusions e.g. make comparisons between locations photos/pictures/ maps

Identify and explain different views of people including themselves.

In fieldwork to complete any of: Labelled field sketches; Interviews with local people; Questionnaires

Make standard or non -standard measurements

Analyse evidence and draw conclusions eg compare historical maps of varying scales eg temperature of various locations - influence on people/everyday life

Continue with use of sources but extend this to satellite images, aerial photographs

Begin to suggest questions for investigating

Begin to use primary and secondary sources of evidence in their investigations.

Investigate places with more emphasis on the larger scale; contrasting and distant places

Collect and record evidence unaided Identify and explain different views

of people including themselves.

Suggest questions for investigating Use primary and secondary sources

of evidence in their investigations. Investigate places with more

emphasis on the larger scale; contrasting and distant places

Collect and record evidence unaided Analyse evidence and draw

conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it

Give increased detail of views, give detailed reasons influencing views and how they are justified

History - Juniors

The children continue to develop their understanding of the chronology of local, British and world history. In years 3 and 4, our focus is on British history from the Stone Age to 1066. We include the study of the history and development of Lancashire over time.As the children move into years 5 and 6, the focus moves to European and World history. In year 6 the children also study how culture (art, music and fashion) has changed over time.

Click here for our coverage of History during the junior years.Online link to the DfE’s National Curriculum for History

https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study

History Themes - Juniors


Changes in Britain from the Stone Age to the Iron Age--------------------------------

The Roman Empire and its impact on Britain

Britain’s settlement by Anglo-Saxons and Scots---------------------------------The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor--------------------------------

A local history study - the impact of the Industrial Revolution on Lancashire

The achievements of the earliest civilizations – an overview of where and when the first civilisations appeared and an in-depth study of Ancient Egypt----------------------------------Ancient Greece – a study of Greek life and achievements and their influence on the western world

A study of an aspect or theme of British history that extends pupils’ chronological understanding beyond 1066 – changes in an aspect of social history – “LP to CD” Five Decades of Cultural Change----------------------------------A non-European society that provides contrasts with British History – Mayan civilization c AD 900

Click here for the historical skills to be covered in each year group

History Skills- Juniors

Year 3 Year 4 Year 5 Year 6 Understand that the past is

divided into different time periods

Explain that there were differences between different times in the past.

Explain that different times in the past had some things that were the same

Write about events in the past Write about one or two causes

of an event

Describe some of the main events, people and changes in the past, giving reasons for the changes.

Select and combine information from sources to produce a structured answer which reflects own opinion.

Explain that the past can be represented or interpreted in different ways.

Produce structured writing using dates and vocabulary such as century, decade, BC and AD and can organisation the information appropriately.

Describe and make links between events and changes and give reasons for and results of these events and changes.

Explain most of the reasons and show links between them.

Identify the sources that are useful for answering a question.

Describe and begin to analyse the different types of events and changes

Understand that there were different types of causes of an event

Suggest the most important cause.

Select and combine sources of information to help me reach and support a conclusion.

Describe and begin to explain different historical interpretations of events, people and changes.

Sequence historical periods and know how to identify changes within and across different periods

Art and Design - Juniors

Wherever possible, art and design is linked with other areas of the curriculum.The children continue to develop a variety of art and design skills. Skills are covered over a two year period; we aim to cover each skill at least twice during those two years. Children begin to use a personal sketch book to record observations and develop ideas.Throughout the curriculum the children learn about great artists, architects and designers in history and use artists’ work as a stimulus for their own art pieces.

Online link to the DfE’s National Curriculum for Art and Design

Artists we study Skills for Years 3 and 4 Skills for Years 5 and 6

https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-study

Art and Design - JuniorsYears 3 and 4

Drawing Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc.Experiment with different grades of pencil and other implements to create lines and marks; to draw different forms and shapes; to achieve variations in tone and create textures.Begin to show an awareness of objects having a third dimension.

Painting Experiment with different effects and textures inc. blocking in colour, washes, thickened paint creating textural effectsWork on a range of scales e.g. thin brush on small picture etc.Create different effects and textures with paint according to what they need for the task.Mix colours and know which primary colours make secondary coloursUse more specific colour language Mix and use tints and shades

Click for the other elements of Art and Design in Years 3 and 4


Printing Create printing blocks using a relief or impressed methodCreate repeating patterns Print with two colour overlays

Textiles Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create different textural effectsMatch the tool to the materialDevelop skills in stitching, cutting and joiningExperiment with paste resist.

3D Plan, design and make models from observation or imaginationJoin clay adequately and construct a simple base for extending and modelling other shapesCreate surface patterns and textures in a malleable material Use papier mache to create a simple 3D object

Collage Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent texturesUse collage as a means of collecting ideas and information and building a visual vocabulary


Drawing Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment with wet media to make different marks, lines, patterns, textures and shapes.Explore colour mixing and blending techniques with coloured pencils.Use different techniques for different purposes i.e. shading, hatching within their own work.Start to develop their own style using tonal contrast and mixed media.Begin to use simple perspective in their work using a single focal point and horizon.Begin to develop an awareness of composition, scale and proportion in their paintings e.g. foreground, middle ground and background.

Painting Carry out preliminary studies, trying out different media and materials and mixing appropriate coloursCreate imaginative work from a variety of sources e.g. drawing, themes, poetry, musicMix and match colours to create atmosphere and light effectsBe able to identify primary secondary, complementary and contrasting coloursWork with complementary colours

Click for the other elements of Art and Design in Years 5 and 6


Printing Create printing blocks by simplifying an initial sketch book ideaUse relief or impressed methodCreate prints with three overlaysWork into prints with a range of media e.g. pens, colour pens and paints

Textiles Use fabrics to create 3D structuresUse different grades of threads and needlesExperiment with batik techniquesExperiment with a range of media to overlap and layer creating interesting colours and textures and effects

3D Shape, form, model and construct from observation or imaginationUse recycled, natural and man made materials to create sculptures‐Plan a sculpture through drawing and other preparatory workDevelop skills in using clay inc. slabs, coils, slips, etcProduce intricate patterns and textures in a malleable media

Collage Add collage to a painted, printed or drawn backgroundUse a range of media to create collagesUse different techniques, colours and textures etc when designing and making pieces of workUse collage as a means of extending work from initial idea

Artists we study at GreenmountReceptio

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

Picasso(Year A)

René Magritte(Year A)

Man Ray(Year A)

Constable L S Lowry Van Gogh David Hockney

Andy Goldsworthy(Year B)

Archimbaldo(Year B)

Carl Warner(Year B)

Paul Klee French Impressionists(French curriculum)

Degas(French curriculum)

Peter Blake

Hokusai(Year B)

Rousseau and Gaudi(Year B)

Raymond Briggs(Year B)

Picasso(Spanish curriculum)

Klimt(Computing curriculum)

Kandinksky(Computing curriculum)

Diego Rivera

Design and Technology - Juniors

To build up the children’s technical knowledge in context, wherever possible, design and technology is linked with other areas of the curriculum.Through a range of creative and practical activities, children are taught the skills of designing, making and evaluating.Cooking and nutrition is taught discretely, linked with class topics. In years 3, 4 and 5 children work in small groups and access two afternoons per year. In year 6, the class work as a whole on two occasions over the year.

Online link to the DfE’s National Curriculum for Design and Technology

Cooking and Nutrition Skills for Years 3 and 4 Skills for Years 5 and 6

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239041/PRIMARY_national_curriculum_-_Design_and_technology.pdf

Design and TechnologyYears 3 and 4

Designing Skills

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environmentDescribe the purpose of their products: Iindicate the design features of their products that will appeal to intended usersExplain how particular parts of their products workGather information about the needs and wants of particular individuals and groupsDevelop their own design criteria and use these to inform their ideas; Share and clarify ideas through discussionModel their ideas using prototypes and pattern piecesUse annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideasUse computer-aided design to develop and communicate their ideasGenerate realistic ideas, focusing on the needs of the userMake design decisions that take account of the availability of resources

Planning skills

Select tools and equipment suitable for the taskExplain their choice of tools and equipment in relation to the skills and techniques they will be usingSelect materials and components suitable for the taskExplain their choice of materials and components according to functional properties and aesthetic qualitiesOrder the main stages of making

Making skills

Follow procedures for safety and hygieneUse a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical componentsMeasure, mark out, cut and shape materials and components with some accuracyAssemble, join and combine materials and components with some accuracyApply a range of finishing techniques, including those from art and design, with some accuracy



Evaluating skills

Identify the strengths and areas for development in their ideas and productsConsider the views of others, including intended users, to improve their workRefer to their design criteria as they design and make; Use their design criteria to evaluate their completed products

Investigate and analyse:• how well products have been designed• how well products have been made• why materials have been chosen• what methods of construction have been used• how well products work

• how well products achieve their purposes• how well products meet user needs and wants• who designed and made the products• where products were designed and made• when products were designed and made• whether products can be recycled or reused

Technical Knowledge

How to use learning from science and mathematics to help design and make products that workThat materials have both functional properties and aesthetic qualitiesThat materials can be combined and mixed to create more useful characteristicsThat mechanical and electrical systems have an input, process and outputThe correct technical vocabulary for the projects they are undertakingHow mechanical systems such as levers and linkages or pneumatic systems create movementHow simple electrical circuits and components can be used to create functional productshow to make strong, stiff shell structuresThat a single fabric shape can be used to make a 3D textiles productThat food ingredients can be fresh, pre-cooked and processed


Designing Skills

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environmentDescribe the purpose of their products: Iindicate the design features of their products that will appeal to intended usersExplain how particular parts of their products workcarry out research, using surveys, interviews, questionnaires and web-based resourcesIdentify the needs, wants, preferences and values of particular individuals and groups; Develop a simple design specification to guide their thinking; Share and clarify ideas through discussion; Model their ideas using prototypes and pattern piecesUse annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideasGenerate innovative ideas, drawing on researchMake design decisions, taking account of constraints such as time, resources and cost

Planning skills

Select tools and equipment suitable for the taskExplain their choice of tools and equipment in relation to the skills and techniques they will be usingSelect materials and components suitable for the taskExplain their choice of materials and components according to functional properties and aesthetic qualitiesProduce appropriate lists of tools, equipment and materials that they need; Formulate step-by-step plans as a guide to making

Making skills

Follow procedures for safety and hygieneUse a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical componentsAccurately measure, mark out, cut and shape materials and components; Accurately assemble, join and combine materials and componentsAccurately apply a range of finishing techniques, including those from art and designUse techniques that involve a number of steps; Demonstrate resourcefulness when tackling practical problems



Evaluating skills

Identify the strengths and areas for development in their ideas and productsConsider the views of others, including intended users, to improve their workCritically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and makeEvaluate their ideas and products against their original design specification

Investigate and analyse:• how well products have been designed• how well products have been made• why materials have been chosen• what methods of construction have been used• how well products work

• how well products achieve their purposes• how well products meet user needs and wants• how much products cost to make• how innovative products are• how sustainable the materials in products are• what impact products have beyond their intended purpose

Technical Knowledge

How to use learning from science and mathematics to help design and make products that workThat materials have both functional properties and aesthetic qualitiesThat materials can be combined and mixed to create more useful characteristicsThat mechanical and electrical systems have an input, process and outputThe correct technical vocabulary for the projects they are undertakingHow mechanical systems such as cams or pulleys or gears create movementHow more complex electrical circuits and components can be used to create functional productsHow to program a computer to monitor changes in the environment and control their productsHow to reinforce and strengthen a 3D frameworkThat a 3D textiles product can be made from a combination of fabric shapesThat a recipe can be adapted by adding or substituting one or more ingredients

Cooking and Nutrition

Infants Year 3 Year 4 Year 5 Year 6Year ASummer picnic foods

AutumnHarvesting produce and creating healthy snacks

SpringSavoury pies

AutumnBread

AutumnNon-alcoholic sangria, guacamole and salsa

Year BFruit kebabsSaladsSmoothies

SummerTypical Roman dishes

SummerSavoury kebabs

SpringTypical savoury European dishes

SummerSavoury party foods through the decades

Infants Years 3 and 4 Years 5 and 6 That all food comes from plants or animalsThat food has to be farmed, grown elsewhere (e.g. home) or caught

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

That seasons may affect the food availableHow food is processed into ingredients that can be eaten or used in cooking

How to name and sort foods into the five groups in The eatwell plateThat everyone should eat at least five portions of fruit and vegetables every dayHow to prepare simple dishes safely and hygienically, without using a heat sourceHow to use techniques such as cutting, peeling and grating

How to prepare and cook a variety of predominantly savoury dishes safely and hygienically incl the use of a heat sourceHow to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and bakingThat a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plateThat to be active and healthy, food and drink are needed to provide energy for the body

How to prepare and cook a variety of predominantly savoury dishes safely and hygienically incl the use of a heat sourceHow to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and bakingThat recipes can be adapted to change the appearance, taste, texture and aromaThat different food and drink contain different substances – nutrients, water and fibre – that are needed for health

Computing - Juniors

As a school within the Bury Local Authority, we have decided to adopt the “Bury Primary Computing Solution” to ensure that the objectives from the National Curriculum are taught across our school.

Computing is taught discretely and applied across the curriculum. Discrete lessons are taught on a weekly basis.

Our Computing curriculum is split into 6 strands:

Online link to the DfE’s National Curriculum for Computing

Digital Literacy: Text and Multimedia Digital Literacy: Visual Media

Digital Literacy: Sounds Digital Literacy: e-Communication (also covered through PSHE)

Information Technology: Searching and Sorting Information

Computer Science: Giving Instructions and Making Things Happen


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf

Foreign Languages - Juniors

The children build on the foundations of the French language that they learned through the infant years.

As well as plenty of consolidation, children acquire further vocabulary and phrases throughout the juniors. They learn more about the basics of grammar, applying this to their spoken and written work.

Written work becomes a more significant part of their work as they move through the juniors.

Foreign Languages are taught discretely on a weekly basis.

French is taught in years 3, 4 and 5. It has long been a tradition for Spanish to be introduced as a new language in year 6. This continues to be our practice for the time being.

Click here for our Foreign Languages topics in the juniors

Online link to the DfE’s National Curriculum for Languages

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf

Foreign Languages - Juniors

Click to read Years 5 and 6

Year 3French

Year 4French

Revision of previous learning Explaining where they live; places in towns and directionsFood and drink; ordering and paying in cafés

Revision of previous learningClothing

Menus in cafésClassroom objects and subjectsChristmas in France

Family membersHealth food and keeping healthyParts of the body

Clothing; describing clothes (agreement of adjectives)Hobbies

Describing ourselvesProject work – theme varies

Expressing likes and dislikesNumbers to 80Saying what we eat and drink – present and past tensesFrench food and famous French chefs

Sports and activitiesVerbs with I and weNumbers to 100Saying where we live

Parts of the bodyIt is / they are

Minibeasts and their habitats

Foreign Languages - JuniorsYear 5French

Year 6Spanish

• Counting to 100• Names of foods and drinks• Saying we eat and drink – present and past tenses• Expressing likes and dislikes• Using different subjects for verbs

• Greeting each other• Introducing ourselves• Expressing how we’re feeling• Numbers to 10

• Names of family members• Introducing family members• Saying how old we are

• Names of musical instruments• Using the verb “to play” with different subjects and tenses• Conjugating –er verbs

• Numbers to 20• Naming classroom objects• Gender of nouns – use of correct article

• Describing the weather• Months of the year• 8 compass points• Presenting a weather report

• Expressing quantities • Days of the week• Months of the year• Numbers to 30• Birthdays

• Alphabet• Places of interest / buildings • Giving co-ordinates• Describing locations of buildings • Telling the time

• Colours• Parts of the body• Pablo Picasso• Describing objects

• Agreement of nouns and adjectives• Dégas – Scène de Plage• Articles of clothing

• Names of animals • Animals in Spain• Expressing likes and dislikes

Music- Juniors

Throughout the juniors, the children build on their musical experiences and foundations. They are taught to sing and plan musically with increasing confidence and control. They are given opportunities to listen, perform and compose music, linked to class topics where possible.

The school uses the scheme “Music Express” (First Edition) by A&C Black as a basis for music teaching. This is supplemented by teachers’ own activities and resources.

Following their introduction to staff notation through their recorder lessons in Year 2, children in the juniors continue to use and understand staff notation.

Children are given the option to continue their learning of the recorder through extra-curricular activities.

Whilst the children are in the juniors, we aim that they will be able to visit a live orchestra at least once.

The children develop their singing skills through class lessons, assemblies and productions (years 3 and 4 at Christmas; years 5 and 6 in the summer. Teachers often use songs to help children learn facts in other curriculum areas.

Click here for our Music topics in the juniorsOnline link to the DfE’s National Curriculum for Music

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239037/PRIMARY_national_curriculum_-_Music.pdf

Music - Juniors


Years 3 and 4

The Class Orchestra – Exploring ArrangementsCreating, combining and performing rhythmic and melodic material as part of a class song.

Animal Magic – Exploring Descriptive SoundsCreating, performing & analysing short compositions that combine sounds, movements and words.

Dragon Scales – Exploring Pentatonic ScalesRecognising and using pentatonic scales to create short melodies and accompaniments.

Painting with Sound – Exploring Sound ColoursCreating, performing and analysing expressive compositions and extending their sound vocabulary

Play it again – Exploring Rhythmic PatternsCreating simple rhythmic patterns and performing them using notation as a support.

Salt, Pepper, Vinegar, Mustard – Exploring Singing GamesRecognising and exploring some characteristics of singing games, consolidating pulse and an ability to perform with others.

Music - JuniorsYears 5 and 6

Cyclic Patterns – Exploring Rhythm and PulsePerforming rhythmic patterns confidently and with a strong sense of pulse.Journey into Space – Exploring Sound SourcesExtending children’s sound vocabulary; composing a soundscape, including the use of ICTRoundabout – Exploring RoundsSinging and playing music in two (or more parts); exploring harmony and discords.Songwriter – Exploring Lyrics and MelodyComposing a song with an awareness of the relationship between lyrics and melody.Stars, hide your fires – Performing TogetherChildren take part in a class performance with confidence, expression and control.Who knows ? – Exploring Musical ProcessesAn opportunity to develop and demonstrate the musical skills, knowledge and understanding achieved in years 5 and 6.

Physical Education - Juniors

Children receive two hours of P.E. teaching each week where they continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.

In the juniors, our P.E. curriculum is split into 6 strands:

Competitive games are played throughout the juniors e.g. football, cricket, tennis, rounders, netball, hockey, lacrosse and tag rugby. Opportunities are given for the children to take part in intra-school and inter-school competitions. We use the “Durham” scheme of work as the backbone of our teaching, drawing on expertise from individual teachers.

Click here for our P.E. topics in the juniorsOnline link to the DfE’s National Curriculum for P.E.

Games Gymnastics

Dance Athletics

Swimming Outdoor and Adventurous Activities

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf



Year 3 Year 4

Games Ball skills and small sided gamesHockey (QuickSticks)

Ball skills and small sided gamesHockey (QuickSticks)Tennis

Dance Linked with music – developing dance skills through interpreting different musical styles

Traditional Lancashire Clog DanceCreative dance focused on the theme of weather

Gymnastics Transference of body weightBody shape

Supporting and receiving body weight

Swimming A 10 hour block is delivered in the Summer term

Not taught in Year 4

Athletics Basic techniques of running, throwing, hurdles and relays in preparation for Sports Day

Running, throwing and jumping skills

Outdoor and Adventurous Activities

Not taught in Year 3 Not taught in Year 4


Year 5 Year 6

Games Cricket; Lacrosse; Football; Tag Rugby; Hockey; Rounders

Cricket; Lacrosse; Football; Tag Rugby; Hockey; Rounders

Dance Developing a repertoire of dance skills through work based on the book “Street Child”

Mexican Hat Dance20th Century Dance

Gymnastics Symmetry and AsymmetryBalance

FlightPartner Work

Swimming Not taught in Year 5 Not taught in Year 6

Athletics Running, jumping, throwing, hurdles and relays

Running, jumping, throwing, hurdles and relays

Outdoor and Adventurous Activities

Not taught in Year 5 A variety of challenges working individually and as part of a team – during the Year 6 residential visit

Religious Education - Juniors

As a community school, we follow the Bury Agreed Syllabus for Religious Education. In the juniors, R.E. is taught discretely either on a weekly basis or as a blocked unit of work. Christianity continues to be a focus throughout the key stage. Hinduism is introduced in Years 3 and 4; Islam in Years 5 and 6. As the children move through the key stage they increasingly compare the different religions they have studied.We acknowledge two attainment targets in Religious Education:Attainment Target 1 : Learning about religion and religionsTo enable pupils to acquire knowledge and develop conceptual understanding of and insight into religious beliefs, values, traditions and practicesAttainment Target 2 : Learning from religion and religions To encourage a reflective approach to the study of religious faith and experience so that pupils might use their learning to make meaning and sense of their own beliefs, values and life experience

Throughout our R.E. curriculum we aim to develop children’s development across both attainment targets through discussions with faith believers and visits to places of worship. We also celebrate the main Christian festivals of Harvest, Christmas and Easter.

Click here for our R.E. topics in the juniors

Religious Education - JuniorsYear 3 Year 4

Expressions of Identity How any why, for religious people, expressing belonging & identity is important.

Meanings within Divali The story behind the festival and the significance of what Divali means to believers.

Meanings within Christmas Children develop understanding of how Christians celebrate Jesus’ birth.

Hinduism: God and Worship in the home An introduction to Hinduism; exploring ideas about God and ways in which Hindus worship.

Meanings within Easter Exploring the events of the first Easter and their significance to Christians.

Hinduism – Beliefs and PracticesWorship in the Mandir.

The Person of Jesus Looking at what is known about Jesus through history.

Religions in the Local Community Learning about the religions represented in our local area and how they express their religious identity.

Contents and Significance of the Bible Focusing on the composition of the Bible and its importance and use in the lives of believers.

The Meaning of Signs and Symbols in Religion How symbols are used to express perceptions about God.


Religious Education - JuniorsYear 5 Year 6

Islam: The Five Pillars Focusing on the key beliefs and practices of Islam.

God as Spirit Exploring some more abstract, spiritual concepts of God in Christianity and Islam.

Islam: Muhammad The life and teachings of Muhammad; a role model for Muslims.

People’s Perspectives and Impressions of Jesus Exploring a variety of perspectives of who and what sort of person Jesus was.

Islam: The Qur’an Deeping knowledge and understanding of the Qur’an and appreciating its significance for Muslims.

Origins and Composition of the BibleThe development of the Bible in an historical and literacy context.

Islam: The Role of the Mosque The mosque and the role it plays in the Muslim community.

Worship Understanding how religious buildings exemplify the values and beliefs of religious communities. Children look at the key features of worship and the importance of prayer for believers.The Influence of Faith on Believers How religious

teaching can influence the behaviour and action of believers; linking in with our work on Dr Bernarado in our topic “Street Child”.

PSHE – Juniors

PSHE (Personal, Social, Health and Economic Education) is both woven through our teaching in other subjects and also taught through discrete lessons and topics.

The National Curriculum states “All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.” (page 6, National Curriculum document).

We have drawn on good practice from the National Association for PSHE. We have three strands to our PSHE curriculum:

Health & Wellbeing Relationships The Wider WorldEmotional & physical health, E-Safety, road and water safety, personal safety, drug awareness, hygiene and basic emergency aid

SRE, diversity & equality, anti-bullying

Citizenship, financial awareness and careers & aspirations


EnglishIn Year 3, children are developing their fluency in all areas of English. Increasing the breadth of reading material and writing styles becomes increasingly important.

We focus on improving the children’s spelling of common words and some common exceptions. They use their phonic knowledge as well as an increasing knowledge of spelling patterns e.g. prefixes and suffixes.

We teach an increasing range of grammatical structures from which children can draw upon to express their ideas.



Writing AutobiographyPoetry Explanation textsInstructionsNarrative

DescriptionPlaysInvitationsNarrative

InstructionsRecountPoetryMyths

Grammar & Punctuation

Revision of basic punctuationDifferent types of sentencesConjunctions, verbs and adjectives

Prepositions and pronounsPowerful verbs & adjectivesComplex verbsAdverbs of timeDirect speech

Making deductionsApostrophes Present perfect progressive tenseProper and common nounsDictionary skillsHomonyms & Homophones

Spelling The children are introduced to the Y3 and Y4 objectives over the course of yearChildren who need to, revise phonic skills from phases 5 and 6


EnglishIn Year 4, children are developing their fluency in all areas of English. Increasing the breadth of reading material and writing styles becomes increasingly important.

We focus on improving the children’s spelling of common words and some common exceptions. They use their phonic knowledge as well as an increasing knowledge of spelling patterns e.g. prefixes and suffixes.

We teach an increasing range of grammatical structures from which children can draw upon to express their ideas.



WritingMyths and LegendsDiary entryNon-chronological reportExplanationPoetryInstructionsNewspaper reportsDescriptionHistorical text

Formal inviteRecountDiary entryDescriptionExplanationLocal author story – write in the style of that authorDetective/Ghost story LettersAdvertising poster

ExplanationDescriptionNon-chronological reportInstructionsNarrativePoetryDiary entry.


Use and punctuate direct speechUse conjunctions, adverbs and prepositions to express time and causeChoose nouns or pronouns for clarity, cohesion and to avoid repetitionStandard English forms for verb inflections instead of local spoken forms

Possessive apostrophe with singular & plural nounsKnow grammatical difference between possessive and plural –sExpand noun phrases by the addition of modifying adjectives, nouns and preposition phrases

Use commas after fronted adverbialsExtend the range of sentences with more than one clause by using a wider range of conjunctions e.g. when, if, because, althoughUse paragraphs to organise ideas around a theme

Spelling The children complete and revise the Y3 and Y4 objectives over the course of yearChildren who need to, revisit work from previous years and some will move on to the Y5

objectives


EnglishDuring year 5, we continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension.

Pupils will be taught to enhance the effectiveness of their writing as well as their competence.



Writing Description; Biography Diary; Instructions Journalistic writing Persuasive writing. Recount Historical story ; Adventure storyNon-chronological report

Diary Historical storyInformal letterPrécis of a storyBalanced argumentFormal letterPoetry Explanation

Formal letter of complaintHoliday invitationBalanced argumentDescriptionNon-chronological report


Revise punctuationSpeech marks & paragraphingNoun phrasesPronouns, verbs and adverbs

Relative clausesConnectivesPhrases and ClausesColons and Semi ColonsDashes and brackets

HyphensBulletsApostrophes Colons and Semi ColonsDashes and brackets

Spelling The children begin to cover the spelling objectives from Y5 and Y6


EnglishDuring year 6, we continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. Pupils will be taught to enhance the effectiveness of their writing as well as their competence.

For the academic year 2014-2015, we continue to follow the previous National Curriculum in Year 6. The coverage in some areas, particularly Grammar and Punctuation, is therefore less challenging than in previous year groups.

Online link to the DfE’s National Curriculum for English – 2000 edition


WritingDescription ; Persuasive writing ; Formal letter Adventure story ; Balanced argument Writing from different people’s perspectives Instructional writing ; Narrative; Diary entry Informal letter ; Sports newspaper report Explanation ; Letter of complaint

Informal letter ; Diary Entry; Non-Chronological ReportEvaluation report ; Information Leaflet ; Description Explanation ; Warning poster; Argument Précis ; Story writing ; Playscript

Chronological reports


Revision of basic and advanced sentence punctuationUse of commas in lists and clausesConversion between direct and indirect speech; correct use of speech punctuationIdentifying parts of a sentence; agreement of subject and verb

Apostrophes for contraction and possessionUse of brackets and hyphensUse of semi-colonsPluralsThe features of different types of sentences

Revision of previously taught concepts

Spelling The children in Y6 consolidate the spelling objectives for Y5 and Y6.Once children are secure with these we focusing on developing their vocabulary, applying previously taught rules and patterns.

http://webarchive.nationalarchives.gov.uk/20131202172639/http:/www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks2




Mathematics

The principal focus of maths teaching in Year 3 is to ensure that pupils become increasingly fluent with whole numbers, fractions and the four operations. Where children have a solid grasp of the Year 3 objectives, we move to the corresponding objectives in the Year 4 curriculum.


Allocation of topics over the course of the year:

Online link to the DfE’s National Curriculum for Maths

Throughout the Year


x2, x3, x4, x5, x8, x10 tablesRevision of 4 operations

Word Problems using all four operations

Place ValueMetal Strategies (+/-)

Written + and –Multiplication (2 digit by 1

digit)Division as the inverse

Division (2 digit by 1 digit)Time – analogue incl am/pm

Roman Numerals

FractionsMeasures –

length/mass/capacityDrawing lines in cm

2D shapesMeasuring perimeter

MoneyTime – to the minute

Word Problems involving time

3D shapesAngles

Statistics – bar charts / pictograms / tables

SymmetryRevision of fractions

Revision of timeMeasures – comparing / + / -


Mathematics

The principal focus of maths teaching in Year 4 is to ensure that pupils become increasingly fluent with whole numbers, fractions and the four operations. Where children have a solid grasp of the Year 4 objectives, we move to the corresponding objectives in the Year 5 curriculum.




Throughout the Year


Counting in 6s, 7s, 9s, 25s, 10s, 100s and 1000s

Finding 1000 more or less than a given number

Counting with negative numbers

All multiplication facts to 12x12

Factor pairs

Place ValueWritten + and – with 4 digitsMultiplication (2 and 3 digit

by 1 digit)Division (by a 1 digit

number)Time – analogue and digital

Converting measures

FractionsDecimals

x and ÷ by 10 and 100Converting measures

MoneyPerimeter and Area

2D an 3D shapeTime – analogue and digital

SymmetryAngles

Statistics – bar charts, time graphs, pictograms, tables

Co-ordinates in the 1st quadrant

Translation Time – analogue and digital

Converting measures


Mathematics

The principal focus of maths teaching in Year 5 is to ensure that pupils extend their understanding of the number system and place value to include larger integers, making connections between multiplication and division with fractions, decimals, percentages and ratio. Where children have a solid grasp of the Year 5 objectives, we move to the corresponding objectives in the Year 6 curriculum.




Throughout the Year


Counting in powers of 10 up to 1,000,000

Problem Solving Revision of formal methods of all

four operations Multiplication tables

Negative and positive numbersPlace valueEstimationRounding

Long multiplicationFractions, Decimals and Percentages

2D and 3D shapeRegular / irregular polygons

Perimeter and AreaCo-ordinates

Translation and RotationReflection

Ratio and ProportionProbabilityStatistics

Digital 24 hour clockTimetables

AnglesMeasuresAlgebra


MathematicsFor 2014/2015, the children in Year 6 are being taught the previous National Curriculum for Mathematics to ensure readiness for the SATs test in May.

Children will be taught at the appropriate level for their ability – level 4, 5 or 6.

Allocation of objectives over the course of the year:

Online link to the DfE’s National Curriculum for Maths - 2000 edition

Throughout the Year


Multiplication facts to 12x12Problem solvingFour rules of numberConsolidation of previous work

Place Value; Four rules of number; Negative numbers; Rounding; Fractions; Decimals; Percentages; Time; 2D and 3D shape; Co-ordinates; Algebra

Algebra; Number patterns; Reflection, rotation and translation; Perimeter and Area; Volume and Capacity; Angles; Time; Converting units of measure; Data handling; Probability

Revision of all areas

Problem solving based on a variety of mathematical concepts

Maths and Art – Spirals and Circles

http://webarchive.nationalarchives.gov.uk/20131202172639/http:/www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199044/mathematics/ks2




Science

The main focus of Science in Year 3 is to enable the children to broaden their scientific view of the world around them.Children continue to learn how to “work scientifically” through exploring, talking about, testing and developing their ideas.We follow the five topics laid out in the National Curriculum for Year 3:


Throughout the Year


Plants(click for more information)

Animals – Skeletons

Rocks

Forces and Magnets

Light

Animals - Nutrition

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

Science - Plants

This unit is covered throughout the year.We teach the children the objectives laid down in the National Curriculum.To help children understand the practical application of this knowledge, we compliment this unit with seasonal work in our school’s growing area: September / October November / December January / February

Weeding and soil preparationPlanting seed potatoes Potato yield

Weeding and soil preparation

March / April May / June July / AugustSowing early vegetables Planting out seedlings Planting and growing lettuce and

tomatoes (outside and under glass)

Science

The main focus of Science in Year 4 is to enable the children to broaden their scientific view of the world around them.Children continue to learn how to “work scientifically” through exploring, talking about, testing and developing their ideas.We follow the five topics laid out in the National Curriculum for Year 4:


Throughout the Year



Animals – food chains

States of MatterSound

Electricity

Animals –digestion/teeth


Science

The main focus of Science in Year 5 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.“Working Scientifically”, children select the most appropriate ways to answer science questions using different types of enquiry.We follow the five topics laid out in the National Curriculum for Year 5:


Throughout the Year



Properties and changes of materials


Earth and Space

Forces


Science

The main focus of Science in Year 5 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.“Working Scientifically”, children select the most appropriate ways to answer science questions using different types of enquiry.We follow the five topics laid out in the National Curriculum for Year 6:


Throughout the Year


Revision of topics taught in the

juniors


Evolution and inheritance

Light

Electricity

Electricity




Text and Multimedia Increasing children’s word processing skills by using text boxes, importing images, using the spell-checker and thesaurus and aligning text.Children will also use and embed video footage within a multimedia document.Software: 2Publish+, Active Inspire; Word

Visual Media Copying and inserting graphics into documents and projects; resizing them using “handles”.Creating, resizing and copying objects to make repeating patterns and plans.Software: Dazzle, Word, Active Inspire

Sounds No specific work in Year 3

e-Communication Sending, receiving and replying to emails.Saving email addresses into address books.Drafting and forwarding emails; adding attachments.Software: web-based email N.B. See PSHE section for e-Safety work

Information Technology Entering information into software package to create bar charts.Creating a branching database.Searching the Internet using simple searchesSoftware: 2Graph, 2Question, Internet Explorer

Computer Science Using simple programming language, Logo, to create effects on screen and to control floor robots (Roamer).Using Logo to solve problems in a computer simulation.Software: 2Logo; Roamers; Crystal Rainforest; 2Code

Computing Strand Objectives and Software

Text and Multimedia Developing further word processing skills, including: inserting text boxes, columns and tables; indenting text; justifying text.Creating simple non-linear texts; inserting video/sound files.Software: Word, Active Inspire

Visual Media Resizing images digitally.Creating animations/movies using own and retrieved images.Software: Dazzle; PhotoStory

Sounds Importing MP3 files and performing simple editing.Composing own sounds / sequences using pre-recorded sound samples.Software: 2Sequence; Audacity


Information Technology Understanding the basic features of spreadsheetsGenerating graphs from spreadsheets and importing them into other applications.Using and creating simple databases.Searching databases and the internet with more complex searches.

Software: Excel; 2Investigate; Internet Exporer

Computer Science Using flowcharts as a means of representing programming instructions; creating own programming sequences to achieve particular outcomes.Controlling inputs and outputs to achieve particular outcomes.Software: Flowol; 2Code


Text and Multimedia Re-formatting work using a wide range of editing tools previously taught.Inserting text, images, video and sound into PowerPoint.Using animations / transitions in an effective manner.Software: Word, PowerPoint

Visual Media Manipulating images using variety of tools.Creating a montage of images.Software: Dazzle, Picassa, Movie Maker

Sounds Creating their own animations/presentations using a variety of images and sounds.Creating their own sounds to use in animations/presentations.Software: 2Sequence, PhotoStory, Movie Maker


Information Technology Using formulae in a spreadsheet.Creating own databases.Focusing on safe searching on the Internet.Software: Excel, 2Investigate, Internet Explorer

Computer Science Extending programming skills through a variety of languages and programs.Software: Flowol, 2Code, Scratch


Text and Multimedia Developing previous word processing skills and introducing: changing page orientation; text-wrapping around graphics; using the hanging indent.Independently using previously taught skills in PowerPoint.Software: Word, PowerPoint

Visual Media Looking at the differences between paint-based and object-based graphics software.Solving problems using graphics software.Creating video animations.Software: Dazzle, Active Inspire, PhotoStory, Movie Maker

Sounds Creating and using their own sound creations in visual media work.Software: 2Sequence, Audacity


Information Technology Creating spreadsheets for specific purposes and to solve problems.Using complex searches on databases.Understanding what the Internet is.Software: Excel, 2Investigate, Internet Explorer

Computer Science Using “if … then …” statements in programming.Using a variety of programming languages / software to create own games or control their own systems.Software: Scratch, Python, 2Code


Health and Wellbeing About change, including transitions.What positively and negatively affects their physical, mental and emotional health (including the media).How to make informed choices and to begin to understand the concept of a “balanced lifestyle”.The school rules for being safe on the Internet.That their personal information must be kept safe and private and what to do and who to tell if anyone asks them for personal information online.Road Safety – Stop, look, listen and think; crossing between parked cars; crossing at junctions.Rules for and ways of keeping physically and emotionally safe.About people who are responsible for helping them stay healthy and safe and ways that they can help these people.To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balance diet.Heart Start Level 2 – serious bleeding, choking, suspected heart attack

Relationships To recognize and respond appropriately to a wider range of feelings in othersThat their actions affect themselves and othersTo recognise and manage “dares”To recognise and challenge stereotypes

Wider World What being part of a community means, and about the varied institutions that support communities locally and nationallyTo recognise the role of voluntary, community and pressure groups, especially in relation to Health and WellbeingAbout the role money plays in their own and others’ lives including how to manage their money make choices about spending money and what influences those choices (being a critical consumer)


Health and Wellbeing to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goalsto deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to othersabout change, including transitions – loss and separationthe school rules for being safe on the Internetwhat cyber-bullying is and who they should tell if they see it happeningabout the possible dangers of meeting online friends in the real world and what to do and who to tell if an online friend wants to meet them in the real world. Road Safety: How traffic and roads have changed; Identifying hazards, hidden dangers for different road usersRoad Safety: Journeys; using safer crossing places; planning a journeyHow to look after teethHeart Start Level 2 – serious bleeding, choking, suspected heart attack

Relationships to work collaboratively towards shared goals to develop strategies to resolve disputes and conflict through negotiation and appropriate compromiseto give rich and constructive feedback and support to benefit others as well as themselvesto judge what kind of physical contact is acceptable or unacceptable and how to respondthe concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’

Wider World to appreciate the range of national, regional, religious and ethnic identities in the United Kingdomto think about the lives of people living in other places, and people with different values and customsabout the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumerto develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’ and ‘tax’ e.g. their contribution to society through the payment of VAT


Health and Wellbeing to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome themabout change, including transitions – divorce and bereavementthe school rules for being safe on the Internetthat cyber-bullying is bullying and should be stoppedthat they should use an online nickname to protect themselves that some adults use fake profiles to pretend to be children online that agreeing to meet an online friend in the real world can be very dangerous and what to do and who to tell if an online friend wants to meet them in the real worldRoad Safety: How they can stay safe as a passenger, a cyclist and a pedestrian; hazards and hidden dangers on the road Road Safety: Hazards and hidden dangers; speed gun; practice pedestrian training and compare their behaviour to that of the drivers to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’ to deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resiliencewhat is meant by the term ‘habit’ and why habits can be hard to change which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to othersFor girls, how their body will change as they approach and move through pubertyHeart Start Level 3 : Cardiac arrest



Relationships to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationshipsto recognise ways in which a relationship can be unhealthy and who to talk to if they need support.to be aware of different types of relationship, including those between friends and families, civil partnerships and marriageto listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view

Wider World Why and how rules and laws that protect themselves and others are made and enforced. Why different rules are needed in different situation and how to take part in making and changing rules.To realise the consequences of anti-social and aggressive behaviours, such as bullying and discrimination on individuals and communities.That there are different kinds of responsibilities, rights and duties at home, school, in the community and toward the environment.About the role money plays in the own and others’ lives, including how to manage their money and about being a critical consumer.To develop an initial understanding of the concepts of “interest”, “loan”, “debt” and “tax”.Run the school book fair, giving opportunities to:• how to talk and write about their opinions, and explain their views, on issues that affect themselves and society• to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their

mistakes, making amends and setting personal goals• to face new challenges positively by collecting information, looking for help, making responsible choices and taking action• about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own

contribution in the future• to look after their money and realise that future wants and needs may be met through saving


Health and Wellbeing about change, including transitions – schoolsto recognise how images in the media do not always reflect reality and can affect how people feel about themselvesthe school rules for being safe on the Internetthat cyber-bullying is bullying and should be stoppedwhat the CEOP ‘report abuse’ button looks likewhat images are suitable to use in their online profilesthat they must get their friends’ permission before uploading images of them that some online communication tools are blocked by the school’s filtering and why that social networks have security settings with they can alter to protect themselves that once pictures and videos have been put online they are very difficult to removerules for and ways of keeping physically and emotionally safe – including road safety (BikeAbility)to recognise their increasing independence brings increased responsibility to keep themselves and others safethat pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the mediato recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrongthat bacteria and viruses can affect health and that following simple routines can reduce their spreadFor the boys – how their body will change as they approach and move through pubertyHeart Start Level 3 – Cardiac Arrest



Relationships that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010)to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help)REVISIT: to judge what kind of physical contact is acceptable or unacceptable and how to respondREVISIT: the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’

Wider World to research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate peopleto resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choicesabout the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer.to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’ and ‘tax’ e.g. their contribution to society through the payment of VATthat resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environmentabout enterprise and the skills that make someone ‘enterprising’REVIST: About the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the futureabout a greater variety of career options and some of the steps they would need to take to achieve their aspirations

The EYFS covers learning until the end of the Reception Year (the first year in school).

Learning is based around thee PRIME AREAS of learning:• Communication and Language Development• Physical Development• Personal, Social and Emotional DevelopmentAnd four SPECIFIC AREAS of learning• Literacy development• Mathematics development• Understanding the world development• Expressive arts and design development

Throughout their time in the EYFS children develop CHARACTERISTICS of EFFECTIVE LEARNING• Playing and exploring• Active learning• Creating and thinking critically

CLICK TO RETURN TO INFANT TOPICS

The expectation is that by the end of the Reception year children will achieve the Early Learning Goal for each area of learning, reaching an expected good level of development. Not all children are the same ! Those children that do not achieve the Early Learning Goal are assessed as emerging , and for those children that go beyond the Early Learning Goal are assessed as exceeding the level of development.

For the Early Learning Goals for each of the areas of learning and a description of each of the Characteristics of Effective Learning, click the link below.

Communication and Language

Physical Development Personal, Social and Emotional Development

Literacy Mathematics Understanding of the World

Expressive Arts and Design

Playing and Exploring Active Learning Creating and Thinking Critically

Communication and Language Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. ELG 03 Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical DevelopmentPhysical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

ELG 04 Moving and handling: Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

ELG 05 Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, Social and Emotional DevelopmentPersonal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

ELG 06 Self-confidence and self-awareness: Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

ELG 07 Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

ELG 08 Making relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

LiteracyLiteracy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wider range of reading materials – books, poems, and other written materials, to ignite their interest.

ELG 09 Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read.

ELG 10 Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

MathematicsMathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.

ELG 11 Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

ELG 12 Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding of the WorldUnderstanding of the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

ELG 13 People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.

ELG 15 Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive Arts and DesignExpressive arts and design involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology.

ELG 16 Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

ELG 17 Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Playing and ExploringFinding out and exploring is concerned with the child’s open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out.

Using what they know in their play describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking.

Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a ‘can do’ orientation, being willing to take a risk in new experiences, and developing the view of failures as opportunities to learn.

Active LearningBeing involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities.

Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience.

Enjoying achieving what they set out to do refers to the reward of meeting one’s own goals, building on the intrinsic motivation which supports long-term success, rather than relying on the approval of others.

Creating and Thinking CriticallyHaving their own ideas covers the critical area of creativity - generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these.

Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought.

Choosing ways to do things and finding new ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies.

.

Children in the EYFS are assessed against the Early Learning Goals (set out in the curriculum section of this document).

Children are assessed as they enter school and at regular intervals across the school year.

Assessment takes many forms but there is an emphasis on what the adults in class observe the children doing independently. Small, informal tasks are also used to assess children’s acquisition of skills.

At the end of the Reception year, the teachers make a judgement for each child against each Early Learning Goal. They use all of the gathered evidence to decide if a child has met the goal (known as “expected”), is working towards it (known as “emerging”) or is working at a level beyond it (known as “exceeded”).

Information about children’s progress towards the early learning goals is communicated to parents at the parent “drop-ins” during the Spring term.

At the end of the Summer term, each child receives a report which details their progress towards each early learning goal and statements about the child’s attitude towards learning (known as the “characteristics of effective learning”.

Reading Writing Maths

Children’s acquisition of new knowledge, skills and understanding is regularly assessed by teachers through questioning during

lessons and the marking of children’s work.Children’s retention and application of these is assessed via a

variety of methods – click on a subject below for further details.

ReadingYear 1 Year 2 Years 3, 4 and 5 Year 6

Informal assessments are carried out to track the children’s progress in their acquisition of phonics.The children in Y1 also take the statutory Phonics Screening Check in June.

Teachers assess children’s individual decoding and comprehension skills during guided and individual reading sessions.

At the end of the year, teachers will use all of their ongoing assessments to assess if children have met the Y1 expectations.

Informal assessments are carried out to track the children’s progress in their acquisition of phonics.

Teachers assess children’s individual decoding and comprehension skills during guided and individual reading sessions.

Teachers also carry out more formal comprehension tests in preparation for the end of KS1 SATs tests which take place in May. This year, the children in Y2 will be assessed against the previous National Curriculum levels.

Assessment of children’s reading skills is carried out during guided reading sessions. Over the course of the year, we shall be revising our assessment criteria so that it is fully based on the progression outlined in the new National Curriculum.

Children regularly complete comprehension exercises. At the end of the year, we will continue to use a summative test of reading comprehension.

Assessment of children’s reading skills is carried out during guided reading sessions.

The children will also be involved in more formal comprehension tests in preparation for the end of KS2 SATs which take place in May. This year, the children in Y6 will be assessed against the levels in the previous National Curriculum.

Children’s progress in Reading is monitored termly by the Senior Leadership Team.

Writing

Years 1 to 6

Children complete at least one piece of written work per week.After the children have edited their work (using an agreed criteria) the teacher marks their writing, highlighting areas in red where the children have achieved well and in green, areas for improvement.Children will be given a short task to improve parts of their writing during “green time”.A teacher will use information from their marking to plan subsequent lessons.

At least twice per half term, children will create a piece of written work without much direction from the teacher.These pieces of work are marked against a criterion scale which enables teachers to determine the level at which a child is currently working. For the current year, we are continuing to use the previous National Curriculum levels. By September 2015, we will have moved away from the National Curriculum levels and track children’s progress against the progression of skills outlined in the new National Curriculum.

From these assessed pieces of work, the teacher sets each child a writing target for the following half term. The targets are written on “pencils” which the children refer to whenever they are writing in class. These targets are communicated to parents at Parents’ Evenings.

Children’s progress in Writing is monitored half termly by the Senior Leadership Team.

MathsYear 1 Year 2 Years 3, 4 and 5 Year 6

Teachers will introduce assessment tasks a few weeks after a unit of work has been completed to assess children’s retention of, and track children’s progress against, the objectives laid down in the new National Curriculum.

At the end of the year, teachers will use all of their ongoing assessments to assess if children have met the Y1 expectations.

Children’s acquisition of new concepts is assessed regularly by the class teachers.

Regular use of past papers will be used over the course of the year to track progress and identify areas for consolidation.

In May, children will sit the KS1 SATs test and will be awarded a National Curriculum level.

We will continue to track progress using the previous National Curriculum levels through termly tests.

Regular tests of times tables and maths facts (which are set for homework) will continue.

In addition, teachers will introduce assessment tasks a few weeks after a unit of work has been completed to assess children’s retention of, and track children’s progress against, the objectives laid down in the new National Curriculum.

Children’s acquisition of new concepts is assessed regularly by the class teacher.

Regular tests of times tables and maths facts (which are set for homework) will continue.

Regular use of past papers will be used over the course of the year to track progress and identify areas for consolidation.

In May, children will sit the KS2 SATs test and will be awarded a National Curriculum level.

Children’s progress in Maths is monitored termly by the Senior Leadership Team.

British Values

Promoting British Values at Greenmount Primary School

• The DfE has recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."

• The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014).

• British Values are defined as:

• Click on the value to find out how we promote, teach and develop these values in school.

Democracy The rule of law Individual liberty Mutual respect for and tolerance of

those with different faiths and

beliefs

British Values - DemocracyOur current practice What we seek to develop as we

move into the futureInvolve the children in votes as part of everyday practice e.g. EYFS children voting which type of role play area they would like next

School Council elections held annually (Y1 – Y6) – children encouraged to prepare a “speech” to persuade others

School Council involved in the recruitment of Head Teacher and Deputy Head Teacher

Children selected to perform jobs etc using a variety of strategies e.g. pulling name out of hat; selecting children on merits; ensuring all children have an opportunity

Turn taking encouraged and expected

Pupil Questionnaires and discussions with senior leaders regarding the curriculum

Debate used as part of the curriculum

We aim to build the children’s knowledge of public institutions and services through curriculum work, assemblies and supporting a wide range of charities.

Reference how democracy has changed over time through our History curriculum in KS2, focusing on Ancient Rome, Ancient Greece, the time of the Industrial Revolution in Lancashire

Further develop the structure of the School Council and the role of class councillors to listen to their classmates and feedback on progress.

Discuss the election process with children at times when elections are being held.

British Values – The rule of lawOur current practice What we seek to develop as we

move into the futureEnsure school rules and expectations are clear and fair. We ensure all children know the school rules. We display them around school and expect all staff to support upholding them.

We encourage the children to respect other people’s skills, achievements and differences. This is reinforced through our reward system.

Through our daily interactions with children and through our more formal PSHE curriculum (see objectives from “Health and Wellbeing” and “Relationships”) we help pupils to distinguish right from wrong.

In Y5, our PSHE curriculum focuses on the law – respecting what the law is and the basis on which it is made; how living under the rule of law protects individuals.

As part of the wider curriculum, we invite the local police to support children’s learning e.g. infant topic of “Superheroes”.

To work more closely with our local PCSOs to support our curriculum.

British Values – Individual libertyOur current practice What we seek to develop as we

move into the futureSupport the children through our daily interactions to develop their self-knowledge, self-esteem and self confidence. We focus on this through our marking, target setting and reward systems.

In our PSHE curriculum we focus on recognising our own achievements and setting goals for our own lives.

In Y3 PSHE (during work on Relationships) we teach the children about challenging stereotypes.

We have a strong anti-bullying culture – our PSHE curriculum theme of “Relationships” focuses on this in each year group.

Initiated by the governors, the School Council worked on the theme of Anti-Bullying and produced children’s and parents’ leaflets which are distributed as part of the annual Anti-Bullying week.

Follow the UNICEF rights respecting schools agenda (we expect to explore this in 2015 -2016).

British Values – Mutual respect for and tolerance of those with different faiths and beliefs

Our current practice What we seek to develop as we move into the future

We promote respect for individual differences through our daily interactions with the children, the PSHE and RE curriculums.

We help children to acquire an understanding of and respect for their own culture and other cultures and ways of life through assemblies and the curriculum (geography, history, art, RE, PSHE).

Our school policies on Behaviour, Racial Harassment and Anti-Bullying show how we challenge prejudicial or discriminatory behaviour.

Organise visits to places of worship (Y1 – Church, Y3 – Mandir, Y5 – Mosque, Y6 – variety of places (for a comparative study). We explore worship through video clips and discussions with faith adherents.

We have a strong link with Greenmount URC Church.

We discuss differences between people (based on the protected characteristics) as part of the PSHE curriculum, particularly in Y6.

Provide further opportunities for the children to meet people with different beliefs and from different faiths.

Further develop children’s critical personal thinking skills.

Develop links with a wider variety of faith communities.

Greenmount Primary School Our Curriculum Our aim is to provide a creative, exciting and engaging...

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