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The National Curriculum - A Guide for Parents:

http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/parents_complete_guide.pdf

The National Curriculum

We provide a wide, varied and exciting curriculum for the children following a topic approach across the school.   English and Maths continue to be taught as discrete subjects with links made to the topic where possible.  If you would like further information about our curriculum, please contact your child's class teacher.  Further information about the National Curriculum and the Early Years Curriculum can be found by following the link on the "Useful Links" page.

English  

The main aim of the English Curriculum is to help all children to develop their ability to use and understand English. This is achieved by developing their abilities in speaking, listening, reading, writing and spelling. 

We use “The Oxford Reading Tree” scheme as our base, but into this we have added many extra books. Our reading books are colour coded so that children can easily identify the section of books from which they are to choose a reading book. The extra books which we have added mean that children have a wide choice of books within the level which they have reached. We encourage parents to read at home with their children, and also to listen to them read from their school book. We also like parents to write a comment in the child’s reading record book.  As well as individual reading, the children read in groups which provides opportunities for them to read and discuss a wider selection of literature, including poetry and plays.  Children in Key Stage 2 use Accelerated Reader to give them a book level and assess their comprehension and understanding of texts, as well as to monitor their progress.

"Letters and Sounds" is used to teach phonics in a structured, systematic way.  To help with the enunciation of the different phonemes, visit www.mrthorne.com.

We encourage the children to write for a range of purposes and audiences. In creative writing we try to encourage the children to express freely their ideas and feelings using a wide range of descriptive and imaginative vocabulary. We also include more formal work involving the formation of writing, and training in the style of writing which we use throughout the school. We include comprehension work and spelling, and writing for a variety of purposes.

 

Year 1 and 2                                                                                                          Fiction-Narrative/ Non-fiction/ Poetry

Year A

Genre coverage

 

Traditional Tales

Instructions

 

Explanation

 

Stories from other cultures

 

Poetry

 

Report

 

Pie Corbett reading spine book focus

Possible teaching ideas/hooks

 

Stories with predictable and patterned language. Hook lesson-missing story from a book of fairytales with some clues left behind on the ‘page’-which fairy tale is it? Learn a simple traditional tale (model text) using story map. Compare themes, settings and characters in several stories. Locate key descriptive words and phrases. Chn to re-tell a traditional story to replace the missing story in the book.

Hook lesson-go on a ‘star hunt’ following instructions-where did we find them? Were they easy to find? Could you catch them? Write a model text for chn to learn as a text map based on fiction text chosen to use e.g. ‘How to catch a star’. Analyse the key structural and language features.

Following a practical experience, chn to write a recipe.

Y2-Fiction-based instruction writing (Hot write)

 

Hook lesson-Alien Research Centre-learning how things work. Write a model text for the chn to learn as a text map based on stimulus chosen to use. Make models of object chn will write explanation about.

Chn to draw pictures to illustrate a process and write sentences to support this picture/diagram. Can also use labels, lists and captions.

Y2-To draw simple flowchart or diagram and record sentences to support.

 

 

Stories with predictable and patterned language. Hook lesson- bring in a set of objects which the chn need to use as clues-where are these objects from? How do you know?

Learn a simple contemporary story (model text) using story map. Locate and discuss patterned language. Chn to write their own story using the stories looked at as a model.

 

 

Choose and learn a poem as a class using actions.

Read, write and perform free. Chn learn and recite poems using rhyming couplets.

Chn write calligrams-adjectives/key language work.

 

 

 

 

 

 

 

 

 

Hook lesson-animal clue hunt on the field. Which animal do you think the clues are for?

Write a model text for chn to learn as a text map.

Chn to learn about a specific subject/topic and then write a simple non-chronological report.

 

Y2- Chn to assemble information on subject by sorting and categorising information.

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

 

 

 

 

 

 

 

 

 

Recommended books/films (stimulus)

The Gingerbread Man

Little Red Riding Hood

The Little Red Hen

Goldilocks and the Three Bears

The Three Little Pigs

How to catch a star-instructions for how to catch a star

The Gruffalo-how to find a Gruffalo

Wallace and Gromit film narrative, The Wrong Trousers-how the trousers work

Handa’s Surprise

We’re Going on a Lion Hunt

 

On the Ning Nang Nong

The Sound Collector

 

The Owl who was Afraid of the Dark/Owl Babies- learn about owls to write a report on

Cops and Robbers and Burglar Bill (Y1)

 

 

 Year 1 and 2                                                                                                         Fiction-Narrative/ Non-fiction/ Poetry

Year B

Genre coverage

 

Pie Corbett Spine Book

Recount

Instructions

Contemporary fiction

Poetry

Traditional Tales – creation stories (myths)

Information Texts

Possible teaching ideas/hooks

 

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

 

Hook lesson

Write model text for chn to learn as a text map.

Look at chronological structure-ordering events. Relate to chn's own life experiences-trip, special day at school. Ch to write recount in simple first person using the 5Ws in the introduction.

 

Y2-Recount in historical context.

Hook lesson-Making jam sandwiches following instructions.

Write a model text for chn to learn as a text map. Learn about key language and structural features.

Following a practical experience, chn to write a simple recipe/set of instructions.

Link to DT/Computing if possible.

 

Y2-Fiction-based instruction writing (Hot write)

 

Hook lesson-a trip to the park-chn to record what things they see, can do, what might happen at the park?

Stories reflecting chn’s own experience. Hook lesson-show and tell something special to you.

Read and tell stories with settings and themes chn are familiar with. Learn a contemporary story (model text) using story map. Chn retell stories, sequence events, identify characters, role-play activities.

 

Choose and learn a poem as a class using actions.

Read, write and perform free. Chn learn and recite poems using rhyming couplets.

Onomatopoeia words.

 

Idea: Choose an animal (e.g. crocodile) Start with the line

‘I love it when…’ chn place a sound word at end e.g.  ‘my teeth go snap’ and then add a second rhyming line and so on. Repeat first line to finish.

 

Hook lesson

Write/adapt a model text and learn using story map.

Look at a variety of different creation stories.

Ch to write a creation story based on ones read.

 

Hook lesson- Butterflies in classes-observations-diary-labelling. Write a model text for the chn to learn as a text map based on stimulus chosen to use. Learn about key language and structural features and how to use these. Link to Science/History/Geography work.

Chn to use headings, text boxes, lists, pictures and captions.

 

Recommended books/films (stimulus)

Traction Man

 

 

The Tiger Who Came to Tea-how to keep a tiger happy

 

Katie Morag’s Island Stories

Dogger

Alfie stories-Alfie Gets in First, Alfie Gives a Hand, Alfie’s Feet

Mustard, Custard, Grumble Belly and Gravy

 

‘Where the night came from’ video clip (Brazilian story) www.bbc.co.uk ‘KS1 myths’

How the zebra got its stripes

Zog-ideas for what dragons do

The Hodge-Heg

 

Year 3                                                                                                         Fiction-Narrative/ Non-fiction/ Poetry

Genre coverage

 

Pie Corbett Spine Book

Recount – newspaper report

Stories from other cultures

Adventure story

Instructions

Poetry

Playscript

Persuasion

Possible teaching ideas/hooks

 

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

Hook lesson-clues in the classroom/on the field-things ‘left behind’ by the Iron Man. What could these clues be? Who are they from? Where are they from? Write a model text to learn and use. Analyse and identify features of recount texts based on real events. Ask and answer: who, what, where, when, why? Read and discuss concepts of fact and opinion-diaries/newspaper reports. Hot task to be applied across the curriculum-based on experience within school/historical recount.

 

Hook lesson-suitcase of ‘Grandpa’s clothes and belongings’-see Indian Geography box

Analyse the text-what clues are there that the text is from a different culture? Write a model text for the story and create text map to learn. Learn more about the country the film clip is based on. Hot write-chn to write their own version of a story from another culture.

 

Hook lesson- theme day-dressed as explorers-role-play different scenarios.

Use part of the text as model text and story map to learn. Analyse key features of the text type and work on these. Box up text. Chn to do shared writes in groups, changing one part of the story. Chn to independently write their own short adventure story.

 

Hook lesson-treasure hunt following instructions

Chn to learn a model text using text map. Analyse a set of instructions with the chn, identifying the key features-language and structural. Chn to practice giving and following instructions and evaluating sets of instructions.

 (Could link to ICT for BeeBots-algorithms.)

Final task to give a set of instructions for a treasure hunt following practical experience/planning using a map.

Chn to analyse haikus and kennings. Class shared writes which chn can learn off by heart.

Chn to write their own haikus and kennings.

Hook lesson-getting ready for summer performance

Use a fairy tale play script for model text and encourage chn to act it out and learn it off by heart. Analyse a play script, looking at the key structural features of a script.

Chn to work in groups to do shared writes, writing their own play scripts and changing something in the story. (Innovate)

Hot write: chn to independently write a script for a well-known fairy tale.

 

Hook lesson- letter from Wallace (Wallace and Gromit)-chn to design a new invention and persuade someone to buy it.

Chn to explore and discuss adverts, identify and analyse key features of persuasive writing. Model text, text map to learn key features of text. Design a persuasive poster for a new product/gift. Link to DT?

Recommended books/films (stimulus)

The Sheep-Pig/ The Abominables/ Hansel and Gretel (Anthony Browne-comparison with other versions)

The Iron Man arrival-newspaper report

Grandpa Chatterji

Flat Stanley, Oxford Reading Tree adventure stories (Viking adventure)

Scaredy Squirrel-instruction text, Five on Treasure Island

 

The Three Little Pigs, Little Red Riding Hood etc.

Adverts-magazines/newspapers/around local area. TV adverts.

 

Year 4                                                                                                                   Fiction-Narrative/ Non-fiction/ Poetry

Genre coverage

 

Pie Corbett Spine Book

Explanation

Stories set in imaginary worlds

Information texts – non-chronological reports

Story with a theme/ raise issues and dilemmas

Poetry

Traditional tales/myths

Discussion

Possible teaching ideas/hooks

 

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

Hook lesson- build a junk model Iron Man.

Learn model text. Analyse the text for features. Create a flowchart to explain how a new invention works. Use the notes to write an explanation using informal language.

Hot write-relate to DT project/Science?

Fantasy worlds where magic or other supernatural phenomena are a key element of the plot, setting or theme in the story. Hook lesson- Look at different clues/objects as to where the new land discovered by a fictional explorer is. What do the clues tell us about the land? What do chn imagine it is like?

Learn the key features, text map the different parts of the story and the key features of the text. Learn using model text. Chn to create own fantasy setting to write about.

 

Hook lesson- Dragon hunter objects/clues-look at who these objects may belong to, what they tell us, what we think we know about them?

Write model text and chn to learn e.g. How to care for a dragon. Analyse how information texts work, particularly non-chronological reports, focusing on language and structural features (headings/sub-headings/pictures/captions/fact boxes). Chn to write a non-chronological report linked to History/Geography/Science for Hot Write.

 

 

Hook lesson-watch The Dragon Slayer film clip-The Literacy Shed-and use questioning and group work to identify what the film is about and what the key issue is? Write model text for chn based on extract from Journey to Jo’Burg and chn to learn off by heart. Analyse key features of text.

Hot write-relate to chn’s real life experiences-PSHE link.

 

Learn some narrative poetry off by heart to perform.

Read and write riddles.

Read, write and perform free-verse poetry.

 

Hook lesson-Mythical creature artefacts lesson-who do these belong to? What do they tell us? What do you think this person might do?

Learn a short myth-model text. Analyse the key features of a myth and complete writing activities to work on these skills.

Hot write-chn to write their own Greek myth.

 

Hook lesson

Write a model text and learn off by heart. A balanced argument for and against a 6-day school week but with longer holidays. Needs an introduction and conclusion. Leanr the key features and the structural features of a discussion text.

Hot write-link to Science/Geography/History.

 

Recommended books/films (stimulus)

The Firework Maker’s Daughter

The Iron Man-how he works

 

The Lion, the Witch and the Wardrobe-Narnia / The BFG-Giant country/Where the Wild Things Are/Charlie and the Chocolate Factory

Quality non-fiction texts.

Dragonology

Journey to Jo’Burg

Film narrative-The Dragon Slayer

 

Greek Myths

 

Find different balanced argument texts to share.

 

Year 5                                                                                                                   Fiction-Narrative/ Non-fiction/ Poetry

*Explanation texts to be taught through Geography *Discussion-balanced argument to be taught through Science/Geography

Genre coverage

 

Pie Corbett Spine Book

Recount – diary entry

Traditional tales - legends

Instructions

Fiction from our literary heritage

Persuasion

Suspense and mystery – short stories

Poetry

Possible teaching ideas/hooks

 

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

Hook lesson-a set of HP objects for chn to look at-who do these belong to? When might they be used? Where are they from? Have you seen these before?

Write a model text and chn learn. Analyse the structural and language features of a diary entry. Focused work on key elements.

Hot Write to be linked to History/Geography /Science topic.

 

Hook lesson-use a ‘fake’ newspaper report about a sighting of a ‘Wild Man’ in Orford.

Write/adapt a model text and learn using story map. Look at a variety of different legends. Analyse key features of text. Re-tell legends from different perspectives.

Ch to write a legend based on ones read.

 

Hook lesson-card trick-teacher does for class-chn try to work out and then learn their own following instructions. Pie Corbett book.

Chn to learn a model text using text map. Analyse a set of instructions with the chn, identifying the key features-language and structural.

Final task to give a set of detailed instructions using an introduction and conclusion. Could be linked to another area of the curriculum e.g. science investigation.

 

Hook lesson- link to Victorian artefacts hook lesson.

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, re-telling the story, innovating the text.

 

Hook lesson

Persuasive letter to chn from a company wanting them to visit their new shop/theme park etc.

Look at key features of a persuasive letter.

Chn to write letters based around a topic/current-world news to someone important.

 

Hook lesson-chn to be detectives looking at a set of clues in a mystery story-can they solve the mystery? Cluedo?

Write/adapt the model text and learn using a story map. Analyse language and structural features. Focused work on key parts of the story. Chn to write suspense and mystery story themselves.

 

Learn some cinquain poetry off by heart. Chn to write their own.

Spoken word poetry/rap-chn to listen to, read and respond. Experiment with writing their own.

Recommended books/films (stimulus)

Varjak Paw

 

Harry Potter and the Philosopher’s Stone

Robin Hood, The Wild Man of Orford, King Arthur

Quality non-fiction texts.

Street Child –link with History (Victorians)

Quality persuasive texts

The Speckled Band

Whodunnit? Utterly Baffling Detective Stories

The London Eye Mystery

 

 

Year 6                                                                                                                   Fiction-Narrative/ Non-fiction/ Poetry

*Explanation and non-chronological report to be taught through Science/Topic

Genre coverage

 

Pie Corbett Spine Book

Recount – newspaper reports

Biography

Narrative writing workshop

 

Persuasion/ Discussion

Poetry

Possible teaching ideas/hooks

 

Use the text to create own fiction writing as teacher sees appropriate e.g. character descriptions, setting descriptions, re-telling the story, innovating the text.

 

Diary entries, setting/character description, summarise the story from the point of view of a different character, short adventure story based on magical ring.

 

Hook lesson-Mrs Hunter’s missing sandwich-chn to investigate.

Write and learn model text. Chn to recap and analyse the key structural and language features of a newspaper report. Focused learning on specific parts of a newspaper report.

Hot write to be linked to History/ Geography/Science.

Link to stimulus book or Topic/Science – focus on person of relevance to the year’s curriculum, e.g. William Shakespeare, famous scientists, influential religious leaders, etc.

Alternatively, link to a specific period in history or someone classed as having a legacy internationally, e.g. Martin Luther King and/or Nelson Mandela.

Creating atmosphere and integrating dialogue to convey character and the action

Hook lesson-set up the classroom as a WWII classroom. Have ‘lessons’-how do the children feel? How does this setting make them feel? Analyse key language and structural features of text. Focused character and setting description work. Dialogue between characters.

 

One-sided argument-debate preparation (persuasion) and then evaluate the arguments given (discussion).

Hook lesson- pose a dilemma for the chn-I don’t know what to do-can you help me? Chn to work in groups to help me make a decision. Analyse persuasive texts for key language structures-letters, reports, watch debates. Analyse key structural features. Chn to prepare a debate for a topical issue. At the end of debate, chn will write a discussion text about the debate and presenting 2 sides of the argument.

Chn to write a persuasive letter. Linked to Geography/Science 

 

Chn to read, write and perform free verse poetry. Chn to learn more about narrative poetry-respond to. Chn to write some of their own narrative poetry.

 

Recommended books/films (stimulus)

The Hobbit

The Hobbit

High-quality examples of biographies

Fireweed-History link

The Unicorn and the Lion, Rose Blanche

Film narrative-The Piano

There’s A Boy in the Girls’ Bathroom’

Quality persuasive/discursive texts

The Hobbit-Smaug/Far Over the Misty Mountains

The Raven

The Jabberwocky

 

 


 

 

Mathematics  

In maths, we are teaching for mastery to ensure that children understand the maths curriculum with the required depth of knowledge to be able to apply their skills to a range of contexts and problems. At the heart of mastery teaching is a concrete, pictorial, abstract approach so all year groups will use concrete resources such as base 10, numicon and place value counters in order to help them visualise a problem. Alongside the concrete, children will draw representations of numbers and problems to demonstrate their understanding and then move into the abstract to record calculations and problems. Mastery maths works on blocks of teaching, so the children will spend a block of 2-4 weeks on any one concept or area of maths to ensure that they get a thorough understanding. Daily maths meetings ensure that the children are practising their mental maths skills and allows time to revisit aspects of maths learning already covered. Children are encouraged to reason about their maths with a ‘prove it’ approach using concrete resources and pictures.  

Year 1 Overview

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

(within 10)

Number: Addition and Subtraction

(within 10)

Geometry:

Shape

Number: Place Value (within 20)

Consolidation

Spring

Number: Addition and Subtraction

(within 20)

Number: Place Value (within 50)

(Multiples of 2, 5 and 10 to be included)

Measurement: Length and Height

Measurement: Weight and Volume

Consolidation

Summer

Number: Multiplication and Division

(Reference multiples of 2, 5 and 10 to be included)

Number: Fractions

Geometry:

Position and direction

Number: Place Value

(within 100)

Measurement:

Money

Time

Consolidation

 

Year 1 and 2 Overview

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Geometry:

Shape

Measurement:

Money

Spring

Number: Multiplication and Division

(Y1: Place Value to 50 included)

Number: Fractions

Measurement: Length and Height

Measurement: Mass, capacity and temperature

Consolidation

Summer

Year 1: Place Value within 100

Year 2: Statistics

Geometry: Position and direction

Problem solving and efficient methods

Measurement: Time

Investigations

Consolidation

 

Year 3 and 4 Overview

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Number: Multiplication and Division

Consolidation

Spring

Number: Multiplication and Division

Measurement: Length, perimeter and area

Number: Fractions

Year 3: Fractions

Year 4: Decimals

Consolidation

Summer

Measurement:

Money

Statistics

Measurement: Time

Geometry: Properties of Shapes

Year 3: Mass and capacity

Year 4: Position and direction

Consolidation

 

Year 4 and 5 Overview

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Number: Multiplication and Division

Measurement: Length and perimeter

Consolidation

Spring

Number: Multiplication and Division

Measurement: Area and volume

Number: Fractions

Decimals

Consolidation

Summer

Decimals

Year 4: Money

Year 5: Percentages

Statistics

Measurement: Time and converting units

Geometry: Properties of Shapes

Geometry: Position and direction

Consolidation

 

Year 6 Overview

 

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: addition, subtraction, multiplication and division

Fractions

Geometry: Position and direction

Consolidation

Spring

Decimals

Percentages

Algebra

Measurement: converting units

Measurement: perimeter, area and volume

Number: Ratio

Consolidation

Summer

Geometry: Properties of Shapes

Problem Solving

Statistics

Investigations

Consolidation

Science

Links to our child friendly "I Can" statements can be found below.  These link to all areas of learning that the children will be covering in the coming year.

Year 1

Working Scientifically: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear1workingscientifically.pdf

Animals including Humans: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year1animalsincludinghumans.pdf

Plants:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year1plants.pdf

Seasonal Changes: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year1seasonalchanges.pdf

Uses of Everyday Materials: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year1usesofeverydaymaterials.pdf

Year 2

Working Scientifically: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear2workingscientifically.pdf

Animals including Humans: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year2animalsincludinghumans.pdf

Living Things and Their Habitats: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year2livingthingsandtheirhabitats.pdf

Plants: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year2plants.pdf

Uses of Everyday Materials: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year2usesofeverydaymaterials.pdf

Year 3

Working Scientifically:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear3and4workingscientifically.pdf

Animals:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year3animals.pdf

Forces and Magnets:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year3forcesandmagnets.pdf

Light:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year3light.pdf

Plants:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year3plants.pdf

Rocks:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year3rocks.pdf

Year 4

Working Scientifically:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear3and4workingscientifically.pdf

Animals including Humans:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year4animalsincludinghumans.pdf

Electricity:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/websitey/web/year4electricity.pdf

Living Things and Their Habitats: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/websitey/web/year4livingthingsandtheirhabitats.pdf

Sound:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year4sound.pdf

States of Matter: http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year4stateofmatter.pdf

Year 5

Working Scientifically:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear5and6workingscientifically.pdf

Animals including Humans:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year5animalsincludinghumans.pdf

Earth and Space:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year5earthandspace.pdf

Forces:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year5forces.pdf

Living Things and Their Habitats:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year5livingthingsandtheirhabitats.pdf

Properties and Changes of Materials:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year5propertiesandchangesofmaterials.pdf

Year 6

Working Scientifically:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/scienceyear5and6workingscientifically.pdf

Animals including Humans:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year6animalsincludinghumans.pdf

Electricity:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year6electricity.pdf

Evolution and Inheritance:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year6evolutionandinheritance.pdf

Light:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year6light.pdf

Living Things and Their Habitats:  http://walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web/year6livingthingsandtheirhabitats.pdf

Computing

Computing is used across the curriculum to support the teaching and learning that happens in the classroom.  Specific skills are taught as per the long term plan below and are used with the different topic areas over the year:

Computing Key Stage 1. 

E safety:  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Computer science:  understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions; create and debug simple programs; use logical reasoning to predict the behaviour of simple programs

Digital literacy and ICT:  use technology purposefully to create, organise, store, manipulate and retrieve digital content.  Recognise common uses of information technology beyond the classroom.

https://barefootcas.org.uk

E safety

 

How to use technology safely.

Hector’s World - http://www.thinkuknow.co.uk/

Computer science

Bee bots – writing algorithms on flashcards then programming the beebots.

Debug (fix) algorithms where necessary to achieve desired goal.Talk through algorithms with children, predicting what will happen.

 

Kodable - https://www.kodable.com/

 Digital literacy and ICT

 

Switching a computer on/off,

Logging on/off,

Saving work,

Printing,

Typing skills, correcting spellings automatically.

Switching on, closing Apps, saving images.

 

Copy and pasting images/saving images.

Resizing images.

Word processing and presentation software

Using an iPad, recording sounds, create a video, take a screen shot.

Using websites to find information.

Digital literacy and ICT

Researching for information independently using the Internet, filtering results for specific images and content.

Using key words for refined results ‘Lion facts for kids will bring back more appropriate content.

Opening multiple web pages for more searches.

Coping and pasting text

Creating documents using the internet and publishing software.

Formatting the document appropriately to present information.

 

 

Computing Lower Key Stage 2.

E-safety and core skills:  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Computer Science (25% of computing curriculum): design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in programs; work with variables and various forms of input and output; use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. 

Digital Literacy and ICT (70% of computing curriculum): select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

https://barefootcas.org.uk

E-safety and core skills

 

Internet safety display: CEOP video resources; create a ‘how to be safe online’ presentation; being safe using mobile phones and multimedia devices.  Fake accounts, false information.  We want children to spot unacceptable behaviour; this cannot be done without exposing them to unacceptable behaviour. They need to develop a moral compass in real life as well as online life and identities.

Tell children to find out about the tree octopus – set up and designed as a fake website story. Teach the children to use common sense rather than rely on what the internet tells us. http://zapatopi.net/treeoctopus

CEOP website: https://www.ceop.police.uk/safety-centre/

Smart rules: http://www.kidsmart.org.uk/beingsmart/

 http://www.saferinternet.org.uk/

 http://www.chatdanger.com/

 

Digital Literacy and ICT

Provide opportunities to explore (the internet).  How to search for information, how the searched information is sorted, how to find a specific picture, what the numbers mean on a picture (picture resolution/size). Texts boxes, Clip art, formatting, changing text types; fonts and sizes. Research information on a theme linked to topics.  Search for appropriate pictures – save, edit, format them.  Word process a script of what you will say in the video.  Create professional videos to explain and inform on a topic.

Digital Literacy and ICT

Exploring the internet, refining searches.  Searching for specific images/content, search races, searching for an image in class on internet – who and how will it be found? Refine search criteria etc

Show children a very specific image on screen, children ‘race’ each other online to find it using vocabulary in search engines. Search for the same images on different search engines, how/why do they not appear in the same places?

Use word processed script to create professional videos to explain and inform on a topic

 

 

Computer Science

Individual programming lessons (having a go at new resources for their year group/age appropriate).

Algorithms, predicting what will happen – talking through an algorithm. Using Beebot flashcards for algorithms, algorithms created for e.g. getting up and going to school, making a jam sandwich  - clear, concise and precise, instruction algorithms – children given language to choose from.  Debugging (fixing) problems. Coding programmes with increasing complexity (including ‘if, when’ statements).  More able – introduced to scratch (secured in upper key stage 2).  More advanced coding applications – link with flashcards, writing out the code explicitly. Make simple sprites/characters, complete simple commands for the character to follow -

Lightbot: http://lightbot.com/

Purple Mash: https://2simple.com/purple-mash/

Hour of code: https://hourofcode.com/uk/learn

 

 

 

Computing Upper Key Stage 2.

E-safety and core skills:  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Computer Science (25% of computing curriculum): design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in programs; work with variables and various forms of input and output; use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Digital Literacy and ICT (70% of computing curriculum):  understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration; use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content; select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

https://barefootcas.org.uk

E safety

Internet safety display: CEOP video resources; create a ‘how to be safe online’ presentation; being safe using mobile phones and multimedia devices.  Evaluate effectiveness of school website for promoting e-safety.

 

CEOP website: https://www.ceop.police.uk/safety-centre/

Smart rules: http://www.kidsmart.org.uk/beingsmart/

 http://www.saferinternet.org.uk/

 http://www.chatdanger.com/

http://www.childnet.com/resources/young-people-and-social-networking-sites

 http://www.digizen.org/

Digital literacy and ICT

Searching information, using and refining searches, importing sounds, images and media, creating professional presentations.

Digital Literacy and ICT

Searching for specific images/content.

 Search races, searching for an image in class on internet – who and how will it be found? Refine search criteria etc Show children a very specific image on screen, children ‘race’ each other online to find it using vocabulary in search engines. 

Evaluate effectiveness of school website for target audience.

 

 Search for the same images on different search engines, how/why do they not appear in the same places?

Show children an image, create keywords #hashtags, write a sentence about the picture and group the hashtags together. Are all of the sentences on a similar theme?

Computer science

Scratch

Complete ‘if/when’ statements online.

Debug (fix) programmes/algorithms,

Programmes of increasing complexity.

Starting to write out code using technical coding language.

Focus on writing elaborate algorithms, debugging (fixing) as you go.

Scratch: http://www.code-it.co.uk/csplanning.html

Purple Mash: https://2simple.com/purple-mash/ starting to introduce Scratch.


Primary Languages

French is taught through a topic based approach in Key Stage 2.  The strands covered are speaking, listening, reading and writing.  We use "Rigolo" to support the curriculum as well as using many games and songs.  In addition, the children learn about what it would be like to live in France and look at traditions and cultural similarities and differences.  Children in Year 6 have an opportunity to spend Monday to Friday in France where they are able to use the French skills they have learnt. We have a link with a school in France which is developed particularly with children in years 5 and 6.

Children in EY and Key Stage 1 are taught basic greetings, classroom commands and some numbers (songs and games play a big part).

Year 5/6

 

AUTUMN A

AUTUMN B

SPRING A

SPRING B

SUMMER A

SUMMER B

YEAR A

Rigolo 2

Unit 1: Salut Gustave!

 

 

Early Start 1

14. Brothers and Sisters

Rigolo 2

Unit 2: A l’ecole

 

 

Early Start 2

  1. School
  2. Class objects

     14. School subjects

Rigolo 2

Unit 6: Chez Moi

 

 

Early Start 2

  1. Where I live

Rigolo 2

Unit 8: Les Vetements

 

 

Early Start 2

15. Clothes

Rigolo 2

Unit 10: Les Transports

 

 

No Early Start link

Rigolo 2

Unit 12: On Va Faire la Fete

 

 

Early Start 2

  1. Places in town revision

15. Clothes revision

YEAR B

Rigolo 2

Unit 5: En Vacances

 

 

Early Start 2

9. Euro

7. Weather

Rigolo 2

Unit 7: Le Weekend

 

 

Early Start 2

13. Pastimes

Rigolo 2

Unit 3: La Nourriture

 

 

Early Start 2

11. Bon apetit!

12. Ice-cream

Rigolo 2

Unit 4: En Ville

 

 

 

Early Start 2

  1. Directions
  1. Places in town

6. Time

 

Rigolo 2

Unit 11: Le Sport

 

 

No Early Start link

 

Rigolo 2

Unit 9: Ma Journee

 

 

No Early Start link

Year 3/4

 

AUTUMN A

AUTUMN B

SPRING A

SPRING B

SUMMER A

SUMMER B

YEAR A

Rigolo

Unit 1: Bonjour

 

 

 

Early Start 1

  1. Greetings
  2. Goodbye
  3. Ca va?

6. Numbers 1-12

Rigolo

Unit 4: Les Animaux

 

 

Early Start 1

13. Pets

9. Numbers 13-31

4. Giving someone’s name

Rigolo

Unit 8: Quelle heure est-il?

 

 

No Early Start link

Rigolo

Unit 5: Ma Famille

 

 

Early Start 1

4a Alphabet

Rigolo

Unit 9: Les Fetes

 

 

No Early Start link

Rigolo

Unit 11: On Mange!

 

 

Early Start 1

10. Food likes

YEAR B

Rigolo

Unit 2: En Classe

 

 

Early Start 1

  1. Colours
  2. 7. Ages

Rigolo

Unit 3: Mon Corps

 

 

Early Start 1

11. Days of the week

Rigolo

Unit 6: Bon Anniversaire!

 

 

Early Start 1

8. Months

10. Birthdays

12. Today’s date

Rigolo

Unit 7: Encore!

 

 

 

No Early Start link

Rigolo

Unit 10: Ou vas-tu?

 

 

Early Start

 7. Weather

Rigolo

Unit 12: Le Cirque

 

 

No Early Start link

Art and Design

Through their topic work, the children in Key Stage 1 cover the skills of:

  • using a range of materials creatively to design and make products
  • using drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • developing a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

They do this through planning and making products using different materials; thinking about appearance, shape, colour etc, “decorate” using colour, pattern, texture (aesthetics); drawing; painting; sculpture and looking at the distinctive styles of different artists.

In Key stage 2, the following skills are covered through topic work:

  • developing their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
  • creating sketch books to record their observations and use them to review and revisit ideas
  • improving their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • They also learn about great artists, architects and designers in history

In Years 3 and 4, this is done through painting, drawing (using pencil, pen, charcoal and graphite sticks), using sketch books to record their observations and review and amend their ideas, 3D art and study artists, architects and designers in history.

In Years 5 and 6, this is done through a range of 3D art, using sketch books to record their observations and review and amend their ideas, study artists, architects and designers in history and new arts or crafts such as computer art or textiles.

DT

The children are taught , through a variety of creative and practical activities, the knowledge, understanding and skills needed to engage in an interactive process of designing and making.  They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

In Years 1 and 2, this is done through planning the design of a product based on its use, purpose and appeal using sketches and research; choosing appropriate tools and materials; evaluating it against specific criteria and own products; building and improving a structure and use mechanisms like pulleys and wheels; and learning where food comes from and preparing a healthy, balanced meal.

In Years 3 and 4, they research a product to inform a new design; choose and use the most appropriate tools safely; evaluate own and given products against their criteria; know how to strengthen a product using a range of mechanisms to help the working of a design; know the main food groups and why a healthy diet is important.

In Years 5 and 6, they design a product based on its purpose using sketches and prototypes and explain why a design has been developed; choose and use the most appropriate materials, tools and components safely, making innovative choices to complete a job; seek and act on others opinions to improve a product; know some key designs and designers and why they were important; understand and apply electrical systems to a product; understand and apply computing to product development; understand the seasonality of food and prepare healthy, savoury dishes.

DT is taught through topic work and the activities are linked to the topics being covered each term.

PE

We have Premier Sport who teach 1 lesson a week to all classes.  Class teachers teach an additional lesson each week.  In addition, Years 3, 4 and 5 go to Stowmarket Pool in the Autumn term for swimming lessons (this is instead of the Premier Sport lesson for that term).

Class Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Caterpillars Spatial Awareness Dance Gym Invasion games (Ball games) Athletics

Fielding games

Ladybirds Invasion games (Tag-rugby) Dance Gym Invasion games (Basketball/netball) Athletics Striking and fielding games
Dragonfly     Gym Invasion games (Hockey) Athletics Striking and fielding games
Grasshoppers     Gym Invasion games (Hockey) Athletics Striking and fielding games
Crickets Invasion games (Tag-rugby) Dance Gym Invasion games (Hockey) Athletics Striking and fielding games


Personal, Social and Health Education including Sex and Drug Education and Citizenship

PSHE aims to promote a balance between physical, mental and social well-being by developing the knowledge, skills and attitudes which contribute to the child’s well-being.

Relationships and Sex Education is formally taught in Years 5 and 6, but staff try to answer any simple questions which may arise in a natural, truthful and sympathetic manner, bearing in mind that it is a subject which should be dealt with sensitively. We will include in our teaching sessions help for children to realise that they are able to make choices for themselves about things they do, and things that are done to them. We aim to help children to feel safe and responsible for themselves. We will also deal with matters of behaviour, relationships and friendships through teaching, role play and discussion.

A PSHE theme day will be held each half term, with all children studying the same theme, but the theme being tailored to meet the needs of the children.

Autumn 2

Spring 1

Spring 2

Summer  1

Summer 2

Theme: Feelings

Caterpillars-Sometimes I feel

Ladybirds-How do I feel?

Dragonflies-Difficult feelings

Grasshoppers-Difficult feelings/I have feelings 

Crickets-Dealing with Feelings

 

Theme: Health 

Caterpillars-Healthy foods and medicines to help us

Ladybirds-‘Illness and accidents’ and ‘Diet’

Dragonflies and Grasshoppers-Medicines and other substances

Crickets-Alcohol, tobacco and solvents

Theme: Media 

Caterpillars-‘Television and me’

Ladybirds- ‘Television and me’

Dragonflies-‘Media influence and me’

Grasshoppers-‘Communication and technology’

Crickets- ‘My computer and me’/’Media influence’

 

 

Theme: Careers and work 

Caterpillars- Jobs and what people do

Ladybirds-‘People who help us’

Dragonflies- ‘The local community’

Grasshoppers- ‘The local community’

Crickets-‘Learning and employment’ (World of work)

Theme: Financial capability 

Caterpillars-Shops

Ladybirds- ‘Learning about money’

Dragonflies- ‘Learning about money’

Grasshoppers- ‘Learning about money’

Crickets-‘Learning about money’

Link to enterprise week (DT)

 

Year 5 SRE to be taught while Yr 6 away in France.

Year 6 SRE to be taught separately.

Long Term Plan for Humanities

Year A

Caterpillars

Ladybirds

Dragonflies

Grasshoppers

Crickets

Autumn

Which Queen was the better Queen: Elizabeth I or Queen Victoria?

Oh no! It’s the Gruffalo 

Which Queen was the better Queen: Elizabeth I or Queen Victoria?

Oh no! it’s the Gruffalo 

ANCIENT: What would you find inside a pyramid?

N.AMERICA: What is the sunshine state really like?  

UK: who are Britain’s national parks for? 

Spring

Which inventions do we still use today?

How do we know that dinosaurs existed?

 

Which inventions do we still use today?

How do we know that dinosaurs existed?

SOUTH AMERICA: why are jungles so wet and deserts so dry? 

CHRONOLOGY: How did Roman Invasions change the way people lived, traded and socialised? 

EXTENDED: Crime and Punishment through time- how has crime and punishment changed through history?

Summer

Why do we love being beside the sea so much? 

Why do we love being beside the sea so much?

 

LOCAL COMPARISON: Would you rather live in a town or a village? Walsham or Bury? (Focus on trade)

LOCAL COMPARISON: Would you rather live in a village or town- Walsham or Woodbridge? (focus on rivers)

WORLD COMPARISON: Would you rather live in Arizona or Greenland? 

 

Year B

Caterpillars

Ladybirds

Dragonflies

Grasshoppers

Crickets

Autumn

What might the jolly postman see in Walsham?

 

What might the Jolly Postman see in Walsham?

 

CHRONOLOGY: Would you rather have lived in Stone Age, Bronze Age or Iron Age?

BEYOND 1066: Would you rather grow up during the Victorian era or now?

CHRONOLOGY: Vikings- mad, bad or misunderstood?

Spring

Who was a better nurse: Florence Nightingale or Mary Seacole?

How did the Great Fire change London? 

Who was a better nurse: Florence Nightingale or Mary Seacole?

How did the Great Fire change London?  

EUROPE: If you could buy a one way ticket to Europe, where would it be? 

WORLD: why are mountains so important? 

WORLD: How does the earth show that it is mad?

Summer

Are the Lion King animals happy living in the Savannah? 

Are the Lion King animals happy living in the Savannah? 

BEYOND 1066: Why is Henry 8th one of the most well-known Kings of the past?

CHRONOLOGY: How did Saxon invasions and settlement change life in Britain?

ANCIENT: What did the Mayans ever do for us?

Design Technology

DT is linked to our topics.  The key skills of design, make, evaluate and technical knowledge are covered in both key stages.  Cooking and Nutrition is also taught.  

Music

Music is linked to topic work when possible.  In EYFS and KS1, Music Express is followed.  In lower KS2, the children are taught to read music by learning the recorder.  The Summer Production for Years 3 to 5 covers the singing part of the curriculum, as well as it being ongoing throughout the year.  BBC Seven Pieces is also used.  In Year 5, County Music Service teach flutes to all Year 5 children, which covers singing, music composition and reading music.  In Year 6 this continues with the recorder being taught and music appreciation.  All children in KS2 have the opportunity to learn the violin through a peripatetic teacher, and children from Year 2 upwards can learn the guitar.

The Early Years Foundation Stage

At Walsham le Willows CEVC Primary School we appreciate that the curriculum provided in the Early Years Foundation Stage underpins all future learning.  We aim to provide a rich and stimulating environment and to build on what the children already know and can do.  Through structured play and exploration, we aim to develop children’s personal, social and emotional needs, their physical abilities and their communication and language skills.  The specific areas that are covered are Literacy, Mathematics, Understanding of the World and Expressive Arts and Design.

During the first part of the Autumn Term, the children are thinking about their summer holidays and developing their speaking and listening skills.  After that, they will  be "Getting to Know You."  

The progress of the children is assessed using the nationally required Early Years Foundation Stage Profile.

Homework   

Homework in Years 1 to 6 takes the form of reading activities, learning spellings and maths challenges and particularly in Key Stage 2, work linked to the current topic.  In the Foundation Stage, homework might take the form of learning initial sounds and blends and word games.  Occasionally, practical maths challenges may also be sent home.

We encourage parents to read as widely as possible at home with their children, bearing in mind that reading should be a pleasure and not a chore. Please bear in mind that it is just as important for parents to read to their children and play games with them as it is for the child to read to their parents.  We firmly believe that reading should be seen as a pleasurable activity enjoyed by all.

Older children may also be given a task to do at home to aid their learning or to check that they have understood the work being studied in class. This will not amount to a great deal of work, and adequate time will be given for its completion.

If children in the upper part of the school consistently fail to complete tasks given during the school day, then we shall send the work home to be done under parental supervision.

We also believe that it is good for the children’s development to be involved in activities out of school, such as Church groups, Cubs and Brownies as well as the activities offered as part of our after school sessions. All children benefit from spending time learning skills from parents, and doing things with the family group.

 

 

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