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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.

Below is the link to our long term plan which shows the different genre of text covered each term with examples of the texts we may use.

http://www.walsham.suffolk.dbprimary.com/suffolk/primary/walsham/arenas/website/web?showingTags=true&currentTag=homepage#516529533

 

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.  

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:

Year 1/2

Cycle 1

 

 

 

Autumn 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.

 

*Hectors world - http://www.thinkuknow.co.uk/

 

Autumn 2

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Switching a computer on/off,

Logging on/off,

Saving work,

Printing,

Copy and pasting images/saving images.

Resizing images.

Laptops, Ipads, Word, PowerPoint, Publisher.

Spring 1

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

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

Debug (fix) algorithms where necessary to achieve desired goal.

*Kodable.

Spring 2

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Typing skills, correcting spellings automatically.

Switching on, closing Apps, saving images, downloading and deleting Apps.

Powerpoint, Word, Publisher

Computers/laptops.

Ipads,

 

Summer 1

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Researching for information independently,

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

Emoticons which are used to convey meaning. J L :’( :x :/

Yahoo for kids, kids click,

*internet

Laptops/Ipads

Summer 2

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Researching information independently

Filtering results for specific images and content.

 

 

Cycle 2

 

 

 

Autumn 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.

 

*Hectors world - http://www.thinkuknow.co.uk/

 

Autumn 2

Digital literacy and ICT#

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Word processing and presentation software

Using an Ipad/Ipod/device

Recording sounds, create a video, take a screen shot.

Powerpoint, Word, Publisher

Ipads.

Spring 1

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.

 *Beebots,

Flashcards (premade algorithms),

Flashcards (to write algorithms),

Spring 2

Digital literacy and ICT

Recognise common uses of information technology beyond the classroom.

Using the school website.

Leave a comment on the school website.

Summer 1

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

Researching for information independently,

Creating documents using the internet and publishing software (Word, Publisher, Powerpoint).

Formatting the document appropriately to present information.

Laptops/Ipads

Summer 2

Digital literacy and ICT

use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

 

 

Year 3/4.

Cycle 1

Statutory programmes of study

Ideas

Resources/trips

 

Autumn 1.

 

  1. 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.

 

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

 

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

  1. Internet safety display,

CEOP video resources,

Create a ‘how to be safe online’ presentation using Videolicious App.

Being safe using mobile phones and multimedia devices.

 

 

 

 

 

  1. Predicting what will happen – talking through an algorithm.

 

Flashcards for algorithms  ‘getting up and going to school’ algorithm.

 

Algorithms created for favourite pop songs,

 

Jam sandwich’  - clear, concise and precise instruction ‘algorithms – children given language to choose from.

 

 

CEOP website.

*Smart rules.

 

http://www.saferinternet.org.uk/

 

http://www.chatdanger.com/

 

 

 

 

 

 

 

 

*Beebots

Autumn 2.

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

‘using ICT and exploring it’.

 

*Provide opportunities to explore (the internet).

 

 

 

Spring 1

 

 

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

Alogithms,

Predicting what will happen – talking through an algorithm.

Flashcards for algorithms,

Algorithms created for favourite pop songs,

Jam sandwich’  - clear, concise and precise, instruction ‘algorithms – children given language to choose from

Debugging (fixing) problems.

 

*lightbot

*purple mash

*Hour of code

*Code academy

 

Spring 2

Digital Literacy and ICT

 

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

*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.

*word,

*powerpoint,

*Publisher.

*Using key words to find a given/obscure picture.

 

Summer 1

Digital Literacy and ICT

 

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

Exploring the internet, refining searches.

 

Coding programmes with increasing complexity (including ‘if, when’ statements).

*Purple mash coding.

*Internet

Summer 2.

Digital Literacy and ICT

 

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

Exploring the internet, refining searches.

 

Coding programmes with increasing complexity (including ‘if, when’ statements).

*Purple mash coding.

Cycle 2

Autumn

Spring

Summer

 

Aut

 

  1. 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.

 

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

 

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

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.

 

 

 

 

More advanced coding applications – link with flashcards, writing out the code explicitly.

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/

 

*Smart rules

 

 

 

*lightbot

*purple mash

*Hour of code

*Code academy

 

 

Aut 2

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

Research information on a theme (Carl Linnaeus in Science/topic links)

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.

*Ipads

*Videolicious

 

 

Spring

 

 

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

Create flowcharts for favourite pop songs (algorithms),

 

Talk through each step, predicting the behaviour of code – what effect it will have.

 

Algorithms for simple tasks,

 

Programme another human to do ‘the time warp, make a sandwich’ write algorithms on flashcards, debag and manipulate where necessary.

 

*lightbot

*purple mash

*Hour of code

*Code academy

*Hikatzu app.

*Beebot app.

 

More able – introduced to scratch (secured in upper key stage 2).

Spring 2

Digital Literacy and ICT

 

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

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?

 

http://www.code-it.co.uk/netintsearch.html

 

*purple mash coding.

 

 

Summer 1

 

 

Digital Literacy and ICT

 

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

Research information on a theme (Carl Linnaeus in Science/topic links), focused searches.

Search for appropriate pictures – save, edit, format them.

Word process a script of what you will say in the video.

Use word processed script to create professional videos to explain and inform on a topic (imovie/Videolicious).

*Ipads/Laptops

*Ipads

*Videolicious

Summer 2

Digital Literacy and ICT

 

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

Make simple sprites/characters,

 

Complete simple commands for the character to follow,

 

 

*Purple mash coding

 

  • Moving onto scratch coding (preparing for upper key stage 2).
 

Year 5/6

Cycle 1

 

 

 

Autumn 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.

 

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

 

http://www.digizen.org/

Autumn 2

Digital literacy and ICT

Searching information, using and refining searches

Importing sounds, images and media *into Keytone App.

Creating professional presentations on Keynote

*Keynote app/Ipads

Spring 1

Computer science

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

 

Scratch

Complete ‘if/when’ statements online.

Debug (fix) programmes/algorithms,

Programmes of increasing complexity.

Starting to write out code using technical coding language.

**purple mash – starting to introduce Scratch.

*Hikatzu app.

A.L.E.X app.

*Faulty algorithms which need fixing (on computers and not on computers – flashcards?)

 

Spring 2

Digital Literacy and ICT

 

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

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?

 

*purple mash coding.

Summer 1

Digital literacy and ICT

 

 

Summer 2

Digital literacy and ICT

 

 

 

Cycle 2

 

 

 

Autumn 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.

Year 6 E-safety.

Social media?

Evaluate effectiveness of school website for e-safety.

 

*Take a picture of your teacher, see how far you can send it in the space of your lesson by emailing, sharing it etc...

 

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

 

http://www.digizen.org/

Autumn 2

Digital literacy and ICT

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.

Evaluate effectiveness of school website for target audience,

Children write questionnaire for Mrs McGrow to give to parents,

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?

*internet/school website

 

Spring 1

Computer science

 

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

 

Focus on writing elaborate algorithms, debugging (fixing) as you go. Hikatzu runs both coding bottons and javascript – focus more towards writing the javascript.

*Scratch.

*introduce Hikatzu app and programming language/javascript.

A.L.E.X app.

Faulty algorithms which need fixing (on computers and not on computers – flashcards?)

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

Spring 2

Digital literacy and ICT

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

 

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

Summer 1

Digital literacy and ICT

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

Writing out code using technical coding language.

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

Summer 2

Digital literacy and ICT

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

Writing out code using technical coding language.

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

 

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 imaginatio
  • 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

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

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

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

Why do we love being beside the sea so much? 

Why do we love being beside the sea so much? 

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

Which inventions do we still use today?

Which inventions do we still use today?

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? 

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

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.  

 

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.