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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 http://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.

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

Year A (2019/2020)

Year B (2018/2019)

Year A (2019/2020)

Year B (2018/2019)

Every year  (2018/2019)

Autumn term KS2

Rocks and Soils (year 3)

Sound (year 4)

 

Autumn term KS2

Light (year 3)

Forces and magnets (year 3)

 

Autumn term KS2

Sound (year 4)

States of matter (year 4)

 

 

Autumn term KS2

Forces (year 5)

Electricity (year 4)

 

Autumn term KS2

Evolutions and Inheritance

Electricity (short revision unit linked to topic work)

 

Spring term KS2

States of matter (year 4)

Plants (year 3)

Eco-schools (short unit)

 

Spring term KS2

Space week

Electricity (year 4)

Eco-schools (short unit)

 

Spring term KS2

Properties and changes of materials (year 5)

Eco-schools (short unit)

 

Spring term KS2

Space week linked to

Earth and Space (year 5)

Eco-schools (short unit)

 

Spring term KS2

Light

Space week (every other year)

Eco-schools (short unit)

Summer Term KS2

Animals, including humans (year 3 and 4 units)

Living things and their habitats (year 4)

 

 

 

 

Summer Term KS2

Animals, including humans (year 3 and year 4 units)

Living things and their habitats (year 4)

 

 

 

Summer Term KS2

Living things and their habitats (year 4 and year 5 units)

Animals, including humans (year 4 and year 5 units)

 

 

Summer Term KS2

Living things and their habitats (year 4 and year 5 units)

Animals, including humans (year 4 and year 5 units)

 

 

Summer Term KS2

Living things and their habitats

Animals, including humans

 

 

Year 1

Plants

Animals including humans

Everyday materials

Seasonal changes (ongoing, throughout the year)

 

Year 2 

Plants

Animals including humans

Uses of everyday materials

Living things and their habitats

 

RE Yearly Overview (Updated January 2018)

Year A

Class/Term

Autumn

Spring

Summer

Caterpillars

EYFS

Christianity: What makes every single person unique?

Why do Christians perform nativity plays?

Christianity: How can we help other when they need it?

Why do Christians put a cross in an Easter garden?

Christianity: How can we care for our wonderful world?

Why is the word ‘God’ so important to Christians?

Ladybirds

Year 1 and Year 2

Christianity: Why was Jesus given the name saviour?

Judaism: Teshuvah

 

Christianity: What did Jesus teach about God in his parables?

Islam: Compassion

 

Christianity: How does celebrating Pentecost remind Christians that God is always with them?

Judaism: Mitzvot

Dragonflies

 

Years 3/4

Christianity: Mission

 

Hinduism: Karma

 

Christianity:  Why are good stewardship and generous giving important for every Christian?

 

Christianity: Salvation

 

Sikhism: Guru

 

Grasshopper

 

Years 4/5

Christianity: Gospel

 

Islam: Revelation

 

Christianity: How do ‘Heroes of Faith’ encourage Christians today?

 

Christianity: Why do Christians think being a pilgrim is a good analogy for life itself? (pilgrim’s progress)

 

Sikhism: Equality

 

Crickets

 

Year 6

Christianity: Incarnation

 

Islam: Tawheed

 

Christianity:  How do Christians capture the mystery of God as Trinity?

 

 

Judaism: Holiness

 

Buddhism: Refuge

 

 

Year B

Class/Term

Autumn

Spring

Summer

Caterpillars

EYFS

Christianity: What makes every single person unique?

Why do Christians perform nativity plays?

Christianity: How can we help other when they need it?

Why do Christians put a cross in an Easter garden?

Christianity: How can we care for our wonderful world?

Why is the word ‘God’ so important to Christians?

Ladybirds

Year 1 and Year 2

Christianity: Why do Christians pray to God and worship him?

Judaism: Tefillah

Christianity: Why do Christians trust Jesus and follow him?

What are the best symbols of Jesus’ death and resurrection?

Christianity: Why is belonging to God and the church family important to Christians?

Judaism: Torah

Dragonflies

 

Years 3/4

Christianity: Reconciliation

 

Judaism: Covenant

Christianity: Sacrifice

 

Christianity: Kingdom of God

 

Islam: Submission

Grasshoppers

 

Years 4/5

Christianity:  Why do Christians call themselves the ‘Body of Christ’? 

 

Islam: Prophethood

 

Christianity: Eucharist

 

Christianity: Why do Christians think being a pilgrim is a good analogy for life itself? (places)

 

Hinduism: Dharma

Crickets

 

Year 6

Christianity: When Christians need real wisdom where do they look for it?

 

 

Buddhism: Enlightenment

Christianity: Resurrection

 

 

Hinduism: Moksha or Hinduism: Brahman

Humanism: Happiness

 

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 Curriculum Plans

Caterpillar Class - Early Years and Year 1

 

 

Year A

Year B

EYFS/

YR 1

Autumn

Spring

Summer

Autumn

Spring

Summer

Understanding the World (UTW)

History

Toys

Changes within living memory.

 

Interview Staff, Parents and Grandparents about their childhoods.

Travel and Transport

Events beyond living memory.

 

Timeline work of changes in ways to travel and transport.

Maharajah Duleep Singh

Local history

 

How did the Maharajah live?

Explorers  Neil Armstrong(1969) Captain Scott of the Antarctic (1912)

Christopher Columbus (1492)

Compare life in different periods.

Great Fire of London

Events beyond living memory.

 

Life in London in 1666

Grace Darling (1838)

Significant individual.

First lifeboat, 4th March 1824.

Titanic (1912)

Understanding the World(UTW)

 

Geography

NB Mapping work is ongoing across the year linked to topics

Local Area

Location, East of England.

Fieldwork

China - UK and small area on non-European country

Safari – UK and small area on non-European country (Kenya)

Hot and Cold Places

Name and locate 7 continents and 5 oceans,

Human and physical – vocab, weather & location.

London (Locational knowledge – capital cities)

 

Landmarks, aerial photos, posters.

Seaside

Geographical vocab, human features e.g. cliffs, harbour, port

 

 

 

 

 

 

 

Literacy

English

NB Poems used across the year as starters to genres.

 

Traditional Tales:

Goldilocks,

Narrative:

Dogger Shirley Hughes

Explanation: Non-fiction writing to explain how their toy works.

Instructions

 

Narrative

Mr Gumpy Stories John Burningham/ Mrs Armitage Quentin Blake

Explanation:

A Journey through Transport Chris Oxlade

 

Information Texts.

Instructions

How to catch a Star Oliver Jeffers

Narrative: Whatever Next Jill Murphy

Recount

Lost and Found Oliver Jeffers.

 

 

Recount

Vlad and the Great Fire of London/Toby and the G Fof L.

Poetry: All aboard the London Bus by Patricia Toht.

Information Texts.

 

 

 

 

 

 

Narrative

Lighthouse Keeper books Ronda and David Armitage.

 

 

Instructions

How to find a Gruffalo

Narrative

The Magic Paintbrush

Julia Donaldson

Stories from other Cultures

Handa Stories Eileen Brown

 

Stories from other Cultures:

We’re going on a Lion Hunt David Axel

 

Information:

Katie in London

James Mayhew

Narrative:

Sharing a Shell Julia Donaldson/ Lydia Monks

Lucy and Tom at the seaside Shirley Hughes

 

Explanation:

Dinosaurs and Fossils

Stone Girl/Bone Girl Mary Anning

Maths

GEOMETRY: SHAPE – Toys. Identify different shapes that have been used in favourite/ popular toys. Y1. Recognise and name common 2D/3D shapes. 

.

 

MEASUREMENT – Travel and Transport. Journey times/ journey stages.

The Hundred Decker Bus by Mike Smith.

MEASUREMENT – China. Build a model of the Great Wall of China.

NUMBER/

STATISTICS – Safari.

Places, people, wildlife, weather, food, etc. on the safari route.

 

The Skies above my Eyes by Charlotte Guillain and Yuval Zommer.

MEASUREMENT – Explorers.

Great Fire of London

Sizes and Shapes

GEOMETRY: POSITION AND DIRECTION – Grace Darling.

 

MEASUREMENT – Seaside. Buying an ice cream.

.

NUMBER/

STATISTICS – Seaside. What would you find in a rock pool?

 

 

 

Understanding the World

Science

 

 

NB Seasonal changes and plants ongoing and linked to topics.

 Materials

 

Animals inc. Humans

My body

Living things and habitats. Lila and the secret of rain by David Conway and Jude Daly. (Set in Kenya about a drought affecting people, plants and animals.

Materials.

Tree: Seasons Come; Seasons Go by Patricia Hegarty and Britta Teckentrup.

Animals including. humans

Living things and habitats.

Expressive Arts and Design  EAD

 

Art

Artists and Illustrators

L.S Lowry

Chinese Art

 

 

 

Paul Klee

Henry Rousseau

Vincent Van Gogh

William Morris

Michelle Reader

Barbara Hepworth

Sea Side Art

 

 

 

 

 

 

 

Expressive Arts and Design 

 

DT

Inventing a new toy

 

Designing a house

Designing a Vehicle

 

 

World Food

 

 

 

 

Colours and clothes

 

 

Fact Files of

Safari Animals

The journey of a comet.

 

World Food.

How are homes made?

 

Living Walls.

Fossils.

 

 

Seaside in a box

Treasure Maps

Understanding the World  - Technology

 

Computing

Using Technology

 

 

Computer Science

E-Safety

 

 

 

 

Research for Fact Files

 

Digital Literacy and ICT

 

 

 

 

 

 

 

Using Technology

 

 

Computer Science

 

E-Safety

Research about dinosaurs

 

Digital Literacy and  ICT

 

 

 

Ladybird Class – Years 1 and 2

 

Year A

Year B

 

Autumn

Spring

Summer

Autumn

Spring

Summer

History

Toys

Changes within living memory.

Travel and Transport

Events beyond living memory.

 

 

Maharajah Duleep Singh

Local history

 

 

 

Explorers  Neil Armstrong (1969)/ Captain Scott of the Antarctic (1912

 

Great Fire of London

Events beyond living memory.

 

Grace Darling (1838)

Significant individual.

First lifeboat, 4th March 1824.

Titanic (1912)?

Geog

Mapping work is ongoing across the year linked to topics

Local Area

Locational, East of England.

fieldwork

China - UK and small area on non-European country

Safari – UK and small area on non-European country (Kenya)

Deserts

Hot/cold,

Name and locate 7 continents and 5 oceans,

Human and physical – vocab, weather & location.

London (Locational knowledge – capital cities)

 

Landmarks, aerial photos.

Seaside

Geographical vocab, human features e.g. cliffs, harbour, port

English

.

Report:

 

Traditional Tales:

 

Explanations: Non-fiction writing to explain how their toy works.

Instructions:

 

Poetry: Emma Jane’s Aeroplane.

 

Transport calligrams.

 

Narrative:

Stories from other cultures:

 

 

 

 

Instructions:

.

Narrative:

.

Recount.

 

 

 

.

Poetry: All aboard the London Bus by Patricia Toht.

 

Information Texts.

 

 

Lighthouse Keeper books

 

At the Beach by Roland Harvey (postcards)

 

A First Book of the Sea by Nicola Davies and Emily Sutton

(Poetry/Science/Art)

 

Maths

GEOMETRY: SHAPE – Toys. Identify different shapes that have been used in favourite/ popular toys. Y1. Recognise and name common 2D/3D shapes.  Y2. Identify and describe properties of 2D and 3D shapes. Compare and sort common 2D and 3D shapes and everyday objects.  NUMBER: Counting – China. 0-10 in Mandarin. Y1. Count, read and write numbers in numerals and words.  Y2. Compare and order numbers.  MEASUREMENT – China. Build a model of the Great Wall of China. Y1. Compare, describe and solve practical problems for lengths. Measure and begin to record lengths. Y2. Choose and use standard units to estimate and measure length.

 

MEASUREMENT – Travel and Transport. Journey times/ journey stages.

The Hundred Decker Bus by Mike Smith.

Y1. Measure time (hours, minutes, and seconds). Sequence events in chronological order. Recognise and use language relating to dates.

Y2. Compare and sequence intervals of time.

- Arrival and departure times

Y1. Tell the time to the hour and half past the hour.

Y2. Tell and write the time to 5 minutes.

- Buying travel tickets

Y1. Recognise and know the value of different notes and coins.

Y2. Recognise and use the symbols for pounds and pence. Find different combinations of coins that equal the same amounts of money. Solve simple problems in a practical context involving addition and subtraction of money.

NUMBER/STATISTICS – Safari.

Places, people, wildlife, weather, food, etc. on the safari route.

Y1. All counting and place value objectives, but specifically - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Y2. Interpret and construct pictograms, tally charts, block diagrams and tables.

MEASUREMENT – Explorers. Calculating and comparing distances between locations (and temperatures?).

Y1. Compare, describe and

solve practical problems for lengths. Measure and begin to record lengths.

Y2. Choose and use standard units to estimate and measure length and temperatures. Compare and order lengths. 

 

Great Fire of London -Various maths-based tasks in document link:

http://www.ashmountprimaryschool.co.uk/wp-content/uploads/2016/05/Yr2-Autumn-1-Maths_Londons-Burning.pdf

GEOMETRY: POSITION AND DIRECTION – Grace Darling. Plot safe route for the steamship.

Y1/2. Describe position, direction and movement.

 

MEASUREMENT – Seaside. Buying an ice cream.

Y1. Recognise and know the value of different notes and coins.

Y2. Recognise and use the symbols for pounds and pence. Find different combinations of coins that equal the same amounts of money. Solve simple problems in a practical context involving addition and subtraction of money, including giving change.

NUMBER/STATISTICS – Seaside. What would you find in a rock pool?

Y1. All counting and place value objectives, but specifically - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Y2. Interpret and construct

Science

 

Seasonal changes and plants

 

On-going and linked to topics.

 

Materials

 

 

Animals Inc. Humans

Living things and habitats.Lila and the secret of rain by David Conway and Jude Daly. (Set in Kenya about a drought affecting people, plants and animals.

Materials.

 

 

Animals Inc. Humans

Living things and habitats.

Art

*Drawing, painting, 3D, printing and collage and textiles has to happen throughout both years.*

 

 

Van Gogh – Sunflowers.

Leonardo Da Vinci – flying machines etc.

 

 

 

Edward Tingatinga

 

(and subsequent Tinga Tinga African art)

 

 

 

Colour mixing.

Different art techniques, e.g. how to use a paintbrush correctly.

 

 

 

 

 

 

 

 

 

Printmaking – cityscapes.

 

Hundertwasser (houses etc.)

Georges Seurat (Pointillism)

DT

 

Design,

Make, Evaluate and Technical Knowledge is on-going.

Make a toy/pop-up card.

Evaluate.

Design a new mode of transport.

Make food from other cultures

Technical knowledge – make a boat (lost and Found). Explore how to

make it stronger and more stable.

Design (sketch), make and evaluate the Hundertwasser houses.

Running/cross stitch to create a seascape.

Computing

 

Digital Literacy, ICT and Computer Science

skills taught throughout the year, cross curricular where possible.

 

 

 

 

E-Safety, 11th February 2020.

 

 

 

PE, French, RE, PSHE separate topics

Years 3 and 4 - Dragonfly Class

Dragonfly Class

 

Y

ear A (2020/21

)

Year B (2019/20)

 

Autumn

Spring

Summer

Autumn

Spring

Summer

History

Anglo Saxons

Ancient Sumer

Stone Age

Victorians

Ancient Egypt

Bury St

Edmunds

(Local History)

Geography

Mapping work is ongoing across the year linked to topics

Extreme Earth

Land Use and Settlements

Rainforest

Where on

Earth are we?

Rivers and the water cycle

One way ticket to Europe

English

Myths

Beowulf

Newspaper reports Poetry

Nonchronological reports

Adventure

Stories

Stories set in an imaginary world

Instructions

Persuasive writing (Deforestation

)

Stories from other cultures (Tiger Child,

How Rabbit

Stole

Fire,Tiddalik,

Anansi the

Spider) Stories with a theme/raise isues and dilemmas

(Stone Girl

Bone Girl)

Explanations

(The Water

Cycle)

Myths and

Legends

Nonchronological reports

(Bee)

Play scripts

Poetry

Maths

 

Problem solving with different number systems

 

Measure Data

 

Problem solving with different number systems

Science

Light

Forces and magnets

Electricity

Eco-schools

(short unit)

Animals, including humans

Living things and their habitats

Sound

Rocks

Eco-Schools

(water)

States of matter

Plants

Animals, including humans

Living things and their habitats

Art

Clay

 

 

Aboriginal Art

 

 

DT

 

Healthy snacks

 

Musical instrument

 

 

Computing

Digital Literacy and ICT

E-safety and core skills

Computer Science

Digital Literacy and ICT

E-safety and core skills

Computer Science

PE, French, RE,  PSHE separate topics

Years 4 and 5 - Grasshopper Class

 

Year A (2019/2020)

 

Autumn

Spring

Summer

History

Indus Valley

Romans- Colchester Castle

Vikings- get a Viking workshop day

Geography

Mapping work is ongoing across the year linked to topics

Trade and Economics

 

Natural Resources (Link to ECO and Global Warning – minerals and water e.g. gold rush, opal mining, drought, floods) AUSTRALIA

Comparison of UK and European Country

English

Explanation texts on SPACE, describing settings based on SPACE

Suspense stories (Mesopotamia/Indus Valley)- Varjak Paw.

 Non-Chronological reports- Indus Valley

Persuasive text on visiting Australia.

Riddles on Australian animals. 

 

 

Roman myths- Romulus and Remus

 

Dum Spiro (literacy shed)

Poetry- Viking Cinquains.

Recount- diary by a Viking.

 

Instructions- recipe for European food.

 

Maths

 

 

 

Science

Earth and Space

States of Matter

Animals inc humans

Sound

Living things and their habitats

Eco

Art

Space art

Aboriginal art

Roman mosaics, Clay artefacts.

Viking ship art

European artist study

DT

Sewing- Christmas decoration

Musical instruments using recycled materials (ECO/Science link)

Food tech- make something from European country study (link to recipe).

Computing

Esafety

Computational thinking and creativity - how the internet works, main internet developments, key people, TED talk (ideas worth spreading)

Animations – link to Romans

Powerpoint – interactive adventures (link to Romans)

Programming – chatterbots and game makers

Applying skills – design a Viking character. Selecting software and using skills learned to present ideas.

 

 Year 6

 

Cricket Class Curriculum Plan

 

Autumn

Spring

Summer

History

Crime and Punishment (incl. Local History)

Social change in the 20th century: WW2 and the Holocaust, Civil Rights in the USA, Votes for Women

Mayans

Geography

Mapping work is ongoing across the year linked to topics

Global Trade and Fairtrade

Rivers and Coasts

UK and South America comparison

English

Poetry

Diary/recount

Narrative

Persuasive speech/letter

 

Poetry

Explanation

Biography

Discussion

 

Non-chronological report

Poetry

Narrative

Newspaper report

Maths

Statistics

Solving problems with money

World time zones

Ratio (linked to cooking)

Scaling (mapwork, river lengths)

Measurements (rivers)

Statistics

2D/3D shape (masks)

Science

Living Things and their Habitats

Light

The Water Cycle

Electricity

Animals including humans

Evolution and Inheritance

Art

Observational drawing

3D sculpture (names)

Painting with acrylics

Observational drawing

Lino tile printing of famous people’s portraits (biographies)

Observational drawing

Drawing, pastels, watercolour – creating an ultimate survivor (science)

DT

Where our food comes from – seasonality etc.

Cooking with Fairtrade products

Christmas lanterns (light)

Electronics (focus TBC)

Mayan masks

Mayan recipes (cooking)

Computing

Spreadsheets - budget for a Fairtrade bake sale or coffee morning

Programming (Adastral Park)

Databases – information about world rivers

Programming (circuits)

Multimedia presentations/PPTs – news bulletins

Publisher – travel guides

 

PE, French, RE,  PSHE separate topics

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  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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