Transcript Greenmount Primary School

Greenmount Primary School
Our Curriculum
Our aim is to provide a creative, exciting and engaging
curriculum which will enable our children to gain the necessary
knowledge, skills and understanding to develop as educated,
well-balanced citizens in our ever-changing world.
There are two routes through this curriculum document:
ROUTE 1 - an outline of the topics covered each term or half term
ROUTE 2 – a detailed overview of each subject and the knowledge, skills and understanding to be
taught in each year group
ROUTE 3 – a description of how we assess children’s progress, focussing on English and Maths
Click to follow ROUTE 1
Click to follow ROUTE 2
Click to follow ROUTE 3
Last updated: 11/11/14
Greenmount Primary School
Reception, Year 1 and Year 2
Years 3, 4, 5 and 6
Because our infant classes are a mix of year groups,
our curriculum is planned on a two-year cycle.
1st half of
Autumn Term
2nd half of
Autumn Term
1st half of
Spring Term
2nd half of
Spring Term
1st half of
Summer Term
2nd half of
Summer Term
Marvellous,
Magical Me !
Out of this world
Dinosaurs and all
that rubbish
Time Detectives
Pirates
Hooray, horray
it’s the holi ….
holidays !
Reception
Reception
Reception
Reception
Reception
Reception
Years 1 and 2
Years 1 and 2
Years 1 and 2
Years 1 and 2
Years 1 and 2
Years 1 and 2
Click on the Year Group(s) to find out more
Because our infant classes are a mix of year groups,
our curriculum is planned on a two-year cycle.
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Personal, Social and Emotional Development
• Understanding of the World
• Mathematics
The children will have a variety of opportunities to find out about themselves, their
friends, families and pets through observation, measuring and data collection. They
will begin to understand how best they can look after themselves and others.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year A – 1st half of Autumn Term
Writing
Mathematics
Science
Computing
Stories with a familiar setting &
patterned language
Recounts – personal experiences
Historical recounts / reports
Poetry (Y1)
Diary (Y2)
Follow route 2
Naming parts of the body
Senses
Animal offspring
Exercise, healthy diet and hygiene
Year 1
Text and Multimedia
Year 2
Text and Multimedia
History
Geography
Art and Design
Design Technology
Changes in our own lives – toys,
skills
Schools in the past – Victorian
schooldays
The Old Village School
Routes travelled to school
Self Portraits 2D to 3D
Painting / Sculpture / Collage
Artists:
Reception - Picasso
Y1 and Y1/2 – René Magritte
Y2 – Man Ray
None in this topic
Physical Education
Music
Religious Education
PSHE
Warm up games
Year 1
Sounds Interesting
Year 1
Harvest (whole school theme)
Expressions of belonging
Year 2
Harvest (whole school theme)
Judaism: Torah and Shabbat
Year 1
Anti-bullying & Internet Safety
Lacrosse – cradling, running with
ball, catching, scooping
Year 2
The Long and Short of it
Years 1 and 2 : Year A – 1st half of Autumn Term
Year 2
Anti bullying & Internet Safety
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Personal, Social and Emotional Development
• Understanding of the World
The children will have the opportunity to find out about the seasons, the weather
and our place in the world. They will explore their own imaginations through work
on “outer space”.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year A – 2nd half of Autumn Term
Writing
Mathematics
Science
Computing
Stories from fantasy worlds
Descriptive writing
Non chronological reports with
diagrams
Instructions with diagrams
Follow route 2
Forces and movement
Pushes and pulls
Seasons and seasonal changes
Weather patterns
Natural light
Year 1
Computer Science
Year 2
Visual Media
History
Geography
Art and Design
Design Technology
Events beyond living memory that
are significant nationally or globally
(the first men in space / man on the
Moon)
The lives of significant individuals –
Neil Armstrong
Seasonal and daily weather patterns
in the UK
Locating hot/cold countries
Equator/North pole / South pole
Key physical features
Simple maps and aerial photos
Seasonal art
Collage
Sewing / weaving
Drawing / painting
Printing
Design a Space / Moon Buggy
Reception – fixed wheels on box
Year 1 – axle with wheels through
box
Year 2 – framework for buggy with
axles
Physical Education
Music
Religious Education
PSHE
Athletics – Javelin, standing long
jump, hurdles, relay races and
running games
Year 1
The Long and Short of it
Year 1
Expressions of Belonging
Christmas
Year 2
Judaism: Torah and Shabbat
Hannukah
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Feel the Pulse
Years 1 and 2 : Year A – 2nd half of Autumn Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Creative Development
• Communication, Language and Literacy
• Personal, Social and Emotional Development
The children will begin to develop their understanding of materials and how they can
be used or recycled. They will reflect their understanding of colour, textures and
shapes in the creation of models and structures from a range of different materials
and use these in their role play and small world play.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year A – 1st half of Spring Term
Writing
Mathematics
Science
Computing
Information books
Fact files
Poetry
Riddles
Descriptive Writing
Follow route 2
Growing seeds and bulbs
How to keep plants healthy
Living/dead/never been alive
Habitats – variation
Year 1
Text and multimedia
Year 2
Computer Science
History
Geography
Art and Design
Design Technology
Events beyond living memory with
global/national significance –
dinosaur discoveries
Compass directions
Location of features and routes on
maps
Sculpture – recycled materials
Printings / rubbings – texture and
pattern
Designing and creating dinosaurs
from recyclable materials
Physical Education
Music
Religious Education
PSHE
Ball skills (hands and feet) – passing,
catching, throwing, kicking, shooting
Ball games and relays
Year 1
Feel the Pulse
Year 1
Expressions of belonging
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Taking Off
Year 2
Judaism: Torah and Shabbat
Judaism: Beliefs and Practices
Years 1 and 2 : Year A – 1st half of Spring Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Mathematics
• Understanding of the World
The children will explore differences in their own lives and those of their parents and
grandparents; they will explore how life has changed. They will explore the local
area, how it has changes and how it is still changing.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
In addition, we celebrate the May Festival this term with a focus on physical and
creative development through our learning of traditional maypole dances.
Reception : Year A – 2nd half of Spring Term
Writing
Mathematics
Science
Computing
Year 1 – Traditional Tales
Year 2 – Stories from Fantasy Worlds
Reports
Explanations
Tour guide leaflet
Labelling artefacts
Follow route 2
Everyday materials – familiar objects
Properties of common materials –
sorting and classifying
Changing materials
Electricity – homes in the past
Year 1
Information Technology
Year 2
Computer Science
History
Geography
Art and Design
Design Technology
Significant local person and historical
event – Robert Peel
Queen Victoria – work, leisure, life,
houses
Changes to village in living memory
Traditional playground games
Key features of Greenmount village
and local area
Simple fieldwork around school and
surrounding area
Reception – colour mixing / painting
Year 1 and Year 2 – drawing skills –
line, shape, form and space; sewing
samplers
Year 1 – Collage
Year 2 - Clay
None covered in this topic
Physical Education
Music
Religious Education
PSHE
Introduction to Tag Rugby – tackling,
running with the ball, passing, try
scoring
Simple games using rugby balls
Year 1
Taking Off
Year 1
Christian Beliefs and Practices
Easter
Year 2
Judaism: Beliefs and Practices
Easter
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
What’s the Score ?
Years 1 and 2 : Year A – 2nd half of Spring Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Mathematics
• Understanding of the World
• Physical Development
• Expressive Arts and Design
Children will visit the local area, constructing their own familiar journeys and
adventures as simple maps in 2D and 3D. Children will talk about and describe their
movements for programmable toys and others to follow. They will design and make
boats and shelters.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year A – 1st half of Summer Term
Writing
Mathematics
Science
Computing
Instructions
Y1 Stories by the same author
Y2 Adventure stories
Diaries
Descriptions
Follow route 2
Growing seeds and bulbs
How to keep plants healthy
Forces – floating and sinking
Identifying an naming wild
plants/trees
Structure of plants and trees
Year 1
Sounds
Year 2
Information Technology
History
Geography
Art and Design
Design Technology
Infamous pirates from the past
Maps, atlases, globes
Aerial photos
UK capitals and countries
7 continents and 5 oceans
Simple maps with symbols
Artists, sculptors and designers
Colour mixing
Painting seascapes
Natural Art
Designing, making and evaluating
boats/rafts and shelters
Physical Education
Music
Religious Education
PSHE
Small sided games, team games and
relay races involving:
Bean bags, quoits, lacrosse, rugby,
football, cricket
Year 1
What’s the Score ?
Year 1
Teaching through stories
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Rain, Rain, Go Away
Year 2
Judaism: Beliefs and Practices
Years 1 and 2 : Year A – 1st half of Summer Term
Pirate shelter challenge
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Understanding of the World
• Communication, Language and Literacy
Children will begin to develop an awareness of different countries through food and
holiday destinations. They will create and recreate imaginary and real life
experiences through role play and small world activities.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year A – 2nd half of Summer Term
Writing
Mathematics
Science
Computing
Poetry
Diaries
Postcards
Explanations, including diagrams
Follow route 2
Growing seeds and bulbs
How to keep plants healthy
Forces – floating and sinking
Identifying an naming wild
plants/trees
Structure of plants and trees
Year 1
Visual Media
Year 2
Information Technology
History
Geography
Art and Design
Design Technology
Seaside holidays in the past
- Grandparents
- Victorians
Geographical vocabulary
Human features
A contrasting non-European country
Artists, sculptors and designers
Colour, pattern and texture in
weaving / textiles
Summer picnic food – made with
some home grown produce
Physical Education
Music
Religious Education
PSHE
Athletics – javelin, triple jump, long
jump, relay races
Year 1
Rain, Rain, Go away
Year 1
Introduction to the Bible through
stories and characters
Year 2
Ideas about God in Christianity and
Judaism
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Sounds Interesting
Years 1 and 2 : Year A – 2nd half of Summer Term
For information on specific objectives, follow ROUTE 2
1st half of
Autumn Term
2nd half of
Autumn Term
1st half of
Spring Term
2nd half of
Spring Term
Summer Term
Fighting Fit
Let’s Celebrate
The Magic
Toymaker
Superheroes
Features and Creatures
Reception
Reception
Reception
Reception
Reception
Years 1 and 2
Years 1 and 2
Years 1 and 2
Years 1 and 2
Years 1 and 2
Click on the Year Group(s) to find out more
Because our infant classes are a mix of year groups,
our curriculum is planned on a two-year cycle.
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Personal, Social and Emotional Development
• Understanding of the World
• Mathematics
Children will have a variety of opportunities to find out about themselves, their
friends and their family through observation, measuring and data collection. They
will begin to understand how best they can keep themselves fit and healthy.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year B – 1st half of Autumn Term
Writing
Mathematics
Science
Computing
Stories with a familiar setting
Stories with patterned language
Instructions
Recounts – diaries and letters
Follow route 2
Identify part of the body
Senses
Humans as animals – life cycle, basic
needs; how to keep fighting fit
Year 1
Text and Multimedia
Year 2
Text and Multimedia
History
Geography
Art and Design
Design Technology
Lives of significant people in the past
who have contributed to national
and international achievements:
Mary Secole; Florence Nightingale;
Louis Pasteur; Hellen Keller; Louis
Braille
Florence’s journey
Drawing – light, shade and tone
Observational drawing
Rubbings – texture and pattern
Reception – Andy Goldsworthy
Y1 and Y1/2 – Archimbaldo
Y2 Carl Warner
Evaluating, designing, making and
re-evaluating fruit kebabs,
smoothies and salads
Physical Education
Music
Religious Education
PSHE
Warm up games
Year 1
Sounds Interesting
Year 1
Harvest (whole school theme)
Expressions of belonging
Year 2
Harvest (whole school theme)
Judaism: Torah and Shabbat
Year 1
Anti-bullying & Internet Safety
Lacrosse – cradling, running with
ball, catching, scooping
Year 2
The Long and Short of it
Years 1 and 2 : Year B – 1st half of Autumn Term
Year 2
Anti bullying & Internet Safety
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Personal, Social and Emotional Development
• Understanding of the World
• Physical Development
Children will explore light and dark, including night time & nocturnal animals and
seasonal celebrations. Children will also explore different cultures and beliefs
through the celebration of key festivals using music and movement to express
thoughts and feelings at these special times.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year B – 2nd half of Autumn Term
Writing
Mathematics
Science
Computing
Reports
Poetry
Historical recounts
Follow route 2
Seasonal changes
Movement of the sun across the sky
Changes in the length of the day
Weather
Nocturnal animals
Light and dark
Reception
Keyboard and mouse skills
Year 1
Computer Science
Year 2
Visual Media
History
Geography
Art and Design
Design Technology
Events beyond living memory e.g.
Diwali
Bonfire Night
Remembrance Day
Christingle
Landmarks in London
Christmas around the world
Identifying these places on world
maps
Painting / chalk Rangoli patterns
Sculpture – Diwali pots
Collage – bonfire night / fireworks
Seasonal Christmas art
Christmas food in other countries
Physical Education
Music
Religious Education
PSHE
Athletics – Javelin, standing long
jump, hurdles, relay races and
running games
Year 1
The Long and Short of it
Year 1
Expressions of Belonging
Christmas
Year 2
Judaism: Torah and Shabbat
Hannukah
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Feel the Pulse
Years 1 and 2 : Year B – 2nd half of Autumn Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Expressive Arts and Design
• Understanding of the World
• Physical Development
Children will investigate, compare, control and construct a wide range of toys and
replicate their findings in their own large scale movements during dance. They will
help plan a teddy bears’ picnic and help hunt for lost toys
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year B – 1st half of Spring Term
Writing
Mathematics
Science
Computing
Stories set in fantasy worlds
Instructions
Riddles
Reports
Explanations
Follow route 2
Movement – forces: pushes and
pulls; speeding up and slowing down
Investigating magnetic and
clockwork toys
Materials – what are toys made
from?
Year 1
Text and multimedia
Year 2
Computer Science
History
Geography
Art and Design
Design Technology
Investigating and comparing toys
from the present and the past
Interviewing grandparents
How teddy bears came to be toys
Lives of significant individuals who
invented toys
Toys from other countries
Locate these countries on world map
None covered in this topic
Famous puppet makers
Evaluating, designing, making and
re-evaluating puppets
Physical Education
Music
Religious Education
PSHE
Ball skills (hands and feet) – passing,
catching, throwing, kicking, shooting
Ball games and relays
Year 1
Feel the Pulse
Year 1
Expressions of belonging
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
Taking Off
Year 2
Judaism: Torah and Shabbat
Judaism: Beliefs and Practices
Years 1 and 2 : Year B – 1st half of Spring Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Expressive Arts and Design
• Understanding of the World
• Mathematics
The children will explore the fantasy world of superhero play. They will design and
make costumes including masks and gadgets for their own Superhero Ted. They will
find out about real life superheroes and take part in a superhero catwalk.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
In addition, we celebrate the May Festival this term with a focus on physical and
creative development through our learning of traditional maypole dances.
Reception : Year B – 2nd half of Spring Term
Writing
Mathematics
Science
Computing
Stories set in fantasy worlds
Instructions
Riddles
Repots
Explanations
Follow route 2
Everyday materials – familiar objects
Properties of common materials –
sorting and classifying
Changing materials
Year 1
Information Technology
Year 2
Computer Science
History
Geography
Art and Design
Design Technology
Events beyond living memory –
Great Fire of London
Lives of significant individuals:
Reception: Nurses/Doctors;
Reception/Y1: Firemen; Y1/2 Grace
Darling; Y2 - ***
None covered in this topic
Textiles and materials
Ti-dye
Superhero masks, cuffs and t-shirts
Collage
Clay
Teddy challenge
Physical Education
Music
Religious Education
PSHE
Introduction to Tag Rugby – tackling,
running with the ball, passing, try
scoring
Simple games using rugby balls
Year 1
Taking Off
Year 1
Christian Beliefs and Practices
Easter
Year 2
Judaism: Beliefs and Practices
Easter
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 2
What’s the Score ?
Years 1 and 2 : Year B – 2nd half of Spring Term
For information on specific objectives, follow ROUTE 2
Learning activities this term will focus on developing the children’s skills in all area
of learning within the Early Years Foundation Stage (EYFS).
More information about the EYFS can be found by clicking here.
In particular, this topic will focus on:
• Understanding of the World
• Communication, Language and Literacy
• Expressive arts and design
The children will explore creatures living in the school grounds, taking part in minbeast hunts, worm charming etc. They will also explore sea creatures and how they
are suited to their habitat. The children will respond to the work of Hokusai and
create their own seascapes. The children will help to plan an Ugly Bug Ball to finish
off the year.
Our planning of this topic will also take account of, and build upon, the children’s
own interests.
Reception : Year B – Summer Term
Writing
Mathematics
Science
Computing
Poetry
Descriptions
Information books
Reports and explanations, with
diagrams
Stories featuring animals
Follow route 2
Habitats; micro habitats; food
chains; name, describe and classify
animals
Reception: Oceans
Rec/Y1 – Rainforest Y1/Y2 – Desert
Y2 – Polar Regions
Year 1
Sounds / Visual Media
Year 2
Information Technology
History
Geography
Art and Design
Design Technology
Explorers linked to the habitats
studied e.g.
Scott
Cook
Darwin
Seasonal / daily weather patterns in
the UK
Location of hot/cold areas
Location of class habitat
Compare localities
Geographical vocabulary
Colour mixing
Pattern & texture on printing blocks
3D sculpture – clay/modroc
Artists:
YR- Hokusai; Y1 Rousseau
Y1/2 – Gaudi; Y2 – Raymond Briggs
None covered in this topic
Physical Education
Music
Religious Education
PSHE
Small sided games, team games and
relay races involving:
Bean bags, quoits, lacrosse, rugby,
football, cricket
Athletics – javelin, triple jump, long
jump, relay races
Year 1
What’s the Score?
Rain, Rain, Go away
Year 2
Rain, Rain, Go away
Sounds Interesting
Year 1
Introduction to the Bible through
stories and characters
Year 2
Ideas about God in Christianity and
Judaism
The way in which we map our PSHE
objectives will be determined in
November 2014
Years 1 and 2 : Year B – Summer Term
For information on specific objectives, follow ROUTE 2
Autumn Term
Spring Term
Summer Term
The United Kingdom
From the Stone Age to
the Iron Age
The Romans
Click on the topic title to find out more
Writing
Mathematics
Science
Computing
Autobiography
Poetry
Explanation texts
Instructions
Narrative
Place value; Mental strategies (+/-);
Written addition and subtraction;
x2,x3,x4,x8 tables; Word Problems;
Multiplication (2 digit by 1 digit);
Division as inverse of multiplication;
divide 2 digit by 1 digit; Analogue
time (am and pm); Roman Numerals
Plants
Text and multimedia
Animals, including humans
Email
History
Geography
Art and Design
Design Technology
None covered in this topic
Geography of the UK
Locational Knowledge
Rivers
Sketching based on Constable’s
cloud scapes
Cookery - Healthy Snacks (linked to
harvesting our crops)
Physical Education
Music
Religious Education
PSHE
Games – Throwing, catching and
rolling
Animal Magic
Harvest – whole school theme
Anti-bullying
Internet Safety
Play it again
Expressions of identity
Dance - development of dance skills
through interpreting a range of
styles of music
Year 3 – Autumn Term
Meanings within Christmas
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Description
Play scripts
Invitations
Narrative
Fractions – comparing, ordering,
adding, subtracting; Tenths
Measures – length, mass, capacity
2D shapes including Perimeter
Money
Time – minutes intervals; word
prolems
Plants
Information Technology
Rocks
Computer Science
History
Geography
Art and Design
Design Technology
How Britain changed from the Stone
Age to the Iron Age
Locational knowledge of the UK
Cave Paintings
None covered in this topic
Forces and Magnets
Colour work based on Paul Klee
Physical Education
Music
Religious Education
PSHE
Games – Bouncing, kicking and
striking
The Class Orchestra
Expressions of Identity
Dragon Scales
Meanings within Easter
The way in which we map our PSHE
objectives will be determined in
November 2014
Gymnastics – Transference of body
weight and shape
Year 3 – Spring Term
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Instructions
Recounts
Poetry
Narrative – Myths
3D shape
Angles
Statistics
Symmetry
Revision of fractions; time; measures
Plants
Computer Science
Light
Sounds
History
Geography
Art and Design
Design Technology
The Roman Empire and its impact on
Britain
Locational knowledge of the UK
Roman lettering – printing
Mosaic and collage
Water clocks
Cookery – a sample of typical,
savoury Roman dishes
Physical Education
Music
Religious Education
PSHE
Games – Hockey
Painting with Sound
The Person of Jesus
Swimming
Salt, pepper, vinegar, mustard
Contents and Significance of the
Bible
The way in which we map our PSHE
objectives will be determined in
November 2014
Athletics – sports day preparation
Year 3 – Summer Term
For information on specific objectives, follow ROUTE 2
Autumn Term
Spring Term
Summer Term
Vicious Vikings
Looking at the Locals
Wonderful Weather
and Cool Climates
Click on the topic title to find out more
Writing
Mathematics
Science
Computing
Myths and legends; Diary entries
Non chronological reports;
Explanations; Poetry; Instructions;
Newspaper reports; Descriptions;
Historical texts
Place value
Addition and Subtraction
Multiplication and Division
Units of Measure
Time – analogue and digital; 12 and
24 hour
Living things and their habitats
Text and Multimedia
Animals, including humans – food
chains
Visual Media
History
Geography
Art and Design
Design Technology
Britain from Anglo Saxon to Viking
Viking invasions, incl Lindisfarne
Viking Life & the impact of invasion
The fall of the Vikings
Edward the Confessor and the Battle
of Hastings
Using map skills / aerial photos to
research Viking settlements
How did Vikings use the land ?
Why was Britain chosen ?
Label maps of Britain with
settlements and events
Viking jewellery
Viking helmets
Long boat collage
Pop-up books
Designing a long boat
Physical Education
Music
Religious Education
PSHE
Games – Throwing, catching and
rolling
Play it again
Harvest – whole school theme
Meanings within Diwali
Hinduism – God and worship in the
home
Anti-bullying
Internet Safety
Christmas production
Gymnastics – Supporting and
receiving body weight
Year 4 – Autumn Term
States of matter
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Formal invite; recount; diary entries;
description; explanation; local
author study and writing in their
style; detective/ghost story; informal
letter; persuasive poster
Fractions
Decimals
Measures and Money
Perimeter and Area
2D and 3D shape
Time – conversion & problems
Living things and their habitats
Information Technology
History
Geography
Art and Design
Design Technology
The industrial revolution and its
impact on Lancashire.
Changes in the local area over time
(and how these are seen in the work
of LS Lowry).
The development of local businesses
The human and physical features of
Lancashire – compare with other
areas of UK.
Use of a variety of sources to find
out about our region now and in the
past.
Recreate section of a Lowry painting
Use charcoal to draw Lowry figures
Sketching elements of his paintings
3D wire sculptures
Cookery – typical savoury products
from Lancashire
Physical Education
Music
Religious Education
PSHE
Games – Bouncing, kicking and
striking
Dragon Scales
Hinduism – God and Worship in the
home
The way in which we map our PSHE
objectives will be determined in
November 2014
Electricity
Sound
Animal Magic
Dance – traditional clog dance
Year 4 – Spring Term
Hinduism – Beliefs and Practices
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Explanation; Description; Non
chronological reports; Instructions;
Narrative; Poetry; diary entries;
Narrative set in an imaginary world
Symmetry
Angles
Statistics
Position and Direction
Time
Measures
Living things and their habitats
Computer Science
History
Geography
Art and Design
Design Technology
None covered in this topic
Weather & climate across the world
Human activity in different regions
and how it is affected by weather
Clouds and the water cycle; Extreme
weather records Atlas & globe work;
8 compass points
Colour mixing – shade and tone
Watercolours – drawing and painting
weather scenes
Design and make wind chimes or
sew windsocks
Designing and making a kite and
testing our designs
Designing and building our own
weather station instruments
Cookery – savoury kebabs
Physical Education
Music
Religious Education
PSHE
Games – Hockey and Tennis
Painting with sound
Religions in the Local Community
Dance - based on theme of weather
Salt Pepper Vinegar Mustard
The meaning of signs and symbols in
Religion
The way in which we map our PSHE
objectives will be determined in
November 2014
Electricity (cont’d)
Animals, including humans –
digestion and teeth
Athletics – running, jumping,
throwing
Year 4 – Summer Term
For information on specific objectives, follow ROUTE 2
Autumn Term
Spring Term
Summer Term
The Ancient Egyptians
Europe and the
Europeans
Greece
Click on the topic title to find out more
Writing
Mathematics
Science
Computing
Description; biography; diary
entries; instructions; journalistic
writing; persuasive writing; recount;
non-chronological report; historical
narrative; adventure narrative
Counting in steps of powers of 10 up
to 1,000,000
Negative / positive numbers; Place
Value; Estimation; Rounding;
Problem solving; four rules of
number; Fractions, Decimals & %
Living things and their habitats
Text and Multimedia
Earth and Space
Computer Science
History
Geography
Art and Design
Design Technology
An overview of where and when the
first civilisations appeared
An in-depth study of the life of the
Ancient Egyptians
Locational knowledge of the world
Egyptian jewel collages
Pyramid structures
Death masks
Cookery – Egyptian flat bread
Physical Education
Music
Religious Education
PSHE
Games –
Cyclic Patterns
Harvest – whole school theme
Anti-bullying
Internet Safety
Gymnastics – symmetry and
asymmetry ; Balance
Roundabout
Islam – the Five Pillars
Year 5 – Autumn Term
Forces
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Diary entries; list poems; historical
narrative; informal letter; biography;
précis; balanced argument; formal
letter; poetry; explanation
2D/3D shape
Regular/irregular polygons
Perimeter and area
Co-ordinates
Translation; rotation and reflection
Properties and changes of materials
Information Technology
Living things and their habitats
Visual Media
History
Geography
Art and Design
Design Technology
A study of life in Victorian Britain
through the story “Street Child”
Locational knowledge of Europe
Human and physical features
Volcanoes and Earthquakes
The work of Van Gogh
Volcano collage
Twisted newspaper collage
Earthquake proof structures
Disaster challenge
Cookery – a selection of European
dishes
Physical Education
Music
Religious Education
PSHE
Games –
Journey into Space
Islam – Muhammad
Gymnastics – Balance
Songwriter
The Influence of Faith on Believers
(study of Dr Barnardo, linked to the
story “Street Child”)
The way in which we map our PSHE
objectives will be determined in
November 2014
Dance – based on the story “Street
Child”
Year 5 – Spring Term
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Formal letters
Invitations
Balanced argument
Description
Non-chronological report
Ratio and proportion; Probability;
Statistics; Digital / 24 hour clock;
Time tables; Angles; Measurement;
Algebra
Animals, including humans
Information Technology
Living things and their habitats
Computer Science
History
Geography
Art and Design
Design Technology
A study of Greek life and
achievements and their influence on
the Western world
Greece – the physical and human
geography of a region of Greece
(Epidauros)
Greek card pottery
Greek pottery – plates and jugs
Trireme boats
Physical Education
Music
Religious Education
PSHE
Games –
Stars, hide your fires
Islam – The Qur’an
Athletics – running, jumping,
throwing, hurdling, relays
Who knows ?
Islam – The role of the Mosque
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 5 – Summer Term
For information on specific objectives, follow ROUTE 2
Autumn Term
Spring Term
Summer Term
Mexico, Maya and
Music
Voices in the Antarctic
From LP to CD
Click on the topic title to find out more
Writing
Mathematics
Science
Computing
Description; Persuasive writing;
Formal letter of application;
Adventure narrative; Balanced
argument; Writing from different
people’s perspectives; Instructions;
Informal letter; Newspaper report
Place Value; Four rules of number;
Negative numbers; Rounding;
Fractions; Decimals; Percentages;
Time; 2D and 3D shape; Coordinates; Algebra
Living things and their habitats
Text and Multimedia
Evolution and inheritance
Computer Science
History
Geography
Art and Design
Design Technology
The time context of the Maya
Lifestyle of the Maya
Inventions and achievements
The rise and fall of Mayan cities
The fall of the Mayan times
Location of North and South America
Location of Mexico
Perceptions of Mexico
Weather and climate
Similarities and differences with the
UK
Work of Diego Rivera
Use of tone and colour using a
variety of media
Mexican clay suns
Batik, appliqué and weaving
Design and make poncho
Physical Education
Music
Religious Education
PSHE
Games – Hockey
Mexican Hat Dance
Spanish versions of Happy Birthday
and Are you Sleeping ?
Rhythmic patterns and instruments
used to recreate latin feel
Harvest – Whole school theme
Anti-bullying
Internet Safety
Dance - Mexican Hat Dance
Outdoor and Adventurous - PGL
Year 6 – Autumn Term
Design and make luminary (incl
circuit)
Cookery – typical Mexican foods
God as Spirit
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Informal letters; Diary entries;
Formal letters; Non-Chronological
reports; Evaluation reports; Scripts;
Information leaflets offering advice;
Description; Explanation; Posters;
Arguments; Précis; Narrative
Algebra; Number patterns;
Reflection, rotation and translation;
Perimeter and Area; Volume and
Capacity; Angles; Time; Converting
units of measure; Data handling ;
Probability
Light
Computer Science
History
Geography
Art and Design
Design Technology
References to Antarctic explorers:
Oates, Scott and Amunsden
Locational knowledge
Climatic regions of the world
Weather and temperature
Contrast with the UK
Global warming and the effect on
the Arctic / Antarctic
Colour mixing
Wire and modroc modelling
Collage – scenes from the Antarctic
Photography – changing weather
Design a new residential base for
those working in the Antarctic
Physical Education
Music
Religious Education
PSHE
Games –
Journey into Space
Worship – including visits to places
of worship
Gymnastics – Flight and Partner
Work
Song Writer
The way in which we map our PSHE
objectives will be determined in
November 2014
Year 6 – Spring Term
Electricity
K’Nex structures for transporting
goods across the ice
For information on specific objectives, follow ROUTE 2
Writing
Mathematics
Science
Computing
Chronological reports
Revision of all areas
Electricity
Computer Science
Problem solving based on a variety
of mathematical concepts
Animals, including humans
Information Technology
Maths and Art – Spirals and Circles
History
Geography
Art and Design
Design Technology
The effect of WW2 on the role of
women
Significant changes in music, art,
fashion and architecture 50s to 90s
Liverpool in the 1960s
Locational knowledge of the UK
The architect Walter Aubrey Thomas
David Hockey and Peter Blake
Pop art
Drawing and painting skills
Record covers
Typical fashion from the decades
3D buildings in the style of Hockney
Physical Education
Music
Religious Education
PSHE
Games –
Learning and performing songs fro
the decades
Development of electronic music –
using ICT
Summer production
Origins and Composition of the Bible
The way in which we map our PSHE
objectives will be determined in
November 2014
Dance - 20th Century Dance
Athletics – walking, running and
relays
Year 6 – Summer Term
Peoples perspectives and
impressions of Jesus
Cookery – party foods from the
decades
For information on specific objectives, follow ROUTE 2
2014 National Curriculum
Schools are required to teach the
following subjects as part of the
National Curriculum which came
into force in September 2014:
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English
Mathematics
Science
Computing
Physical Education
History
Geography
Art and Design
Design Technology
Music
Languages (only statutory for juniors)
In addition, schools are required to make
provision for the following areas:
* Religious Education
* Personal, Social, Health and Economic
Education (PSHE)
* Actively promoting British Values
How does our curriculum meet these statutory
requirements ? Click on the department
name to find out:
Infants
Juniors
Our Infant Curriculum
The aim of our infant curriculum is to inspire the children to want to
learn, preparing them for the challenges of the juniors.
Our creative curriculum is topic-based whilst there is discrete teaching
in some subjects.
Click on a button below to find out how our curriculum fulfils the requirements of the
2014 National Curriculum for that subject area.
English
Mathematics
Science
Computing
Physical Education
History
Geography
Art and Design
Design Technology
Music
Religious Education
French
PSHE
British Values
English - Infants
English is the foundation of all our teaching. All the skills of language are essential to participating
fully as a member of society.
In addition to its inclusion across the curriculum, there are discrete English sessions every week:
• One lesson a day focusing on reading comprehension and writing
• Four 15 minute sessions focussing on phonics (taught in smaller groups) – see below for the
progression of skills taught
• Regular “Guided” Reading sessions
• A weekly Handwriting lesson
• A weekly library session where children develop a range of reading skills
Further details can be found on the year group pages:
Phonics
Reception
Online link to the DfE’s National Curriculum for English
Year 1
Year 2
Phonics
Phonics is a major part of our English teaching. We focus on phonics as a skill for
both reading and spelling.
We follow the “phases” set out in the “Letters and Sounds” programme. Children
are taught phonics in smaller groups, according to the phase they are working on.
At the end of Year 1, children take part in the national Phonics Screening Check
which assesses children’s ability to read words (both real and nonsense) that
include the phonic patterns that have been taught up to and including phase 5.
Click below to find out what is taught in each phase:
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Phase 6
Phonics – Phase 1
Phase One of Letters and Sounds concentrates on developing children's
speaking and listening skills and lays the foundations for the phonic
work which starts in Phase 2. The emphasis during Phase 1 is to get
children attuned to the sounds around them and ready to begin
developing oral blending and segmenting skills.
Phonics – Phase 2
• In Phase 2, letters and their sounds are introduced one at a time. A set of
letters is taught together, in the following sequence:
• Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss
• As soon as each set of letters is introduced, children will be encouraged to
use their knowledge of the letter sounds to blend and sound out words.
For example, they will learn to blend the sounds s-a-t to make the word
sat. They will also start learning to segment words. For example, they
might be asked to find the letter sounds that make the word tap from a
small selection of magnetic letters.
Phonics – Phase 3
• By the time they reach Phase 3, children will already be able to blend and
segment words containing the 19 letters taught in Phase 2.
• During Phase 3 twenty-five new graphemes are introduced (one at a time).
• Set 6: j, v, w, x
• Set 7: y, z, zz, qu
• Consonant digraphs: ch, sh, th, ng
• Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
• During Phase 3, the following tricky words (which can't yet be decoded) are
introduced:
• he, she we, me, be, was, you, they, all, are, my, her
Phonics – Phase 4
• When children start Phase Four of the Letters and Sounds phonics programme,
they will know a grapheme for each of the 42 phonemes. They will be able to
blend phonemes to read CVC (consonant-vowel-consonant) words and segment
in order to spell them.
• Children will also have begun reading straightforward two-syllable words and
simple captions, as well as reading and spelling some tricky words.
• In Phase 4, no new graphemes are introduced. The main aim of this phase is to
consolidate the children's knowledge and to help them learn to read and spell
words which have adjacent consonants, such as trap, string and milk.
• During Phase 4, the following tricky words (which can't yet be decoded) are
introduced:
• said, have, like, so, do, some, come, were, there, little, one, when, out, what
Phonics – Phase 5
• Children entering Phase Five will already be able to read and spell words with
adjacent consonants, such as trap, string and flask. They will also be able to read
and spell some polysyllabic words.
• In Phase Five, children will learn more graphemes and phonemes. For example,
they already know ai as in rain, but now they will be introduced to ay as in day
and a-e as in make.
• Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea,
head and break.
• With practice, speed at recognising and blending graphemes will improve. Word
and spelling knowledge will be worked on extensively.
• During Phase 5, the following tricky words (which can't yet be decoded) are
introduced:
• oh, their, people, Mr, Mrs, looked, called, asked, could
Phonics – Phase 6
• At the start of Phase Six of Letters and Sounds, children will have
already learnt the most frequently occurring grapheme–phoneme
correspondences (GPCs) in the English language. They will be able to
read many familiar words automatically. When they come across
unfamiliar words they will in many cases be able to decode them
quickly and quietly using their well-developed sounding and blending
skills. With more complex unfamiliar words they will often be able to
decode them by sounding them out.
• At this stage children should be able to spell words phonemically
although not always correctly. In Phase Six the main aim is for
children to become more fluent readers and more accurate spellers.
English
Language is at the centre of everything that happens in school. The development of language
permeates all activities. Learning is focused around two areas:
Communication and language development involves giving children opportunities to speak and
listen in a range of situations and to develop their confidence and skills in expressing themselves.
Literacy development involves encouraging children to read and write, both through listening to
others reading, and being encouraged to begin to read and write themselves. Children must be
given access to a wider range of reading materials – books, poems, and other written materials, to
ignite their interest.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to
stories, accurately anticipating key events, and respond to what they hear with relevant comments,
questions or actions. They give their attention to what others say and respond appropriately, while
engaged in another activity.
Click to continue to the remaining ELGs for English
English
ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’
and ‘why’ questions about their experiences and in response to stories or events.
ELG 03 Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They
use past, present and future forms accurately when talking about events that have happened or are to
happen in the future. They develop their own narratives and explanations by connecting ideas or events.
ELG 09 Reading: Children read and understand simple sentences. They use phonic knowledge to decode
regular words and read them aloud accurately. They also read some common irregular words. They
demonstrate an understanding when talking with others about what they have read.
ELG 10 Writing: Children use their phonic knowledge to write words in ways which match their spoken
sounds. They also write some irregular common words. They write sentences which can be read by
themselves and others. Some words are spelt correctly and others are phonetically plausible.
English
In Year 1 the children build on their phonic knowledge to read and spell words. They also continue
to learn “tricky words” which do not follow phonic patterns. Reading practice continues both
individually and in groups; children use their phonic knowledge and sight vocabulary to help them
make sense of the written word. Throughout the year we aim to broaden their vocabulary and
develop a love of reading. In writing, children develop their spelling skills, the physical speed
needed for handwriting, and learn how to organise their ideas in narratives and non-fiction texts.
Writing
A variety of narratives e.g. ones with
familiar settings; ones with patterned
language; from fantasy worlds; traditional
tales
Recounts of personal experiences
Historical recounts
Non-chronological reports
Explanations
Instructions
Poetry and riddles
Descriptions
Grammar and Punctuation
Leaving spaces between words
Joining words & clauses using “and”
Beginning to use capital letters, full stops,
question marks and question marks
Using a capital letter for names, places,
days of the week and I
Handwriting
Sit correctly at a table, holding a pencil
comfortably and correctly
Begin to form lower-case letters in the
correct direction, starting and finishing in
the right place
Form capital letters
Form digits 0 – 9
Understand which letters belong to which
handwriting “families” and to practise
these
English
In Year 2 the aim is for children to increase their fluency in reading; listening and discussing a wide
range of stories, poems, plays and information books. Reading is used increasingly across the wider
curriculum. In writing, children begin to write more sustained and more complex texts using their
knowledge of spelling and phonics Good handwriting habits are established and encouraged.
Writing
A variety of narratives e.g. ones with
familiar settings; ones with patterned
language; from fantasy worlds; traditional
tales; adventure stories
Recounts of personal experiences
Historical recounts
Non-chronological reports
Explanations
Instructions
Poetry and riddles
Descriptions
Dairies and letters
Grammar and Punctuation
Punctuation – full stops, capital letters,
exclamation marks, questions marks,
commas for lists and apostrophes for
contractions and to show possession
Different types of sentences – statements,
questions, exclamations, commands
Expanded noun phrases to describe
Using when, if, that, because
(subordination)
Using or, and, but (co-ordination)
Handwriting
Form lower-case letters of the correct size
relative to one another
Start to use some of the diagonal and
horizontal strokes needed to join letters;
knowing which letters are best left
unjoined
Write capital letters and digits of the
correct size, orientation and relationship to
one another and to lower case letters
Use spacing between words that reflects
the size of the letters
Mathematics - Infants
Mathematics is taught discretely on a daily basis. It is also reinforced across the
curriculum.
The principal focus of mathematics teaching in the infants is to ensure that pupils
develop confidence and mental fluency with whole numbers, counting and place
value. The four operations are introduced by the end of the infants.
An emphasis on using practical resources and recalling number facts (e.g. number
bonds to 20 and simple multiplication facts) support the children’s work in
calculation.
Further details can be found on the year group pages:
Reception
Year 1
Year 2 – Mrs Marsden
Online link to the DfE’s National Curriculum for Mathematics
Year 2 – Mrs Cronshaw
Mathematics
Children in Reception begin to develop their Maths skills, knowledge and understanding through the
area “Mathematics” which involves providing children with opportunities to practise and improve
their skills in counting numbers, calculating simple addition and subtraction problems, and to
describe shapes, spaces, and measures.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 11 Numbers:
Children count reliably with numbers from one to 20, place them in order and say which number is
one more or one less than a given number. Using quantities and objects, they add and subtract two
single-digit numbers and count on or back to find the answer. They solve problems, including
doubling, halving and sharing.
ELG 12 Shape, space and measures:
Children use everyday language to talk about size, weight, capacity, position, distance, time and
money to compare quantities and objects and to solve problems. They recognise, create and
describe patterns. They explore characteristics of everyday objects and shapes and use
mathematical language to describe them.
Mathematics
The principal focus of maths teaching in Year 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and pace value; involving
work with numerals, words and the four operations, including with practical resources. Pupils will develop their ability to recognise, describe, draw, compare and sort
different shapes, using the appropriate vocabulary. Children use a range of measures to describe and compare different quantities such as length, mass,
capacity/volume, time and money. Where children have a solid grasp of the Year 1 objectives, we move to the corresponding objectives in the Year 2 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary objectives to ensure we give our children the correct building blocks for
future learning. A document with these can be found on the “Learning” page of our website.
Autumn Term
Spring Term
Summer Term
Count in 1s to 20 and on to 100.
Understand the term more/less, most/least.
To order numbers from largest to smallest/smallest to
largest.
To find missing numbers in a sequence.
To read and write numbers from 1-20 in numerals
and words.
To understand and use cardinal and ordinal numbers
up to 50th.
To understand the value of teen numbers,
partitioning tens and ones up to 20.
Count in multiples of twos, fives and tens
Read, write and interpret mathematical statements
involving addition, subtraction and equal signs.
Represent and use number bonds and related
subtraction facts within 20.
Measure and record lengths and heights. Compare,
describe and solve practical problems for length and
heights.
Recognise and use language relating to dates,
including days of the week, months of the year.
Recognise and name common 2D shapes.
Add and subtract one digit and two digit numbers to
20 including 0.
Measure and record mass/weight. solve practical
problems for mass/weight.
Recognise and know the value of different
denominations of coins and notes
Tell the time to the hour and half past the hour and
draw hands on a clock face to show these times.
Measure and record time, quicker, slower, earlier,
later. Compare, describe and solve practical problems
for time, hours, minutes, seconds.
Solve one step problems that involve addition and
subtraction, using concrete objects and pictorial
representations, and missing number problems.
Sequence events into chronological order using
language.
Recognise and name common 3D shapes.
Measure and record capacity and volume. Compare,
describe and solve practical problems for capacity
and volume.
Solve one step problems involving multiplication and
division, by calculating the answer using concrete
objects, pictorial representations and arrays.
Recognise, find and name a half as one of two equal
parts of an object, shape or quantity.
Recognise, find and name a quarter as one of four
equal parts of an object, shape or quantity.
Describe position, direction and movement, including
whole, half, quarter and three quarter turns.
Mathematics
Mrs Marsden
The principal focus of maths teaching in Year 2 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting
and pace value; involving work with numerals, words and the four operations, including with practical resources. Pupils will develop their
ability to recognise, describe, draw, compare and sort different shapes, using the appropriate vocabulary. Children use a range of measures to
describe and compare different quantities such as length, mass, capacity/volume, time and money. Where children have a solid grasp of the
Year 2 objectives, we move to the corresponding objectives in the Year 3 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary objectives to ensure we give our children the
correct building blocks for future learning. A document with these can be found on the “Learning” page of our website.
Autumn Term
Compare and order numbers from 0-100: use < and > signs.
To read and write numbers from 1-100 in numerals and words.
Recognise place value of each digit in a two digit number.
Identify, represent and estimate numbers using different representations, including the number line.
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Ask and answer questions by counting the numbers of objects in each category and sorting categories by quantity. Ask and answer
questions about totaling and comparing categories.
Count in steps of 2, 3 and 5 from any number, forward and backwards.
Solve problems with addition and subtraction.
Recall and use addition and subtraction facts to 20fluently and derive and use related facts up to 100.
Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm)
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: A 2 digit number and 1 digit number,
a 2 digit number and tens, two 2 digit numbers and adding three 1 digit numbers.
Click here for the Spring and Summer terms
Mathematics
Mrs Marsden
Spring Term
Know the number of minutes in an hour and the number of hours in a day.
Identify and describe the properties of 2D shapes, including the number of sides and line of symmetry in a vertical line.
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.
Choose and use appropriate standard units to estimate and measure mass (kg/g).
Recognise and use symbols for pounds and pence; combine amounts to make a particular value.
Find different combinations of coins that equal the same amount of money.
Solve simple problems in a particular context involving addition and subtraction of money of the same unit, including giving change.
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Summer Term
Know the number of minutes in an hour and the number of hours in a day.
Identify and describe the properties of 2D shapes, including the number of sides and line of symmetry in a vertical line.
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.
Choose and use appropriate standard units to estimate and measure mass (kg/g).
Recognise and use symbols for pounds and pence; combine amounts to make a particular value.
Find different combinations of coins that equal the same amount of money.
Solve simple problems in a particular context involving addition and subtraction of money of the same unit, including giving change.
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Mathematics
Mrs Cronshaw
The principal focus of maths teaching in Year 2 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting
and pace value; involving work with numerals, words and the four operations, including with practical resources. Pupils will develop their
ability to recognise, describe, draw, compare and sort different shapes, using the appropriate vocabulary. Children use a range of measures to
describe and compare different quantities such as length, mass, capacity/volume, time and money. Where children have a solid grasp of the
Year 2 objectives, we move to the corresponding objectives in the Year 3 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary objectives to ensure we give our children the
correct building blocks for future learning. A document with these can be found on the “Learning” page of our website.
Autumn Term
Counting in 2s, 5s and 10s
Number ordering and writing numbers
Place Value
Partitioning
Number Bonds (recall)
Partitioning to + and –
Using the = sign as a balance
+ and – as inverse operations
Tally Charts
Counting 10 more 10 less / 100 more 100 less
Number Bonds - incl. mental strategies to + and –
odd/even numbers
2s 5s 10s as multiplication sentences, as repeated + and division
facts.
Place Value using Money
Coin combinations
Using the = sign as a balance plus < >
Click here for the Spring and Summer terms
Mathematics
Mrs Cronshaw
Spring Term
Counting 2s 3s 5s (incl: related x sentences)
Doubling and halving
Using Double and Adjust as a mental method to + and Division using known times tables, introducing the concept of remainders.
2D/3D shape
Intro to fractions of shape ½ ¼ 1/3
Connection between halving and ½ (fraction) of a number – counting in
halves up to 10
Practical problem solving using fractions (using pizza, cake, chocolate
etc.)
Measures: Length
Counting in 3s 4s
Rounding Numbers
Using Round and Adjust as a mental method to + and – (along with number
investigations, making choices on which mental method to use from those
previously taught, incorporating questions linked to money, length,
fractions)
Number Sequences
Measures: Time (using fraction links/counting in 10s and 5s)
Position and Direction
Summer Term
Using all 4 operations within problem solving / investigations.
Using the taught methods to investigate mental and written
strategies.
Measures: Capacity
Statistical Work (charts/graphs/tables)
Money – giving change
Consolidation of all times tables plus counting in 8s
Time recap
Measures: Temperature
Number problems, including 2 step problems
Statistical Work (charts/graphs/tables)
Science - Infants
Science is the backbone of our thematic curriculum in the infants.
Concepts are taught through engaging topics.
Science objectives from the National Curriculum are followed and are
revisited throughout years 1 and 2 as they link to topics and to ensure
they are revisited over the key stage.
We have added additional topics in Physics to ensure the children are
fully prepared for their learning in the Juniors.
Reception
Online link to the DfE’s National Curriculum for Science
Year 1 and Year 2
Science
Children in Reception begin to develop their Science skills, knowledge and understanding through
the area “Understanding of the World” which involves guiding children to make sense of their
physical world and their community through opportunities to explore, observe and find out about
people, places, technology and the environment.
The skills we focus on in Reception are outlined in the following Early Learning Goal:
ELG 14 The world:
Children know about similarities and differences in relation to places, objects, materials and living
things. They talk about features of their own immediate environment and how environments might
vary from one to another. They make observations of animals and plants and explain why some
things occur, and talk about changes.
Science Objectives
Year A
Marvellous, Magical Me
Animals, including humans
Animals, including humans
Year 1
Year 2
Objective 4
Objectives 1, 2 and 3
Year B
Fighting Fit
Animals, including humans
Animals, including humans
Year 1
Year 2
Objective 4
Objectives 1, 2 and 3
Out of this World
Seasonal Changes
Year 1
Objectives 1 and 2
Movement – to notice and describe how things are moving, using simple
comparisons such as faster and slower; to compare how different things move
Light – to observe and name a variety of sources of light; to associate shadows
with a light source being blocked by something
Let’s Celebrate
Animals, including humans
Year 1
Objective 3
Seasonal Changes
Year 1
Objectives 1 and 2
Light – to associate shadows with a light source being blocked by something
Dinosaurs and all that Rubbish
Plants
Year 1
Plants
Year 2
Living things & their habitats
Year 2
Magic Toymaker
Everyday Materials
Year 1
Objectives 1, 2, 3 and 4
Movement – to notice and describe how things are moving, using simple
comparisons such as faster and slower; to compare how different things move
Objectives 1 and 2
Objectives 1 and 2
Objectives 1 and 2
Time Detectives
Everyday Materials
Year 1
Objectives 1, 2, 3 and 4
Everyday Materials
Year 2
Objectives 1 and 2
Movement – to compare how different materials move on different surfaces
Superheroes
Everyday Materials
Everyday Materials
Year 1
Year 2
Objectives 1, 2, 3 and 4
Objectives 1 and 2
Click to continue
Science Objectives
Year A
Pirates
Plants
Year 1
Objectives 1 and 2
Plants
Year 2
Objectives 1 and 2
Everyday Materials
Year 2
Objectives 1 and 2
Movement - to notice and describe how things are moving, using simple
comparisons such as faster and slower; to compare how different things move; to
investigate the effects of different forces and how we can use these to move
mechanical parts or objects in specific ways
Year B
Features and Creatures
Living things & their habitats
Animals, including humans
Year 2
Year 1
Objectives 2, 3 and 4
Objectives 1, 2 and 3
Working Scientifically
During years 1 and 2, pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study
content:
• asking simple questions and recognising that they can be answered in different ways
• observing closely, using simple equipment
• performing simple tests
• identifying and classifying
• using their observations and ideas to suggest answers to questions
• gathering and recording data to help in answering questions
Geography - Infants
The children develop knowledge about the world, the UK and our
locality. Learning is linked with our class topics and allows the children
to develop their understanding of subject-specific vocabulary relating
to human and physical geography and to begin to use a variety of
geographical skills to enhance their locational awareness.
Click here for our coverage of Geography during the infant years.
Online link to the DfE’s National Curriculum for Geography
Geography Themes - Infants
Year A
Year B
Marvellous, Magical Me
Drawing simple maps and plans – routes to school
Fighting Fit
Mapping the journey of Florence Nightingale
Out of this World
Seasonal and daily weather patterns UK
Locating hot/cold countries –Equator/South/North Poles
Aerial photographs-landmarks
Simple maps/symbols
Key physical features-vocabulary
Let’s Celebrate
Landmarks in London
Christmas Around the World
Locating countries on maps / globes
Dinosaurs and all that Rubbish
Compass directions
Location of features and routes on maps
Magic Toymaker
Toys from other countries
Locating countries on maps / globes
Time Detectives
Key features of Greenmount Village and local area
Simple fieldwork around school and surrounding environment
Features and Creatures
Seasonal/daily weather patterns UK
Location of hot/cold areas of the world
Location of where the animals studied are found
Compare localities Greenmount and non European country
Geographical vocabulary
Pirates
Maps, Atlas, Globes, Aerial photos
UK capitals and countries
Naming the 7 continents and 5 oceans
Simple maps with symbols
Holidays
Geographical vocabulary
Human Features
Contrasting non-European country
Click for skills
Reception
Year 1
Year 2
Geography
Children in Reception begin to develop their Geography skills, knowledge and understanding
through the area “Understanding of the World” which involves guiding children to make sense of
their physical world and their community through opportunities to explore, observe and find out
about people, places, technology and the environment.
The skills we focus on in Reception are outlined in the following Early Learning Goal:
ELG 13 People and Communities:
Children talk about past and present events in their own lives and in the lives of family members.
They know that other children don’t always enjoy the same things, and are sensitive to this. They
know about similarities and differences between themselves and others, and among families,
communities and traditions.
Geography Skills
Element
Geographical Enquiry
Geographical Skills
Knowledge and
Understanding of Places
Knowledge and
understanding of patterns
and processes
Skills
I can ask “what is this place like?”
I tell others what I like and dislike about a place
I use words, pictures, bar charts and pictograms to help me describe a place
I can map the classroom (building up from a map of the desk that shows a “bird’s eye view” of the layout
I describe places using geography words – human / physical
I can mark on a map of the British Isles where I live and other locations I know about
I can mark on a map of the World, the British Isles, my country of birth (if different) and places I have learned about in class
I can use books, stories and other information to find out about places
I can take photos of a locality and use them to help describe a place
I can make drawings of an area I am finding out about
I can say what types of buildings are in a place
I can say what places are like using phrases such as building up, noisy, busy, quiet, farm land, hills, streets, roads, woods, coastline
I can say where something is using words such as close to the school, far away from the school, town or city name and locality
within the town or city
I can say how a place is like another place
I know that paths, roads, air and sea link places to others. I also know some of the reasons places are linked.
I can keep a class weather chart through the school year and discuss changes
Geography Skills
Element
Geographical Enquiry
Geographical Skills
Knowledge and
Understanding of Places
Knowledge and
understanding of patterns
and processes
Skills
I ask “what is this place like?”, “what and who will I see in this place?”, “why are these people here and what are they doing?”
I tell others the things I like and dislike about a place and give clear reasons that I write in a clear sentence
I use words, pictures, bar charts, Venn diagrams, pictograms and tables to help me describe places
I describe places using geography words such as human and physical
I look at places and draw features I like or dislike, sorting them into groups
I take photographs of a locality and use them to help describe a place, adding geography words
I can mark on a map of the British Isles where I live and any other locations I know about
I can mark on a map of the world, the British Isles, my country of birth (if different) and other locations I have discussed in class
I can mark on a map of the local area, the location of the school and any other features I know about
I use books, stories and other information to find out places and I keep this in an organised way
I can make a map of the things I see in the place I am visiting or finding out about
My maps are labelled with geography words I have learned
My maps have grid references
My maps contain a key with symbols or colours to help identify features
I can say what types of building are in a place and use this to decide whether a place is a city, town, village, coastal or rural
I can say what places are like using phrases such as building up, noisy, busy, quiet, farm land, hills, streets, roads, woods, coastline
I can say where somewhere is using words such as the city or town name, and the region or continent
I can say why places have become as they are
I can say how a place is changing
I can say how a place is like another place
I know that paths, roads, air and sea link places to others, I also know some of the reasons why they are linked
I can name and identify the equator and the tropics
I keep a class weather chart throughout the year and discuss changes
I collect temperature and rainfall information and keep this on a class record sheet throughout the school year
I can make suggestions to different points of view as to how a locality can be improved
History - Infants
Our History teaching in the infants is rooted in our topics. We aim for
the children to develop an awareness of the past, using common words
and phrases relating to the passing of time.
We look at people and events from the past which are significant
locally, nationally and internationally. All of these are placed within a
chronological framework.
In particular, we have a focus on the Victorian era during year A of our
two year cycle.
Click here for our coverage of History during the infant years.
Online link to the DfE’s National Curriculum for History
History Themes - Infants
Year A
Year B
Marvellous, Magical Me
Changes in their own lives – toys, skills
Schools in the past – Victorian school days – The Old Village School
Fighting Fit
Lives of significant people in the past who have contributed to national and
international achievements (Mary Seacole, Florence Nightingale, Louis Pasteur,
Helen Keller, Louise Braille)
Out of this World
Events beyond living memory with global/national significance – first men in
space / landing on the moon
Let’s Celebrate
Events beyond living memory (Diwali, Bonfire Night, Remembrance Day,
Christingle)
Dinosaurs and all that Rubbish
Events beyond living memory with global significance – dinosaur discoveries
Magic Toymaker
Investigating and comparing toys from the present and the past
Interviews with parents / grandparents about toys in the past
Story of how teddy bears came to be toys
Lives of significant individuals who invented toys
Traditional playground games from the past
Time Detectives
Significant local person and historical event - Robert Peel
Queen Victoria – work, leisure, life and houses
Changes to village in living memory linked to national life
Traditional playground games
Superheroes
Events beyond living memory with national significance – Great Fire of London
Link to modern day superheroes – firefighters
Lives of significant individuals who have contributed to national / international
achievements (Nurses, Doctors, Firemen, Grace Darling)
Pirates
Infamous pirates
Features and Creatures
Lives of significant individuals who have contributed to national / international
achievements (Explorers – Scott. Cook, Darwin)
Holidays
Seaside holidays in the past – grandparents and during the Victorian era
Click for skills
Reception
Year 1
Year 2
History Skills
Children in Reception begin to develop their history skills through the area “Understanding of the
World” which involves guiding children to make sense of their physical world and their community
through opportunities to explore, observe and find out about people, places, technology and the
environment.
The skills we focus on in Reception are outlined in the following Early Learning Goal:
ELG 13 People and Communities
Children talk about past and present events in their own lives and in the lives of family members.
They know about similarities and differences between themselves and others, and among families,
communities and traditions.
History Skills
Element
Chronological
Understanding
Knowledge and
Understanding
Historical
Interpretation
Historical Enquiry
Organization and
communication
Skills
I understand the different between things that happened in the past and the present
I know about things that happened to me in the past
I know some things that happened to other people in the past
I understand how to put a few events or objects in order of when they happened
I use words and phrases such as: now, yesterday, when I was younger, a long time ago, a very long time ago, before I was born,
when my parents/carers were young
I have found out about some facts about people long ago – before living memory
I have found out some facts about events that happened long ago
I can say why people may have acted as they did
I have looked at books to help me find out about the past
I have listed to stories about the past
I look at pictures and ask “which things are old and which are new?”
I answer questions about events, using “before” and “after” to describe when something happened
I look at objects from the past and ask, “what were they used for” and try to answer
I look at pictures from the past and ask, “what were people doing?”
I can sort events or objects into group (then and now)
I can say when my birthday is
I use time lines to order events or objects
I tell stories about the past (sometimes using role play)
I write in sentences things I have found out about the past
I draw pictures and write about them to tell others about the past
History Skills
Element
Chronological
Understanding
Knowledge and
Understanding
Historical
Interpretation
Historical Enquiry
Organization and
communication
Skills
I understand and use the words past and present when telling others about an event
I can recount changes in my own life over time
I understand how to put people, events and objects in order of when they happened, using a scale the teacher has given me
I use words and phrases such as: recently, when my parents/carers were children, decade, centuries
I have used information to describe the past
I use information I have found out about the past to describe the differences between then and now
I look at evidence to give and explain reasons why people in the past may have acted the way they did
I can recount the main events from a significant event in history, giving some interesting details
I have looked at books and pictures
I have listened to stories, eye witness accounts
I have looked at pictures, photographs, artefacts and historical buildings
I have visited a museum, gallery and historical site
I have used the internet
I ask “what was it like for people in the past?” and use information to help me answer the question
I ask “what happened in the past?” and use information to help me answer the question
I ask “how long ago did an event happen?” and try to work it out (using language such as “a little while ago, a very long time ago”
etc
I estimate the ages of people by studying and describing their features
I can describe objects, people or events from the past
I can write my date of birth
I use time lines to order events or objects
I tell stories about the past using my story writing skills
I draw labelled diagrams and write about them to tell others about people, objects or events from the past
Computing - Infants
As a school within the Bury Local Authority, we have decided to adopt the “Bury Primary Computing
Solution” to ensure that the objectives from the National Curriculum are taught across our school.
Computing is taught discretely and applied across the curriculum. Discrete lessons are taught on a
weekly basis, this includes Reception.
Our Computing curriculum is split into 6 strands:
Digital Literacy: Text and Multimedia
Digital Literacy: Visual Media
Digital Literacy: Sounds
Digital Literacy: e-Communication (also covered
through PSHE)
Information Technology: Searching and Sorting
Information
Computer Science: Giving Instructions and
Making Things Happen
Reception
Year 1
Online link to the DfE’s National Curriculum for Computing
Year 2
Computing
Strand
Objectives and Software
Text and Multimedia
Developing basic keyboard and mouse skills.
Typing simple words, phrases and sentences.
Adding images to work.
Software: Active Inspire; 2Publish
Visual Media
Using basic tools in a painting package.
Taking photos and short videos.
Software: 2Paint, Dazzle, Cameras
Sounds
No specific teaching in Computing lessons; covered through everyday classroom activities.
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Developing mouse skills.
Creating simple pictograms using the computer.
Navigating simple websites.
Software: 2Count, sorting games on websites
Computer Science
Inputting instructions for programmable toys (Beebot); compiling a series of instructions.
Writing instructions for programmable toy or on-screen cursor to draw simple shapes.
Software: Beebots, Beebot App, 2Go, 2Code
N.B. Early Learning Goal 15 “Technology” is taught through the weekly Computing lesson and
through class based activities. Children recognise that a range of technology is used in places such
as homes and schools. They select and use technology for particular purposes.
Computing
Strand
Objectives and Software
Text and Multimedia
Developing basic word processing skills; choosing templates or page orientation.
Practising typing skills.
Formatting text.
Software: 2Publish+, Word, 2Create a Story
Visual Media
Developing skills using a wider variety of tools in a painting package.
Creating work based on the artist Klimt.
Creating an animation made up of a series of images.
Software: Dazzle, 2Animate
Sounds
No specific teaching in Computing lessons; covered through everyday classroom activities.
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Creating pictograms an bar charts using simple software.
Software: 2Count; 2Graph
Computer Science
Programming on-screen characters to draw regular and irregular 2D shapes on screen.
Giving instructions to programmable toys (Beebot and Roamer) to navigate courses or draw shapes.
Software: Beebots, Roamers, 2Go
Computing
Strand
Objectives and Software
Text and Multimedia
Developing basic word processing skills; choosing templates or page orientation.
Practising typing skills.
Formatting text.
Software: 2Publish+, Word, 2Create a Story
Visual Media
Developing skills using painting packages, introducing: creating shapes; using the fill tool.
Creating work based on the artist Kandinsky.
Creating animations / montages of own images.
Software: Dazzle, Cameras, PhotoStory
Sounds
Creating own sounds and sequences of sounds
2Beat, 2Play, 2Sequence
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Sorting information using a branching database.
Using the Internet to find specific information.
Software: 2Question, Internet Explorer
Computer Science
Beginning to write sets of instructions using simple programming language (Logo).
Devising instructions to produce a desired effect.
Software: Roamers, Roamer World, 2Logo
Art and Design - Infants
Wherever possible, art and design is linked with other areas of the
curriculum.
The children are taught to use a wide range of art and design
techniques to develop and share their ideas, experiences and
imagination.
Throughout the curriculum the children learn about great artists, craft
makers and designers in history and use artists’ work as a stimulus for
their own art pieces.
Reception
Year 1 and Year 2
Online link to the DfE’s National Curriculum for Art and Design
Art and Design
Children in Reception begin to develop their Art and Design skills, knowledge and understanding through the
area “Expressive arts and design” which involves supporting children to explore and play with a wide range of
media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas
and feelings through a variety of activities in art, music, movement, dance, role play and design and
technology.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 16 Exploring and using media and materials
They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design,
texture, form and function.
ELG 17 Being imaginative
Children use what they have learnt about media and materials in original ways, thinking about uses and
purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music,
dance, role play and stories
Artists we study
Art and Design
Year 1
Year 2
Drawing
Draw lines of different shapes and thicknesses
Draw with crayons and pencils
Describe shapes and patterns
Colour in neatly following the lines very carefully
Use pencil, pastel and charcoal.
Show patterns and textures by adding dots and lines
Show different tones using coloured pencils
Make a variety of lines of different shapes,
thicknesses and sizes
Painting
Use thick and thin rushes
Use ready mix and powder paints
Paint pictures of what can be seen
Name the primary and secondary colours
Mix primary colours to make secondary colours
Add white to make tints
Add black to make tones
Know the positions of the primary and secondary
colours on the colour wheel
Printing
Use printing tools such as fruit, vegetables and
sponges
Print onto fabric or paper
Make own printing blocks e.g. with string or
plasticine
Explore techniques such as overlapping, rotating and
arranging shapes
Print by pressing, rolling, rubbing and stamping.
Look at print making in the environment
Look at how artists and designers use colour, shape
and line to create patterns
Click for the other elements of art
Art and Design
Year 1
Year 2
Textiles
Sort threads and fabrics, grouping by colour and
texture
Weave with fabric or threads
Make a fabric by weaving or teasing out wool
Look at examples of threads and textiles used to
create pictures
Use glue to join fabrics
Use running stitch to join fabrics
Explore and understand the basic method of plaiting
Did dye to produce fabric of contrasting colours
Look at examples of patchwork
Collage
Explore and experiment with a wide range of collage
materials
Cut and tear paper, textiles and card for collages
Sort and arrange collage materials for a purpose
Use paste, glue and other adhesives
Create collages in a group and individually
Mix paper and other materials with different
textures and appearances
Use shapes, textures, colours and patterns in
collages.
Sculpture (3D)
Use clay, dough and plasticine
Add texture to work using tools
Make shapes from rolled up paper, straws, paper and
card
Cut, roll and curl materials
Make a clay pot
Make a carving using clay
Add lines and shapes to clay work
Add texture to clay work by adding clay and with
tools
Artists we study
Design and Technology - Infants
Wherever possible, Design and Technology is linked with other areas of
the curriculum, in the context of solving problems.
The children are taught the skills necessary to engage in the process of
designing and making.
Included within Design and Technology is the element of cooking and
nutrition.
Reception
Year 1 and Year 2
Online link to the DfE’s National Curriculum for Design and Technology
Design and Technology
Children in Reception begin to develop their Design and Technology skills, knowledge and understanding
through the area “Expressive arts and design” which involves supporting children to explore and play with a
wide range of media and materials, as well as providing opportunities and encouragement for sharing their
thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design
and technology.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 16 Exploring and using media and materials
They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design,
texture, form and function.
ELG 17 Being imaginative
Children use what they have learnt about media and materials in original ways, thinking about uses and
purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music,
dance, role play and stories
Design and Technology
Year 1
Year 2
Planning skills
Think of ideas and with help, put them into practice
Know the names of familiar products
Use pictures and words to describe plans
Think of ideas and plan what to do next
Select the appropriate tools, techniques and
materials, explaining choices
Use models, pictures and words to describe plans and
designs
Structures
Make a variety of structures
Describe the materials used
Measure and mark out the materials needed
Finish off work so it looks neat and tidy
Explore how to make materials stronger by folding,
joining or rolling
Use materials that are strong
Measure and mark out materials with care
Use safe ways of cutting
Use a range of joins
Mechanisms
Make a product that moves using a turning
mechanism, a lever or a hinge
Cut materials using scissors
Describe the properties of materials used
Look at wheels, axels, turning mechanisms, hinges
and simple levers
Make a product that uses movement
Use materials that are just right for the job and that
help the product to work well
Use a number of materials and join them so they are
strong
Use art skills to add design or detail
Click for the other elements of D&T
Design and Technology
Year 1
Year 2
Textiles
Describe textiles by the way they feel
Make a produce from textiles
Measure, mark and cut out fabric
Join fabrics using glue
Make sure my work is neat and tidy
Know how textiles can be used to make products
Alter textiles to make them stronger
Use accurate measurements in cm
Use scissors precisely when cutting out
Join textiles using glue, stables, tying or a simple
stitch
Make a textile product that has a good finish and can
do the job it was made for
Select the appropriate textile (based on properties)
so that it does the job
Food
Use knives safely to cut food (with help)
Use a mixing bowl to prepare a mixture
Made food products
Know that I have to wash my hands and keep work
surfaces clean when preparing food
Prepare food safely and hygienically
Describe the properties of the food ingredients
Weigh or measure ingredients accurately
Know how to best store product for long-life and
hygiene
Cooking and Nutrition
Music- Infants
Throughout the infants, music is a given a high focus, particularly through the use of songs. Children use
a wide range of un-tuned and tuned percussion instruments in performance and composition activities.
They are given opportunities to listen, perform and compose music, linked to class topics where possible.
The school uses the scheme “Music Express” (First Edition) by A&C Black as a basis for music teaching.
This is supplemented by teachers’ own activities and resources.
Infant music is taught in in smaller groups (of around 18). In addition to their weekly music lesson, the
children in year 2 are also taught the recorder in groups of around 8 to 9. The book “Recorder from the
Beginning” is used as a basis for instruction. Children are taught in ability based groups.
All infant children develop their singing skills through taking part in Christmas performances and the
annual Maypole festival. Songs are also used across the curriculum to help children learn key facts and in
assemblies.
Reception
Online link to the DfE’s National Curriculum for Music
Year 1 and Year 2
Music
Children in Reception begin to develop their Music skills, knowledge and understanding through the area
“Expressive arts and design” which involves supporting children to explore and play with a wide range of media
and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and
feelings through a variety of activities in art, music, movement, dance, role play and design and technology.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 16 Exploring and using media and materials
Children sing songs, make music and dance, and experiment with ways of changing them.
ELG 17 Being imaginative
Children use what they have learnt about media and materials in original ways, thinking about uses and
purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music,
dance, role play and stories
Music
Units of Work
Feel the Pulse – Exploring Pulse and Rhythm
Recognising the difference between beat and rhythm; performing with a strong sense of beat.
The Long and Short Of It – Exploring Duration
Discriminating between longer and shorter sounds; using them to create interesting sequences of sound.
Rain, rain, go away – Exploring Timbre, Tempo and Dynamics
Recognising how sounds and instruments can be used expressively; combining them to create music in
response to a stimulus.
Sounds Interesting – Exploring Sounds
Identifying different sounds; changing and using them expressively in response to a stimulus.
Taking Off – Exploring Pitch
Discriminating between higher and lower sounds; creating simple melodic patterns.
What’s the Score – Exploring Instruments and Symbols
Recognising different ways sounds are made and changed; naming and playing a variety of instruments.
Physical Education - Infants
Reception children have a formal P.E. lesson each week plus many opportunities to develop their physical
skills in our outdoor enviornments. Children in Years 1 and 2 receive two hours of P.E. teaching each week
where they develop fundamental movement skills, becoming increasingly competent and confident.
They are taught in their individual year groups rather than their class groups. There are opportunities to
extend agility, balance and co-ordination, individually and with others
In the years 1 and 2, our P.E. curriculum is split into 4 strands:
Games
Gymnastics
Dance
Athletics
Competitive games are introduced and played throughout Years 1 and 2.
We use the “Durham” scheme of work as the backbone of our teaching, drawing on expertise from
individual teachers. All the children learn traditional dances and take part in our annual Maypole
festival.
Reception
Online link to the DfE’s National Curriculum for P.E.
Year 1 and Year 2
Physical Education
Children in Reception begin to develop their P.E. skills, knowledge and understanding through the prime area of “Physical
Development” which involves providing opportunities for young children to be active and interactive, and to develop their
coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make
healthy choices in relation to food.
Skills are also developed through the area of “Expressive arts and design” which involves supporting children to explore and play with
a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and
feelings through a variety of activities in art, music, movement, dance, role play and design and technology.
The skills we focus on in Reception are outlined in the following Early Learning Goals:
ELG 4 Moving and Handling
Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely
negotiating space.
ELG 5 Health and Self Care
Children know the importance for good health of physical exercise and a healthy diet
ELG 16 Exploring and using media and materials
Children sing songs, make music and dance, and experiment with ways of changing them.
ELG 17 Being imaginative
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent
their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories
Physical Education
Year 1
Year 2
Games
Developing individual and team skills through
Lacrosse; small sided ball games; Tag Rugby;
football and cricket
Developing individual and team skills through
Lacrosse; small sided ball games; Tag Rugby;
football and cricket
Dance
Developing dance skills and dances related to
class topics
Traditional Maypole dances
Developing dance skills and dances related to
class topics
Traditional Maypole dances
Gymnastics
Travelling, stretching and curling
Supporting and transferring weight
Body Shape
Supporting body weight
Travelling, stretching and curling
Supporting and transferring weight
Pathways
Linking movements
Partner work
Athletics
Basic skills of running, throwing and jumping
in preparation for Sports Day and as part of
our Healthy Week
Basic skills of running, throwing and jumping
in preparation for Sports Day and as part of
our Healthy Week
PSHE – Infants
PSHE (Personal, Social, Health and Economic Education) is both woven through our teaching in other subjects and also taught
through discrete lessons and topics.
The National Curriculum states “All schools should make provision for personal, social, health and economic education
(PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and
designing their own programme of education.” (page 6, National Curriculum document).
We have drawn on good practice from the National Association for PSHE. We have three strands to our PSHE curriculum:
Health & Wellbeing
Relationships
The Wider World
Emotional & physical health, ESafety, road and water safety,
personal safety, drug awareness,
hygiene and basic emergency aid
SRE, diversity & equality, antibullying
Citizenship, financial awareness
and careers & aspirations
Reception
Year 1
Year 2
PSED
“Personal, social and emotional development” (PSED) is one of the prime areas of learning in the Foundation Stage. It is not just
taught through a discrete lesson; it underpins everyday life in the Reception classroom.
PSED involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop
respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups;
and to have confidence in their own abilities.
The Early Learning Goals are:
ELG 6 Self Confidence and Self Awareness
Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in
a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do
or don’t need help.
ELG 7 Managing feelings and behaviour
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know
that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their
behaviour to different situations, and take changes of routine in their stride.
ELG 8 Making relationships
Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.
They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
PSHE
Strand
Health and Wellbeing
Pupils will have the opportunity to learn
to recognise what they like and dislike, how to make real, informed choices that improve their physical and
emotional health, to recognise that choices can have good and not so good consequences
to think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set
simple but challenging goals
about good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies
for managing feelings
the school rules for being safe on the Internet
what to do and who to tell if they see something they shouldn’t on their screen
what to do and who to tell if they feel unsafe using a computer
rules for and ways of keeping physically and emotionally safe in the environment – personal safety
the importance of and how to maintain personal hygiene
how some diseases are spread and can be controlled and the responsibilities they have for their own health
and that of others
Heart Start Level 1 – The unconscious casualty
Click to continue with Year 1
PSHE
Strand
Pupils will have the opportunity to learn
Relationships
to communicate their feelings to others, to recognise how others show feelings and how to respond
to identify their special people (family, friends, carers), what makes them special and how special people
should care for one another
to recognise what is fair and unfair, kind and unkind, what is right and wrong
to recognise how their behaviour affects other people
to recognise when people are being unkind either to them or others, how to respond, who to tell and what to
say
that there are different types of teasing and bullying, that these are wrong and unacceptable
to identify and respect the differences and similarities between people
the difference between secrets and surprises and understanding not to keep adults’ secrets, only surprises
to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how
to respond (including who to tell and how to tell them)
Wider World
how to contribute to the life of the classroom
to help construct, and agree to follow, group and class rules and to understand how these rules help them
that people and other living things have needs and that they have responsibilities to meet them (including
being able to take turns, share and understand the need to return things that have been borrowed)
that money comes from different sources and can be used for different purposes, including the concepts of
spending and saving
PSHE
Strand
Health and Wellbeing
Pupils will have the opportunity to learn
about people who look after them, their family networks, who to go to if they are worried and how to attract their
attention, ways that pupils can help these people to look after them
about change and loss and the associated feelings (including moving home, losing toys, pets or friends)
about growing and changing and new opportunities and responsibilities that increasing independence may bring
the school rules for being safe on the Internet
that they must not ask to meet an online friend ‘for real’ and what to do and who to tell if an online friend asks to
meet them ‘for real’
how people send messages online at school and at home.
Road Safety: Memory - The importance of remembering; stop, look, listen and think; safe and unsafe places to
cross
Road Safety: Different ways of communicating, verbal and non-verbal; communication on the roads, traffic signals
and signs; the Police and School Crossing Patrols communicating to traffic and the importance of fluorescent
reflective clothing
REVISIT: Rules for and ways of keeping physically and emotionally safe in the environment – personal safety
to recognise that they share a responsibility for keeping themselves and others safe, when to say ‘yes’, ‘no’, ‘I’ll ask’
and ‘I’ll tell’
that household products, including medicines, can be harmful if not used properly
about the process of growing from young to old and how people’s needs change
how to care for teeth; about a good brushing regime
Heart Start Level 1 - The unconscious casualty.
Click to continue with Year 2
PSHE
Strand
Pupils will have the opportunity to learn
Relationships
to share their opinions on things that matter to them and explain their views through discussions with one other
person and the whole class
to listen to other people and play and work cooperatively (including strategies to resolve simple arguments
through negotiation)
to offer constructive support and feedback to others
that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)
to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say
how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help
the difference between secrets and surprises and understanding not to keep adults’ secrets, only surprises
to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to
respond (including who to tell and how to tell them)
Wider World
how to contribute to the life of the classroom
to help construct, and agree to follow, group and class rules and to understand how these rules help them
that they belong to various groups and communities such as family and school
what improves and harms their local, natural and built environments and about some of the ways people look
after them
about the role money plays in their own and others’ lives including how to manage their money and keep it safe
Religious Education - Infants
As a community school, we follow the Bury Agreed Syllabus for Religious Education. In the years 1
and 2, R.E. is taught discretely on a weekly basis in small groups. Learning focuses on Christianity
and Judaism.
We acknowledge two attainment targets in Religious Education:
Attainment Target 1 : Learning about religion and religions
To enable pupils to acquire knowledge and develop conceptual understanding of and insight into
religious beliefs, values, traditions and practices
Attainment Target 2 : Learning from religion and religions
To encourage a reflective approach to the study of religious faith and experience so that pupils
might use their learning to make meaning and sense of their own beliefs, values and life experience
Throughout our R.E. curriculum we aim to develop children’s development across both attainment
targets through discussions with faith believers and visits to places of worship. We also celebrate
the main Christian festivals of Harvest, Christmas and Easter.
Click here for our R.E. topics in years 1 and 2
Religious Education - Infants
Year 1
Year 2
Expressions of Belonging What does “belonging”
mean and how Christians express this and welcome
children into the Church.
Judaism – The Torah and Shabbat Children learn
about the Torah and why it is precious to Jews; they
learn about the practices of the Jewish holy day.
Christmas
Explores the Christian belief that Jesus is Hannukah Explores the origins and practices of this
the light of the world.
Jewish festival.
Christian Beliefs and Practices
Christians do on Sundays.
A focus on what Judaism – Beliefs and Practices
The key beliefs and practices of this religion,
Easter An introduction to the story of the first Easter.
Easter Focusing on the Christian belief that Jesus
was God’s gift to the world
Introduction to the Bible through Stories &Characters Ideas about God in Christianity and Judaism
Familiar stories and characters introduce the
Children are introduced to some Christian and Jewish
importance of the Bible for Christians and Jews.
beliefs about God, the nature of God and the activity
of God in the world.
French - Infants
At Greenmount Primary School we firmly believe in an early start to learning a foreign language.
Children have a natural curiosity about new things and they love mimicking and copying, an ideal
starting point for learning a new language. By looking at what is around them and listening to the
sounds and rhythms of everyday life, children absorb language without being fully conscious of it;
they simply 'hear' or 'see' and that informs their development. So childhood is a great time to learn
a language because the 'learning' can be done in a non-formal way, without children realising they
are actually learning!
French teaching begins in the Reception class and continues until Year 5. In the infants, the children
have a weekly French session (around 25 minutes) and are taught in smaller groups (around 15 –
18). The focus is on speaking and listening, although some written work is included, even at the
early stages. Songs, rhymes, games and role play are used to ensure the children have lots of
opportunities to participate and practice their new skills.
Click to find out what we cover in the Infant years
French - Infants
Reception
Greetings
Numbers to 12
Colours
Animals
Year 1
Revision of previous learning
Asking how someone is / saying how they are
feeling
More greetings
Days and months – saying when our birthday
is; simple dates
Numbers to 30; simple sums
Saying which pets we have
Saying which siblings we have
Names for family members
Stating where they live
The climate in France – some basic weather
expressions
Year 2
Revision of previous learning
Numbers to 50
Simple weather expressions
Stating where they live
Places in town; directions
Classroom objects
School subjects
Hobbies
Expressing likes and dislikes
Food and drinks
At the café – using euros
Our Junior Curriculum
The aim of our junior curriculum is to provide the children with the
knowledge, skills and understanding to move onto Secondary school.
Subjects are taught either through the main class topic or discretely.
Whichever method is used, we aim to retain creativity throughout.
Click on a button below to find out how our curriculum fulfils the requirements of the
2014 National Curriculum for that subject area.
English
Mathematics
Science
Computing
Physical Education
History
Geography
Art and Design
Design Technology
Music
Religious Education
Languages
PSHE
British Values
English - Juniors
English is the foundation of all our teaching. All the skills of language are essential to participating
fully as a member of society.
In addition to its inclusion across the curriculum, we teach the following discrete English lessons
each week:
• One lesson focusing on Reading Comprehension and love of literature
• One lesson focusing on Grammar and Punctuation
• Two lessons focussing on Writing, linked to the class topic wherever possible
• Four 15 minute sessions focussing on Spelling (taught in smaller groups)
• Regular “Guided” Reading sessions
Further details can be found on the year group pages:
Year 3
Year 4
Online link to the DfE’s National Curriculum for English
Year 5
Year 6
Mathematics - Juniors
Mathematics is taught discretely on a daily basis. It is also reinforced across the
curriculum.
When the children arrive in school each morning, they complete a “morning
maths” activity to reinforce concepts in number and calculation. Multiplication and
other mathematical facts are regularly practiced.
One maths session a week focuses on developing children’s mental methods; this is
taught in smaller groups.
Further details can be found on the year group pages:
Year 3
Year 4
Online link to the DfE’s National Curriculum for Mathematics
Year 5
Year 6
Science - Juniors
Science is taught discretely in the junior classes, although links are
made with other subjects where possible.
We follow the progression of units laid down in the National
Curriculum. Click on the year group for more information:
Year 3
Year 4
Year 5
Year 6
We are currently developing our outdoor spaces in order to enhance
our Science teaching.
Online link to the DfE’s National Curriculum for Science
Geography - Juniors
The children extend their geographical knowledge and understanding
beyond the local area to include the UK and Europe, North and South
America.
In years 3 and 4, we focus on the UK; the physical geography themes of
rivers, mountains, climate zones, biomes & vegetation belts and the water
cycle; and the human geography themes of settlement and land use.
As the children move into years 5 and 6, the focus moves to Europe and the
Americas; the physical geography themes of volcanoes and earthquakes; and
the human geography themes of economic activity and natural resources.
Click here for our coverage of Geography during the junior years.
Online link to the DfE’s National Curriculum for Geography
Geography Themes - Juniors
Year 3
Year 4
Year 5
Year 6
Locational knowledge of the UK –
counties and cities; geographical
regions; key topographical features;
land use patterns; and how some of
these aspects have changed over time
-------------------------------------Physical geography – rivers and
mountains
-------------------------------------Human geography – types of
settlement and land use
Locational knowledge - identify the
position and significance of latitude,
longitude, Equator, Northern
Hemisphere, Southern Hemisphere,
the Tropics of Cancer and Capricorn,
Arctic and Antarctic Circle, the
Prime/Greenwich Meridian and time
zones (including day and night)
-------------------------------------Place knowledge – the study of human
and physical geography of a region of
the UK (Lancashire)
-------------------------------------Physical geography – climate zones,
biomes and vegetation belts and the
water cycle
--------------------------------------Human geography – types of
settlement and land use, economic
activity including trade links
Locational knowledge – locating the
world’s countries, using maps to focus
on Europe (including the location of
Russia) concentrating on their
environmental regions, key physical
and human characteristics, countries
an major cities
-----------------------------------Place knowledge – the study of human
and physical geography of a region in a
European country (Greece)
-----------------------------------Physical geography – volcanoes and
earthquakes
----------------------------------Human geography – types of
settlement and land use, economic
activity, including trade links.
Location knowledge – locating the
world’s countries, using maps to focus
on North and South America,
concentrating on their environmental
regions, key physical and human
characteristics, countries and major
cities
identify the position and significance
of latitude, longitude, Equator,
Northern Hemisphere, Southern
Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle,
the Prime/Greenwich Meridian and
time zones (including day and night)
--------------------------------------Place knowledge – the study of a
region within North or South America
(Mexico)
-----------------------------------Human geography – types of
settlement and land use, economic
activity, including trade links
Click here for the geographical skills to be covered in each year group
Geography Skills- Juniors
Year 3
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Begin to ask/initiate geographical
questions.
Use NF books, stories, atlases,
pictures/photos and internet as
sources of information.
Investigate places and themes at
more than one scale
Begin to collect and record evidence
aided
Analyse evidence and begin to draw
conclusions e.g. make comparisons
between two locations using photos/
pictures, temperatures in different
locations.
Explore geographical issues through
discussion or through drama using
role play eg views on building new
quarry
Identify and explain different views
of people including themselves.
In fieldwork to complete any of:
Labelled field sketches; Interviews
with local people; Questionnaires
Make standard or non -standard
measurements
Year 4
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Ask and respond to questions and
offer their own ideas.
Continue with use of NF sources but
extend this to satellite images, aerial
photographs
Investigate places and themes at
more than one scale
Collect and record evidence with
support if necessary
Analyse evidence and draw
conclusions e.g. make comparisons
between locations photos/pictures/
maps
Identify and explain different views
of people including themselves.
In fieldwork to complete any of:
Labelled field sketches; Interviews
with local people; Questionnaires
Make standard or non -standard
measurements
Year 5
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Analyse evidence and draw
conclusions eg compare historical
maps of varying scales eg
temperature of various locations influence on people/everyday life
Continue with use of sources but
extend this to satellite images, aerial
photographs
Begin to suggest questions for
investigating
Begin to use primary and secondary
sources of evidence in their
investigations.
Investigate places with more
emphasis on the larger scale;
contrasting and distant places
Collect and record evidence unaided
Identify and explain different views
of people including themselves.
Year 6
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Suggest questions for investigating
Use primary and secondary sources
of evidence in their investigations.
Investigate places with more
emphasis on the larger scale;
contrasting and distant places
Collect and record evidence unaided
Analyse evidence and draw
conclusions e.g. from field work
data on land use comparing land
use/temperature, look at patterns
and explain reasons behind it
Give increased detail of views, give
detailed reasons influencing views
and how they are justified
History - Juniors
The children continue to develop their understanding of the chronology
of local, British and world history.
In years 3 and 4, our focus is on British history from the Stone Age to
1066. We include the study of the history and development of
Lancashire over time.
As the children move into years 5 and 6, the focus moves to European
and World history. In year 6 the children also study how culture (art,
music and fashion) has changed over time.
Click here for our coverage of History during the junior years.
Online link to the DfE’s National Curriculum for History
History Themes - Juniors
Year 3
Year 4
Year 5
Year 6
Changes in Britain from
the Stone Age to the Iron
Age
-------------------------------The Roman Empire and
its impact on Britain
Britain’s settlement by
Anglo-Saxons and Scots
--------------------------------The Viking and AngloSaxon struggle for the
Kingdom of England to
the time of Edward the
Confessor
-------------------------------A local history study - the
impact of the Industrial
Revolution on Lancashire
The achievements of the
earliest civilizations – an
overview of where and
when the first
civilisations appeared
and an in-depth study of
Ancient Egypt
---------------------------------Ancient Greece – a study
of Greek life and
achievements and their
influence on the western
world
A study of an aspect or
theme of British history
that extends pupils’
chronological
understanding beyond
1066 – changes in an
aspect of social history –
“LP to CD” Five Decades
of Cultural Change
---------------------------------A non-European society
that provides contrasts
with British History –
Mayan civilization c AD
900
Click here for the historical skills to be covered in each year group
History Skills- Juniors
Year 3
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Understand that the past is
divided into different time
periods
Explain that there were
differences between different
times in the past.
Explain that different times in
the past had some things that
were the same
Write about events in the past
Write about one or two causes
of an event
Year 4
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Describe some of the main
events, people and changes in
the past, giving reasons for the
changes.
Select and combine information
from sources to produce a
structured answer which reflects
own opinion.
Explain that the past can be
represented or interpreted in
different ways.
Produce structured writing using
dates and vocabulary such as
century, decade, BC and AD and
can organisation the information
appropriately.
Year 5
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Describe and make links
between events and changes
and give reasons for and results
of these events and changes.
Explain most of the reasons and
show links between them.
Identify the sources that are
useful for answering a question.
Year 6
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Describe and begin to analyse
the different types of events and
changes
Understand that there were
different types of causes of an
event
Suggest the most important
cause.
Select and combine sources of
information to help me reach
and support a conclusion.
Describe and begin to explain
different historical
interpretations of events, people
and changes.
Sequence historical periods and
know how to identify changes
within and across different
periods
Art and Design - Juniors
Wherever possible, art and design is linked with other areas of the
curriculum.
The children continue to develop a variety of art and design skills. Skills are
covered over a two year period; we aim to cover each skill at least twice
during those two years. Children begin to use a personal sketch book to
record observations and develop ideas.
Throughout the curriculum the children learn about great artists, architects
and designers in history and use artists’ work as a stimulus for their own art
pieces.
Artists we study
Skills for Years 3 and 4
Online link to the DfE’s National Curriculum for Art and Design
Skills for Years 5 and 6
Art and Design - Juniors
Years 3 and 4
Drawing
Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil,
crayon, chalk pastels, pens etc.
Experiment with different grades of pencil and other implements to create lines and
marks; to draw different forms and shapes; to achieve variations in tone and create
textures.
Begin to show an awareness of objects having a third dimension.
Painting
Experiment with different effects and textures inc. blocking in colour, washes,
thickened paint creating textural effects
Work on a range of scales e.g. thin brush on small picture etc.
Create different effects and textures with paint according to what they need for the
task.
Mix colours and know which primary colours make secondary colours
Use more specific colour language Mix and use tints and shades
Click for the other elements of Art and Design in Years 3 and 4
Art and Design - Juniors
Years 3 and 4
Printing
Create printing blocks using a relief or impressed method
Create repeating patterns
Print with two colour overlays
Textiles
Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create different
textural effects
Match the tool to the material
Develop skills in stitching, cutting and joining
Experiment with paste resist.
3D
Plan, design and make models from observation or imagination
Join clay adequately and construct a simple base for extending and modelling other shapes
Create surface patterns and textures in a malleable material Use papier mache to create a
simple 3D object
Collage
Experiment with a range of collage techniques such as tearing, overlapping and layering to
create images and represent textures
Use collage as a means of collecting ideas and information and building a visual vocabulary
Art and Design - Juniors
Years 5 and 6
Drawing
Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment
with wet media to make different marks, lines, patterns, textures and shapes.
Explore colour mixing and blending techniques with coloured pencils.
Use different techniques for different purposes i.e. shading, hatching within their own work.
Start to develop their own style using tonal contrast and mixed media.
Begin to use simple perspective in their work using a single focal point and horizon.
Begin to develop an awareness of composition, scale and proportion in their paintings e.g.
foreground, middle ground and background.
Painting
Carry out preliminary studies, trying out different media and materials and mixing appropriate
colours
Create imaginative work from a variety of sources e.g. drawing, themes, poetry, music
Mix and match colours to create atmosphere and light effects
Be able to identify primary secondary, complementary and contrasting colours
Work with complementary colours
Click for the other elements of Art and Design in Years 5 and 6
Art and Design - Juniors
Years 5 and 6
Printing
Create printing blocks by simplifying an initial sketch book idea
Use relief or impressed method
Create prints with three overlays
Work into prints with a range of media e.g. pens, colour pens and paints
Textiles
Use fabrics to create 3D structures
Use different grades of threads and needles
Experiment with batik techniques
Experiment with a range of media to overlap and layer creating interesting colours and textures and effects
3D
Shape, form, model and construct from observation or imagination
Use recycled, natural and man‐ made materials to create sculptures
Plan a sculpture through drawing and other preparatory work
Develop skills in using clay inc. slabs, coils, slips, etc
Produce intricate patterns and textures in a malleable media
Collage
Add collage to a painted, printed or drawn background
Use a range of media to create collages
Use different techniques, colours and textures etc when designing and making pieces of work
Use collage as a means of extending work from initial idea
Artists we study at Greenmount
Reception
Picasso
(Year A)
Year 1
René
Magritte
Year 2
Man Ray
Year 3
Year 4
Year 5
Year 6
Constable
L S Lowry
Van Gogh
David
Hockney
Paul Klee
French
Impressionists
Degas
Peter Blake
(Year A)
(Year A)
Andy
Goldsworthy
Archimbaldo
Carl Warner
(Year B)
(Year B)
(French curriculum)
(Year B)
Hokusai
(Year B)
(French curriculum)
Rousseau
and Gaudi
Raymond
Briggs
(Year B)
(Year B)
Klimt
Kandinksky
(Computing
curriculum)
(Computing
curriculum)
Picasso
(Spanish
curriculum)
Diego Rivera
Design and Technology - Juniors
To build up the children’s technical knowledge in context, wherever
possible, design and technology is linked with other areas of the
curriculum.
Through a range of creative and practical activities, children are taught
the skills of designing, making and evaluating.
Cooking and nutrition is taught discretely, linked with class topics. In
years 3, 4 and 5 children work in small groups and access two
afternoons per year. In year 6, the class work as a whole on two
occasions over the year.
Cooking and Nutrition
Skills for Years 3 and 4
Online link to the DfE’s National Curriculum for Design and Technology
Skills for Years 5 and 6
Design and Technology
Years 3 and 4
Designing
Skills
Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
Describe the purpose of their products: Iindicate the design features of their products that will appeal to intended users
Explain how particular parts of their products work
Gather information about the needs and wants of particular individuals and groups
Develop their own design criteria and use these to inform their ideas; Share and clarify ideas through discussion
Model their ideas using prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Generate realistic ideas, focusing on the needs of the user
Make design decisions that take account of the availability of resources
Planning
skills
Select tools and equipment suitable for the task
Explain their choice of tools and equipment in relation to the skills and techniques they will be using
Select materials and components suitable for the task
Explain their choice of materials and components according to functional properties and aesthetic qualities
Order the main stages of making
Making skills
Follow procedures for safety and hygiene
Use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical
components and electrical components
Measure, mark out, cut and shape materials and components with some accuracy
Assemble, join and combine materials and components with some accuracy
Apply a range of finishing techniques, including those from art and design, with some accuracy
Click for the other elements of D&T
Design and Technology
Years 3 and 4
Evaluating
skills
Identify the strengths and areas for development in their ideas and products
Consider the views of others, including intended users, to improve their work
Refer to their design criteria as they design and make; Use their design criteria to evaluate their completed products
Investigate and analyse:
• how well products have been designed
• how well products have been made
• why materials have been chosen
• what methods of construction have been used
• how well products work
Technical
Knowledge
•
•
•
•
•
•
how well products achieve their purposes
how well products meet user needs and wants
who designed and made the products
where products were designed and made
when products were designed and made
whether products can be recycled or reused
How to use learning from science and mathematics to help design and make products that work
That materials have both functional properties and aesthetic qualities
That materials can be combined and mixed to create more useful characteristics
That mechanical and electrical systems have an input, process and output
The correct technical vocabulary for the projects they are undertaking
How mechanical systems such as levers and linkages or pneumatic systems create movement
How simple electrical circuits and components can be used to create functional products
how to make strong, stiff shell structures
That a single fabric shape can be used to make a 3D textiles product
That food ingredients can be fresh, pre-cooked and processed
Design and Technology
Years 5 and 6
Designing
Skills
Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
Describe the purpose of their products: Iindicate the design features of their products that will appeal to intended users
Explain how particular parts of their products work
carry out research, using surveys, interviews, questionnaires and web-based resources
Identify the needs, wants, preferences and values of particular individuals and groups; Develop a simple design specification to guide their
thinking; Share and clarify ideas through discussion; Model their ideas using prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Generate innovative ideas, drawing on research
Make design decisions, taking account of constraints such as time, resources and cost
Planning
skills
Select tools and equipment suitable for the task
Explain their choice of tools and equipment in relation to the skills and techniques they will be using
Select materials and components suitable for the task
Explain their choice of materials and components according to functional properties and aesthetic qualities
Produce appropriate lists of tools, equipment and materials that they need; Formulate step-by-step plans as a guide to making
Making skills
Follow procedures for safety and hygiene
Use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical
components and electrical components
Accurately measure, mark out, cut and shape materials and components; Accurately assemble, join and combine materials and components
Accurately apply a range of finishing techniques, including those from art and design
Use techniques that involve a number of steps; Demonstrate resourcefulness when tackling practical problems
Click for the other elements of D&T
Design and Technology
Years 5 and 6
Evaluating
skills
Identify the strengths and areas for development in their ideas and products
Consider the views of others, including intended users, to improve their work
Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make
Evaluate their ideas and products against their original design specification
Investigate and analyse:
• how well products have been designed
• how well products have been made
• why materials have been chosen
• what methods of construction have been used
• how well products work
Technical
Knowledge
•
•
•
•
•
•
how well products achieve their purposes
how well products meet user needs and wants
how much products cost to make
how innovative products are
how sustainable the materials in products are
what impact products have beyond their intended purpose
How to use learning from science and mathematics to help design and make products that work
That materials have both functional properties and aesthetic qualities
That materials can be combined and mixed to create more useful characteristics
That mechanical and electrical systems have an input, process and output
The correct technical vocabulary for the projects they are undertaking
How mechanical systems such as cams or pulleys or gears create movement
How more complex electrical circuits and components can be used to create functional products
How to program a computer to monitor changes in the environment and control their products
How to reinforce and strengthen a 3D framework
That a 3D textiles product can be made from a combination of fabric shapes
That a recipe can be adapted by adding or substituting one or more ingredients
Cooking and Nutrition
Infants
Years 3 and 4
Years 5 and 6
That all food comes from plants or animals
That food has to be farmed, grown
elsewhere (e.g. home) or caught
That food is grown (such as tomatoes, wheat and potatoes),
reared (such as pigs, chickens and cattle) and caught (such
as fish) in the UK, Europe and the wider world
That seasons may affect the food available
How food is processed into ingredients that can be eaten or
used in cooking
How to name and sort foods into the five
groups in The eatwell plate
That everyone should eat at least five
portions of fruit and vegetables every day
How to prepare simple dishes safely and
hygienically, without using a heat source
How to use techniques such as cutting,
peeling and grating
How to prepare and cook a variety of predominantly
savoury dishes safely and hygienically incl the use of a heat
source
How to use a range of techniques such as peeling,
chopping, slicing, grating, mixing, spreading, kneading and
baking
That a healthy diet is made up from a variety and balance of
different food and drink, as depicted in The eatwell plate
That to be active and healthy, food and drink are needed to
provide energy for the body
How to prepare and cook a variety of predominantly
savoury dishes safely and hygienically incl the use of a heat
source
How to use a range of techniques such as peeling,
chopping, slicing, grating, mixing, spreading, kneading and
baking
That recipes can be adapted to change the appearance,
taste, texture and aroma
That different food and drink contain different substances –
nutrients, water and fibre – that are needed for health
Infants
Year 3
Year 4
Year 5
Year 6
Year A
Summer picnic foods
Autumn
Harvesting
produce and
creating healthy
snacks
Spring
Savoury pies
Autumn
Bread
Autumn
Non-alcoholic
sangria,
guacamole and
salsa
Year B
Fruit kebabs
Salads
Smoothies
Summer
Typical Roman
dishes
Summer
Savoury kebabs
Spring
Typical savoury
European dishes
Summer
Savoury party
foods through
the decades
Computing - Juniors
As a school within the Bury Local Authority, we have decided to adopt the “Bury Primary Computing
Solution” to ensure that the objectives from the National Curriculum are taught across our school.
Computing is taught discretely and applied across the curriculum. Discrete lessons are taught on a
weekly basis.
Our Computing curriculum is split into 6 strands:
Digital Literacy: Text and Multimedia
Digital Literacy: Visual Media
Digital Literacy: Sounds
Digital Literacy: e-Communication (also covered
through PSHE)
Information Technology: Searching and Sorting
Information
Computer Science: Giving Instructions and
Making Things Happen
Year 3
Year 4
Online link to the DfE’s National Curriculum for Computing
Year 5
Year 6
Foreign Languages - Juniors
The children build on the foundations of the French language that they learned through the infant
years.
As well as plenty of consolidation, children acquire further vocabulary and phrases throughout the
juniors. They learn more about the basics of grammar, applying this to their spoken and written
work.
Written work becomes a more significant part of their work as they move through the juniors.
Foreign Languages are taught discretely on a weekly basis.
French is taught in years 3, 4 and 5. It has long been a tradition for Spanish to be introduced as a
new language in year 6. This continues to be our practice for the time being.
Click here for our Foreign Languages topics in the juniors
Online link to the DfE’s National Curriculum for Languages
Foreign Languages - Juniors
Year 3
French
Year 4
French
Revision of previous learning
Explaining where they live; places in towns and directions
Food and drink; ordering and paying in cafés
Revision of previous learning
Clothing
Menus in cafés
Classroom objects and subjects
Christmas in France
Family members
Health food and keeping healthy
Parts of the body
Clothing; describing clothes (agreement of adjectives)
Hobbies
Describing ourselves
Project work – theme varies
Expressing likes and dislikes
Numbers to 80
Saying what we eat and drink – present and past tenses
French food and famous French chefs
Sports and activities
Verbs with I and we
Numbers to 100
Saying where we live
Parts of the body
It is / they are
Minibeasts and their habitats
Click to read Years 5 and 6
Foreign Languages - Juniors
Year 5
French
•
•
•
•
•
Counting to 100
Names of foods and drinks
Saying we eat and drink – present and past tenses
Expressing likes and dislikes
Using different subjects for verbs
Year 6
Spanish
•
•
•
•
Greeting each other
Introducing ourselves
Expressing how we’re feeling
Numbers to 10
•
•
•
• Names of musical instruments
• Using the verb “to play” with different subjects and tenses
• Conjugating –er verbs
• Numbers to 20
• Naming classroom objects
• Gender of nouns – use of correct article
•
•
•
•
Describing the weather
Months of the year
8 compass points
Presenting a weather report
•
•
•
•
•
Expressing quantities
Days of the week
Months of the year
Numbers to 30
Birthdays
•
•
•
•
•
Alphabet
Places of interest / buildings
Giving co-ordinates
Describing locations of buildings
Telling the time
•
•
•
•
Colours
Parts of the body
Pablo Picasso
Describing objects
• Agreement of nouns and adjectives
• Dégas – Scène de Plage
• Articles of clothing
• Names of animals
• Animals in Spain
• Expressing likes and dislikes
Names of family members
Introducing family members
Saying how old we are
Music- Juniors
Throughout the juniors, the children build on their musical experiences and foundations. They are taught
to sing and plan musically with increasing confidence and control. They are given opportunities to listen,
perform and compose music, linked to class topics where possible.
The school uses the scheme “Music Express” (First Edition) by A&C Black as a basis for music teaching.
This is supplemented by teachers’ own activities and resources.
Following their introduction to staff notation through their recorder lessons in Year 2, children in the
juniors continue to use and understand staff notation.
Children are given the option to continue their learning of the recorder through extra-curricular activities.
Whilst the children are in the juniors, we aim that they will be able to visit a live orchestra at least once.
The children develop their singing skills through class lessons, assemblies and productions (years 3 and 4
at Christmas; years 5 and 6 in the summer. Teachers often use songs to help children learn facts in other
curriculum areas.
Click here for our Music topics in the juniors
Online link to the DfE’s National Curriculum for Music
Music - Juniors
Years 3 and 4
The Class Orchestra – Exploring Arrangements
Creating, combining and performing rhythmic and melodic material as part of a class song.
Animal Magic – Exploring Descriptive Sounds
Creating, performing & analysing short compositions that combine sounds, movements and words.
Dragon Scales – Exploring Pentatonic Scales
Recognising and using pentatonic scales to create short melodies and accompaniments.
Painting with Sound – Exploring Sound Colours
Creating, performing and analysing expressive compositions and extending their sound vocabulary
Play it again – Exploring Rhythmic Patterns
Creating simple rhythmic patterns and performing them using notation as a support.
Salt, Pepper, Vinegar, Mustard – Exploring Singing Games
Recognising and exploring some characteristics of singing games, consolidating pulse and an ability to perform
with others.
Click to read Years 5 and 6
Music - Juniors
Years 5 and 6
Cyclic Patterns – Exploring Rhythm and Pulse
Performing rhythmic patterns confidently and with a strong sense of pulse.
Journey into Space – Exploring Sound Sources
Extending children’s sound vocabulary; composing a soundscape, including the use of ICT
Roundabout – Exploring Rounds
Singing and playing music in two (or more parts); exploring harmony and discords.
Songwriter – Exploring Lyrics and Melody
Composing a song with an awareness of the relationship between lyrics and melody.
Stars, hide your fires – Performing Together
Children take part in a class performance with confidence, expression and control.
Who knows ? – Exploring Musical Processes
An opportunity to develop and demonstrate the musical skills, knowledge and understanding achieved in years
5 and 6.
Physical Education - Juniors
Children receive two hours of P.E. teaching each week where they continue to apply and develop a
broader range of skills, learning how to use them in different ways and to link them to make actions
and sequences of movement.
In the juniors, our P.E. curriculum is split into 6 strands:
Games
Gymnastics
Dance
Athletics
Swimming
Outdoor and Adventurous Activities
Competitive games are played throughout the juniors e.g. football, cricket, tennis, rounders, netball,
hockey, lacrosse and tag rugby. Opportunities are given for the children to take part in intra-school
and inter-school competitions. We use the “Durham” scheme of work as the backbone of our
teaching, drawing on expertise from individual teachers.
Click here for our P.E. topics in the juniors
Online link to the DfE’s National Curriculum for P.E.
Physical Education - Juniors
Year 3
Year 4
Games
Ball skills and small sided games
Hockey (QuickSticks)
Ball skills and small sided games
Hockey (QuickSticks)
Tennis
Dance
Linked with music – developing dance skills
through interpreting different musical styles
Traditional Lancashire Clog Dance
Creative dance focused on the theme of
weather
Gymnastics
Transference of body weight
Body shape
Supporting and receiving body weight
Swimming
A 10 hour block is delivered in the Summer
term
Not taught in Year 4
Athletics
Basic techniques of running, throwing,
hurdles and relays in preparation for Sports
Day
Running, throwing and jumping skills
Outdoor and Adventurous
Activities
Not taught in Year 3
Not taught in Year 4
Click to read Years 5 and 6
Physical Education - Juniors
Year 5
Year 6
Games
Cricket; Lacrosse; Football; Tag Rugby;
Hockey; Rounders
Cricket; Lacrosse; Football; Tag Rugby;
Hockey; Rounders
Dance
Developing a repertoire of dance skills
through work based on the book “Street
Child”
Mexican Hat Dance
20th Century Dance
Gymnastics
Symmetry and Asymmetry
Balance
Flight
Partner Work
Swimming
Not taught in Year 5
Not taught in Year 6
Athletics
Running, jumping, throwing, hurdles and
relays
Running, jumping, throwing, hurdles and
relays
Outdoor and Adventurous
Activities
Not taught in Year 5
A variety of challenges working individually
and as part of a team – during the Year 6
residential visit
Religious Education - Juniors
As a community school, we follow the Bury Agreed Syllabus for Religious Education. In the juniors, R.E. is
taught discretely either on a weekly basis or as a blocked unit of work. Christianity continues to be a
focus throughout the key stage. Hinduism is introduced in Years 3 and 4; Islam in Years 5 and 6. As the
children move through the key stage they increasingly compare the different religions they have studied.
We acknowledge two attainment targets in Religious Education:
Attainment Target 1 : Learning about religion and religions
To enable pupils to acquire knowledge and develop conceptual understanding of and insight into religious
beliefs, values, traditions and practices
Attainment Target 2 : Learning from religion and religions
To encourage a reflective approach to the study of religious faith and experience so that pupils might use
their learning to make meaning and sense of their own beliefs, values and life experience
Throughout our R.E. curriculum we aim to develop children’s development across both attainment
targets through discussions with faith believers and visits to places of worship. We also celebrate the
main Christian festivals of Harvest, Christmas and Easter.
Click here for our R.E. topics in the juniors
Religious Education - Juniors
Year 3
Year 4
Expressions of Identity How any why, for religious
people, expressing belonging & identity is important.
Meanings within Divali The story behind the festival
and the significance of what Divali means to believers.
Meanings within Christmas
Children develop
understanding of how Christians celebrate Jesus’
birth.
Hinduism: God and Worship in the home An
introduction to Hinduism; exploring ideas about God
and ways in which Hindus worship.
Meanings within Easter
Exploring the events of
the first Easter and their significance to Christians.
Hinduism – Beliefs and Practices
Worship in the Mandir.
The Person of Jesus Looking at what is known
about Jesus through history.
Religions in the Local Community Learning about
the religions represented in our local area and how
they express their religious identity.
Contents and Significance of the Bible Focusing on
the composition of the Bible and its importance and
use in the lives of believers.
The Meaning of Signs and Symbols in Religion
How symbols are used to express perceptions about
God.
Click to read Years 5 and 6
Religious Education - Juniors
Year 5
Year 6
Islam: The Five Pillars Focusing on the key beliefs
and practices of Islam.
God as Spirit Exploring some more abstract, spiritual
concepts of God in Christianity and Islam.
Islam: Muhammad The life and teachings of
Muhammad; a role model for Muslims.
People’s Perspectives and Impressions of Jesus
Exploring a variety of perspectives of who and what
sort of person Jesus was.
Islam: The Qur’an
Deeping knowledge and
understanding of the Qur’an and appreciating its
significance for Muslims.
Origins and Composition of the Bible
The development of the Bible in an historical and
literacy context.
Islam: The Role of the Mosque The mosque and the
role it plays in the Muslim community.
Worship Understanding how religious buildings
exemplify the values and beliefs of religious
communities. Children look at the key features of
worship and the importance of prayer for believers.
The Influence of Faith on Believers How religious
teaching can influence the behaviour and action of
believers; linking in with our work on Dr Bernarado in
our topic “Street Child”.
PSHE – Juniors
PSHE (Personal, Social, Health and Economic Education) is both woven through our teaching in other subjects
and also taught through discrete lessons and topics.
The National Curriculum states “All schools should make provision for personal, social, health and economic
education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their
choice in planning and designing their own programme of education.” (page 6, National Curriculum document).
We have drawn on good practice from the National Association for PSHE. We have three strands to our PSHE
curriculum:
Health & Wellbeing
Relationships
The Wider World
Emotional & physical health, ESafety, road and water safety,
personal safety, drug awareness,
hygiene and basic emergency aid
SRE, diversity & equality, antibullying
Citizenship, financial awareness
and careers & aspirations
Year 3
Year 4
Year 5
Year 6
English
In Year 3, children are developing their fluency in all areas of English. Increasing the breadth of reading material and writing
styles becomes increasingly important.
We focus on improving the children’s spelling of common words and some common exceptions. They use their phonic
knowledge as well as an increasing knowledge of spelling patterns e.g. prefixes and suffixes.
We teach an increasing range of grammatical structures from which children can draw upon to express their ideas.
Autumn Term
Spring Term
Summer Term
Writing
Autobiography
Poetry
Explanation texts
Instructions
Narrative
Description
Plays
Invitations
Narrative
Instructions
Recount
Poetry
Myths
Grammar &
Punctuation
Revision of basic punctuation
Different types of sentences
Conjunctions, verbs and
adjectives
Prepositions and pronouns
Powerful verbs & adjectives
Complex verbs
Adverbs of time
Direct speech
Making deductions
Apostrophes
Present perfect progressive
tense
Proper and common nouns
Dictionary skills
Homonyms & Homophones
Spelling
The children are introduced to the Y3 and Y4 objectives over the course of year
Children who need to, revise phonic skills from phases 5 and 6
Online link to the DfE’s National Curriculum for English
English
In Year 4, children are developing their fluency in all areas of English. Increasing the breadth of reading material and writing
styles becomes increasingly important.
We focus on improving the children’s spelling of common words and some common exceptions. They use their phonic
knowledge as well as an increasing knowledge of spelling patterns e.g. prefixes and suffixes.
We teach an increasing range of grammatical structures from which children can draw upon to express their ideas.
Autumn Term
Spring Term
Summer Term
Writing
Myths and Legends
Diary entry
Non-chronological report
Explanation
Poetry
Instructions
Newspaper reports
Description
Historical text
Formal invite
Recount
Diary entry
Description
Explanation
Local author story – write in the style of that author
Detective/Ghost story
Letters
Advertising poster
Explanation
Description
Non-chronological report
Instructions
Narrative
Poetry
Diary entry
.
Grammar &
Punctuation
Use and punctuate direct speech
Use conjunctions, adverbs and prepositions to express
time and cause
Choose nouns or pronouns for clarity, cohesion and to
avoid repetition
Standard English forms for verb inflections instead of
local spoken forms
Possessive apostrophe with singular & plural nouns
Know grammatical difference between possessive and
plural –s
Expand noun phrases by the addition of modifying
adjectives, nouns and preposition phrases
Use commas after fronted adverbials
Extend the range of sentences with more than one
clause by using a wider range of conjunctions e.g.
when, if, because, although
Use paragraphs to organise ideas around a theme
Spelling
The children complete and revise the Y3 and Y4 objectives over the course of year
Children who need to, revisit work from previous years and some will move on to the Y5 objectives
Online link to the DfE’s National Curriculum for English
English
During year 5, we continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support
their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will
support their increasing fluency as readers, their facility as writers, and their comprehension.
Pupils will be taught to enhance the effectiveness of their writing as well as their competence.
Autumn Term
Spring Term
Summer Term
Writing
Description; Biography
Diary; Instructions
Journalistic writing
Persuasive writing.
Recount
Historical story ; Adventure story
Non-chronological report
Diary Historical story
Informal letter
Précis of a story
Balanced argument
Formal letter
Poetry
Explanation
Formal letter of complaint
Holiday invitation
Balanced argument
Description
Non-chronological report
Grammar &
Punctuation
Revise punctuation
Speech marks & paragraphing
Noun phrases
Pronouns, verbs and adverbs
Relative clauses
Connectives
Phrases and Clauses
Colons and Semi Colons
Dashes and brackets
Hyphens
Bullets
Apostrophes
Colons and Semi Colons
Dashes and brackets
Spelling
The children begin to cover the spelling objectives from Y5 and Y6
Online link to the DfE’s National Curriculum for English
English
During year 6, we continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support
their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will
support their increasing fluency as readers, their facility as writers, and their comprehension. Pupils will be taught to enhance
the effectiveness of their writing as well as their competence.
For the academic year 2014-2015, we continue to follow the previous National Curriculum in Year 6. The coverage in some
areas, particularly Grammar and Punctuation, is therefore less challenging than in previous year groups.
Autumn Term
Spring Term
Summer Term
Writing
Description ; Persuasive writing ; Formal
letter
Adventure story ; Balanced argument
Writing from different people’s perspectives
Instructional writing ; Narrative; Diary entry
Informal letter ; Sports newspaper report
Explanation ; Letter of complaint
Informal letter ; Diary Entry; NonChronological Report
Evaluation report ; Information Leaflet ;
Description
Explanation ; Warning poster; Argument
Précis ; Story writing ; Playscript
Chronological reports
Grammar &
Punctuation
Revision of basic and advanced sentence
punctuation
Use of commas in lists and clauses
Conversion between direct and indirect
speech; correct use of speech punctuation
Identifying parts of a sentence; agreement
of subject and verb
Apostrophes for contraction and possession
Use of brackets and hyphens
Use of semi-colons
Plurals
The features of different types of sentences
Revision of previously taught concepts
Spelling
The children in Y6 consolidate the spelling objectives for Y5 and Y6.
Once children are secure with these we focusing on developing their vocabulary, applying previously taught rules and patterns.
Online link to the DfE’s National Curriculum for English – 2000 edition
Mathematics
The principal focus of maths teaching in Year 3 is to ensure that pupils become increasingly fluent
with whole numbers, fractions and the four operations. Where children have a solid grasp of the
Year 3 objectives, we move to the corresponding objectives in the Year 4 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary
objectives to ensure we give our children the correct building blocks for future learning. A
document with these can be found on the “Learning” page of our website.
Allocation of topics over the course of the year:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
x2, x3, x4, x5, x8, x10 tables
Revision of 4 operations
Word Problems using all four
operations
Place Value
Metal Strategies (+/-)
Written + and –
Multiplication (2 digit by 1 digit)
Division as the inverse
Division (2 digit by 1 digit)
Time – analogue incl am/pm
Roman Numerals
Fractions
Measures – length/mass/capacity
Drawing lines in cm
2D shapes
Measuring perimeter
Money
Time – to the minute
Word Problems involving time
3D shapes
Angles
Statistics – bar charts /
pictograms / tables
Symmetry
Revision of fractions
Revision of time
Measures – comparing / + / -
Online link to the DfE’s National Curriculum for Maths
Mathematics
The principal focus of maths teaching in Year 4 is to ensure that pupils become increasingly fluent
with whole numbers, fractions and the four operations. Where children have a solid grasp of the
Year 4 objectives, we move to the corresponding objectives in the Year 5 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary
objectives to ensure we give our children the correct building blocks for future learning. A
document with these can be found on the “Learning” page of our website.
Allocation of topics over the course of the year:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Counting in 6s, 7s, 9s, 25s, 10s,
100s and 1000s
Finding 1000 more or less than a
given number
Counting with negative numbers
All multiplication facts to 12x12
Factor pairs
Place Value
Written + and – with 4 digits
Multiplication (2 and 3 digit by 1
digit)
Division (by a 1 digit number)
Time – analogue and digital
Converting measures
Fractions
Decimals
Symmetry
Angles
Statistics – bar charts, time
graphs, pictograms, tables
Co-ordinates in the 1st quadrant
Translation
Time – analogue and digital
Converting measures
Online link to the DfE’s National Curriculum for Maths
x and ÷ by 10 and 100
Converting measures
Money
Perimeter and Area
2D an 3D shape
Time – analogue and digital
Mathematics
The principal focus of maths teaching in Year 5 is to ensure that pupils extend their understanding of the
number system and place value to include larger integers, making connections between multiplication
and division with fractions, decimals, percentages and ratio. Where children have a solid grasp of the
Year 5 objectives, we move to the corresponding objectives in the Year 6 curriculum.
In addition to the objectives listed in the National Curriculum, we have added supplementary objectives to
ensure we give our children the correct building blocks for future learning. A document with these can be
found on the “Learning” page of our website.
Allocation of topics over the course of the year:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Counting in powers of 10 up to
1,000,000
Problem Solving
Revision of formal methods of all
four operations
Multiplication tables
Negative and positive numbers
Place value
Estimation
Rounding
Long multiplication
Fractions, Decimals and Percentages
2D and 3D shape
Regular / irregular polygons
Perimeter and Area
Co-ordinates
Translation and Rotation
Reflection
Ratio and Proportion
Probability
Statistics
Digital 24 hour clock
Timetables
Angles
Measures
Algebra
Online link to the DfE’s National Curriculum for Maths
Mathematics
For 2014/2015, the children in Year 6 are being taught the previous National Curriculum for Mathematics
to ensure readiness for the SATs test in May.
Children will be taught at the appropriate level for their ability – level 4, 5 or 6.
Allocation of objectives over the course of the year:
Throughout the
Year
Multiplication facts to
12x12
Problem solving
Four rules of number
Consolidation of
previous work
Autumn Term
Place Value; Four rules
of number; Negative
numbers; Rounding;
Fractions; Decimals;
Percentages; Time; 2D
and 3D shape; Coordinates; Algebra
Spring Term
Algebra; Number
patterns; Reflection,
rotation and
translation; Perimeter
and Area; Volume and
Capacity; Angles; Time;
Converting units of
measure; Data
handling; Probability
Online link to the DfE’s National Curriculum for Maths - 2000 edition
Summer Term
Revision of all areas
Problem solving based
on a variety of
mathematical concepts
Maths and Art – Spirals
and Circles
Science
The main focus of Science in Year 3 is to enable the children to broaden
their scientific view of the world around them.
Children continue to learn how to “work scientifically” through
exploring, talking about, testing and developing their ideas.
We follow the five topics laid out in the National Curriculum for Year 3:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Plants
Animals – Skeletons
Rocks
Light
Forces and Magnets
Animals - Nutrition
(click for more information)
Online link to the DfE’s National Curriculum for Science
Science - Plants
This unit is covered throughout the year.
We teach the children the objectives laid down in the National
Curriculum.
To help children understand the practical application of this knowledge,
we compliment this unit with seasonal work in our school’s growing
area:
September / October
November / December
January / February
Weeding and soil preparation
Planting seed potatoes
Weeding and soil preparation
Potato yield
March / April
May / June
July / August
Sowing early vegetables
Planting out seedlings
Planting and growing lettuce and
tomatoes (outside and under
glass)
Science
The main focus of Science in Year 4 is to enable the children to broaden
their scientific view of the world around them.
Children continue to learn how to “work scientifically” through
exploring, talking about, testing and developing their ideas.
We follow the five topics laid out in the National Curriculum for Year 4:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Living things and
their habitats
Animals – food chains
States of Matter
Sound
Electricity
Animals –
digestion/teeth
Online link to the DfE’s National Curriculum for Science
Science
The main focus of Science in Year 5 is to enable pupils to develop a
deeper understanding of a wide range of scientific ideas.
“Working Scientifically”, children select the most appropriate ways to
answer science questions using different types of enquiry.
We follow the five topics laid out in the National Curriculum for Year 5:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Living things and
their habitats
Properties and
changes of materials
Animals, including
humans
Earth and Space
Forces
Online link to the DfE’s National Curriculum for Science
Science
The main focus of Science in Year 5 is to enable pupils to develop a
deeper understanding of a wide range of scientific ideas.
“Working Scientifically”, children select the most appropriate ways to
answer science questions using different types of enquiry.
We follow the five topics laid out in the National Curriculum for Year 6:
Throughout the
Year
Autumn Term
Spring Term
Summer Term
Revision of topics
taught in the juniors
Living things and
their habitats
Light
Electricity
Evolution and
inheritance
Electricity
Animals, including
humans
Online link to the DfE’s National Curriculum for Science
Computing
Strand
Objectives and Software
Text and Multimedia
Increasing children’s word processing skills by using text boxes, importing images, using the spell-checker and thesaurus and
aligning text.
Children will also use and embed video footage within a multimedia document.
Software: 2Publish+, Active Inspire; Word
Visual Media
Copying and inserting graphics into documents and projects; resizing them using “handles”.
Creating, resizing and copying objects to make repeating patterns and plans.
Software: Dazzle, Word, Active Inspire
Sounds
No specific work in Year 3
e-Communication
Sending, receiving and replying to emails.
Saving email addresses into address books.
Drafting and forwarding emails; adding attachments.
Software: web-based email
N.B. See PSHE section for e-Safety work
Information Technology
Entering information into software package to create bar charts.
Creating a branching database.
Searching the Internet using simple searches
Software: 2Graph, 2Question, Internet Explorer
Computer Science
Using simple programming language, Logo, to create effects on screen and to control floor robots (Roamer).
Using Logo to solve problems in a computer simulation.
Software: 2Logo; Roamers; Crystal Rainforest; 2Code
Computing
Strand
Objectives and Software
Text and Multimedia
Developing further word processing skills, including: inserting text boxes, columns and tables; indenting text; justifying text.
Creating simple non-linear texts; inserting video/sound files.
Software: Word, Active Inspire
Visual Media
Resizing images digitally.
Creating animations/movies using own and retrieved images.
Software: Dazzle; PhotoStory
Sounds
Importing MP3 files and performing simple editing.
Composing own sounds / sequences using pre-recorded sound samples.
Software: 2Sequence; Audacity
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Understanding the basic features of spreadsheets
Generating graphs from spreadsheets and importing them into other applications.
Using and creating simple databases.
Searching databases and the internet with more complex searches.
Software: Excel; 2Investigate; Internet Exporer
Computer Science
Using flowcharts as a means of representing programming instructions; creating own programming sequences to achieve
particular outcomes.
Controlling inputs and outputs to achieve particular outcomes.
Software: Flowol; 2Code
Computing
Strand
Objectives and Software
Text and Multimedia
Re-formatting work using a wide range of editing tools previously taught.
Inserting text, images, video and sound into PowerPoint.
Using animations / transitions in an effective manner.
Software: Word, PowerPoint
Visual Media
Manipulating images using variety of tools.
Creating a montage of images.
Software: Dazzle, Picassa, Movie Maker
Sounds
Creating their own animations/presentations using a variety of images and sounds.
Creating their own sounds to use in animations/presentations.
Software: 2Sequence, PhotoStory, Movie Maker
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Using formulae in a spreadsheet.
Creating own databases.
Focusing on safe searching on the Internet.
Software: Excel, 2Investigate, Internet Explorer
Computer Science
Extending programming skills through a variety of languages and programs.
Software: Flowol, 2Code, Scratch
Computing
Strand
Objectives and Software
Text and Multimedia
Developing previous word processing skills and introducing: changing page orientation; text-wrapping around graphics; using
the hanging indent.
Independently using previously taught skills in PowerPoint.
Software: Word, PowerPoint
Visual Media
Looking at the differences between paint-based and object-based graphics software.
Solving problems using graphics software.
Creating video animations.
Software: Dazzle, Active Inspire, PhotoStory, Movie Maker
Sounds
Creating and using their own sound creations in visual media work.
Software: 2Sequence, Audacity
e-Communication
There is no specific teaching during Computing lessons.
N.B. See PSHE section for e-Safety work
Information Technology
Creating spreadsheets for specific purposes and to solve problems.
Using complex searches on databases.
Understanding what the Internet is.
Software: Excel, 2Investigate, Internet Explorer
Computer Science
Using “if … then …” statements in programming.
Using a variety of programming languages / software to create own games or control their own systems.
Software: Scratch, Python, 2Code
PSHE
Strand
Pupils will have the opportunity to learn
Health and Wellbeing
About change, including transitions.
What positively and negatively affects their physical, mental and emotional health (including the media).
How to make informed choices and to begin to understand the concept of a “balanced lifestyle”.
The school rules for being safe on the Internet.
That their personal information must be kept safe and private and what to do and who to tell if anyone asks them for personal
information online.
Road Safety – Stop, look, listen and think; crossing between parked cars; crossing at junctions.
Rules for and ways of keeping physically and emotionally safe.
About people who are responsible for helping them stay healthy and safe and ways that they can help these people.
To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a
balance diet.
Heart Start Level 2 – serious bleeding, choking, suspected heart attack
Relationships
To recognize and respond appropriately to a wider range of feelings in others
That their actions affect themselves and others
To recognise and manage “dares”
To recognise and challenge stereotypes
Wider World
What being part of a community means, and about the varied institutions that support communities locally and nationally
To recognise the role of voluntary, community and pressure groups, especially in relation to Health and Wellbeing
About the role money plays in their own and others’ lives including how to manage their money make choices about spending
money and what influences those choices (being a critical consumer)
PSHE
Strand
Pupils will have the opportunity to learn
Health and Wellbeing
to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals
to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the
range and intensity of their feelings to others
about change, including transitions – loss and separation
the school rules for being safe on the Internet
what cyber-bullying is and who they should tell if they see it happening
about the possible dangers of meeting online friends in the real world and what to do and who to tell if an online friend wants to
meet them in the real world.
Road Safety: How traffic and roads have changed; Identifying hazards, hidden dangers for different road users
Road Safety: Journeys; using safer crossing places; planning a journey
How to look after teeth
Heart Start Level 2 – serious bleeding, choking, suspected heart attack
Relationships
to work collaboratively towards shared goals
to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise
to give rich and constructive feedback and support to benefit others as well as themselves
to judge what kind of physical contact is acceptable or unacceptable and how to respond
the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to
‘break a confidence’ or ‘share a secret’
Wider World
to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
to think about the lives of people living in other places, and people with different values and customs
about the role money plays in their own and others’ lives, including how to manage their money and about being a critical
consumer
to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’ and ‘tax’ e.g. their contribution to society through
the payment of VAT
PSHE
Strand
Health and Wellbeing
Pupils will have the opportunity to learn
to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome
them
about change, including transitions – divorce and bereavement
the school rules for being safe on the Internet
that cyber-bullying is bullying and should be stopped
that they should use an online nickname to protect themselves
that some adults use fake profiles to pretend to be children online
that agreeing to meet an online friend in the real world can be very dangerous and what to do and who to tell if an online friend
wants to meet them in the real world
Road Safety: How they can stay safe as a passenger, a cyclist and a pedestrian; hazards and hidden dangers on the road
Road Safety: Hazards and hidden dangers; speed gun; practice pedestrian training and compare their behaviour to that of the
drivers
to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
to deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to
manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to
build resilience
what is meant by the term ‘habit’ and why habits can be hard to change
which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate
and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others
For girls, how their body will change as they approach and move through puberty
Heart Start Level 3 : Cardiac arrest
Click to continue with Year 5
PSHE
Strand
Pupils will have the opportunity to learn
Relationships
to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy
relationships
to recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
to be aware of different types of relationship, including those between friends and families, civil partnerships and marriage
to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care
about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view
Wider World
Why and how rules and laws that protect themselves and others are made and enforced. Why different rules are needed in
different situation and how to take part in making and changing rules.
To realise the consequences of anti-social and aggressive behaviours, such as bullying and discrimination on individuals and
communities.
That there are different kinds of responsibilities, rights and duties at home, school, in the community and toward the
environment.
About the role money plays in the own and others’ lives, including how to manage their money and about being a critical
consumer.
To develop an initial understanding of the concepts of “interest”, “loan”, “debt” and “tax”.
Run the school book fair, giving opportunities to:
• how to talk and write about their opinions, and explain their views, on issues that affect themselves and society
• to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their
mistakes, making amends and setting personal goals
• to face new challenges positively by collecting information, looking for help, making responsible choices and taking action
• about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own
contribution in the future
• to look after their money and realise that future wants and needs may be met through saving
PSHE
Strand
Health and Wellbeing
Pupils will have the opportunity to learn
about change, including transitions – schools
to recognise how images in the media do not always reflect reality and can affect how people feel about themselves
the school rules for being safe on the Internet
that cyber-bullying is bullying and should be stopped
what the CEOP ‘report abuse’ button looks like
what images are suitable to use in their online profiles
that they must get their friends’ permission before uploading images of them
that some online communication tools are blocked by the school’s filtering and why
that social networks have security settings with they can alter to protect themselves
that once pictures and videos have been put online they are very difficult to remove
rules for and ways of keeping physically and emotionally safe – including road safety (BikeAbility)
to recognise their increasing independence brings increased responsibility to keep themselves and others safe
that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they
know and the media
to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy,
that makes them uncomfortable, anxious or that they believe to be wrong
that bacteria and viruses can affect health and that following simple routines can reduce their spread
For the boys – how their body will change as they approach and move through puberty
Heart Start Level 3 – Cardiac Arrest
Click to continue with Year 6
PSHE
Strand
Pupils will have the opportunity to learn
Relationships
that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and
religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act
2010)
to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying,
use of prejudice-based language, how to respond and ask for help)
REVISIT: to judge what kind of physical contact is acceptable or unacceptable and how to respond
REVISIT: the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right
to ‘break a confidence’ or ‘share a secret’
Wider World
to research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their
recommendations to appropriate people
to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining
choices
about the role money plays in their own and others’ lives, including how to manage their money and about being a critical
consumer.
to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’ and ‘tax’ e.g. their contribution to society through
the payment of VAT
that resources can be allocated in different ways and that these economic choices affect individuals, communities and the
sustainability of the environment
about enterprise and the skills that make someone ‘enterprising’
REVIST: About the range of jobs carried out by people they know, and to understand how they can develop skills to make their
own contribution in the future
about a greater variety of career options and some of the steps they would need to take to achieve their aspirations
The EYFS covers learning until the end of the Reception Year (the first year in school).
Learning is based around thee PRIME AREAS of learning:
• Communication and Language Development
• Physical Development
• Personal, Social and Emotional Development
And four SPECIFIC AREAS of learning
• Literacy development
• Mathematics development
• Understanding the world development
• Expressive arts and design development
Throughout their time in the EYFS children develop CHARACTERISTICS of EFFECTIVE LEARNING
• Playing and exploring
• Active learning
• Creating and thinking critically
CLICK TO RETURN TO INFANT TOPICS
The expectation is that by the end of the Reception year children will achieve the Early Learning Goal for each area of
learning, reaching an expected good level of development.
Not all children are the same ! Those children that do not achieve the Early Learning Goal are assessed as emerging ,
and for those children that go beyond the Early Learning Goal are assessed as exceeding the level of development.
For the Early Learning Goals for each of the areas of learning and a description of each of the Characteristics of
Effective Learning, click the link below.
Communication and
Language
Literacy
Playing and Exploring
Physical Development
Mathematics
Personal, Social and
Emotional Development
Understanding of
the World
Active Learning
Expressive Arts and
Design
Creating and Thinking
Critically
Communication and Language
Communication and language development involves giving children opportunities to speak and listen in a
range of situations and to develop their confidence and skills in expressing themselves.
ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to stories,
accurately anticipating key events, and respond to what they hear with relevant comments, questions or
actions. They give their attention to what others say and respond appropriately, while engaged in another
activity.
ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and
‘why’ questions about their experiences and in response to stories or events.
ELG 03 Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use
past, present and future forms accurately when talking about events that have happened or are to happen in
the future. They develop their own narratives and explanations by connecting ideas or events.
Physical Development
Physical development involves providing opportunities for young children to be active and
interactive, and to develop their coordination, control, and movement. Children must also be
helped to understand the importance of physical activity, and to make healthy choices in relation to
food.
ELG 04 Moving and handling: Children show good control and coordination in large and small
movements. They move confidently in a range of ways, safely negotiating space. They handle
equipment and tools effectively, including pencils for writing.
ELG 05 Health and self-care: Children know the importance for good health of physical exercise and
a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene
and personal needs successfully, including dressing and going to the toilet independently.
Personal, Social and Emotional Development
Personal, social and emotional development involves helping children to develop a positive sense of themselves and others;
to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings;
to understand appropriate behaviour in groups; and to have confidence in their own abilities.
ELG 06 Self-confidence and self-awareness: Children are confident to try new activities, and to say why they like some
activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the
resources they need for their chosen activities. They say when they do or don’t need help.
ELG 07 Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and
others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or
class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in
their stride.
ELG 08 Making relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas
about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with
adults and other children.
Literacy
Literacy development involves encouraging children to read and write, both through listening to others
reading, and being encouraged to begin to read and write themselves. Children must be given access to a
wider range of reading materials – books, poems, and other written materials, to ignite their interest.
ELG 09 Reading: Children read and understand simple sentences. They use phonic knowledge to decode
regular words and read them aloud accurately. They also read some common irregular words. They
demonstrate an understanding when talking with others about what they have read.
ELG 10 Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds.
They also write some irregular common words. They write sentences which can be read by themselves and
others. Some words are spelt correctly and others are phonetically plausible.
Mathematics
Mathematics development involves providing children with opportunities to practise and improve their skills
in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces,
and measures.
ELG 11 Numbers: Children count reliably with numbers from one to 20, place them in order and say which
number is one more or one less than a given number. Using quantities and objects, they add and subtract two
single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving
and sharing.
ELG 12 Shape, space and measures: Children use everyday language to talk about size, weight, capacity,
position, distance, time and money to compare quantities and objects and to solve problems. They recognise,
create and describe patterns. They explore characteristics of everyday objects and shapes and use
mathematical language to describe them.
Understanding of the World
Understanding of the world involves guiding children to make sense of their physical world and their community through
opportunities to explore, observe and find out about people, places, technology and the environment.
ELG 13 People and communities: Children talk about past and present events in their own lives and in the lives of family
members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about
similarities and differences between themselves and others, and among families, communities and traditions.
ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one to another.
They make observations of animals and plants and explain why some things occur, and talk about changes.
ELG 15 Technology: Children recognise that a range of technology is used in places such as homes and schools. They select
and use technology for particular purposes.
Expressive Arts and Design
Expressive arts and design involves supporting children to explore and play with a wide range of media and
materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings
through a variety of activities in art, music, movement, dance, role play, and design and technology.
ELG 16 Exploring and using media and materials: Children sing songs, make music and dance, and experiment
with ways of changing them. They safely use and explore a variety of materials, tools and techniques,
experimenting with colour, design, texture, form and function.
ELG 17 Being imaginative: Children use what they have learnt about media and materials in original ways,
thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and
technology, art, music, dance, role play and stories.
Playing and Exploring
Finding out and exploring is concerned with the child’s open-ended hands-on experiences which result from
innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds
out.
Using what they know in their play describes how children use play to bring together their current
understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences
through imaginative play supports the development of narrative thought, the ability to see from other
perspectives, and symbolic thinking.
Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a
‘can do’ orientation, being willing to take a risk in new experiences, and developing the view of failures as
opportunities to learn.
Active Learning
Being involved and concentrating describes the intensity of attention that arises from children concentrating on
following a line of interest in their activities.
Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an
element of purposeful control which supports resilience.
Enjoying achieving what they set out to do refers to the reward of meeting one’s own goals, building on the
intrinsic motivation which supports long-term success, rather than relying on the approval of others.
Creating and Thinking Critically
Having their own ideas covers the critical area of creativity - generating new ideas and approaches in all areas
of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways
of solving these.
Using what they already know to learn new things refers to the way in which children develop and link
concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative
and scientific modes of thought.
Choosing ways to do things and finding new ways involves approaching goal-directed activity in organised ways
making choices and decisions about how to approach tasks, planning and monitoring what to do and being
able to change strategies.
.
Children in the EYFS are assessed against the Early Learning Goals (set out in the curriculum section of this
document).
Children are assessed as they enter school and at regular intervals across the school year.
Assessment takes many forms but there is an emphasis on what the adults in class observe the children doing
independently. Small, informal tasks are also used to assess children’s acquisition of skills.
At the end of the Reception year, the teachers make a judgement for each child against each Early Learning
Goal. They use all of the gathered evidence to decide if a child has met the goal (known as “expected”), is
working towards it (known as “emerging”) or is working at a level beyond it (known as “exceeded”).
Information about children’s progress towards the early learning goals is communicated to parents at the parent
“drop-ins” during the Spring term.
At the end of the Summer term, each child receives a report which details their progress towards each early
learning goal and statements about the child’s attitude towards learning (known as the “characteristics of
effective learning”.
Children’s acquisition of new knowledge, skills and understanding is regularly
assessed by teachers through questioning during lessons and the marking of
children’s work.
Children’s retention and application of these is assessed via a variety of
methods – click on a subject below for further details.
Reading
Writing
Maths
Reading
Year 1
Informal assessments are
carried out to track the
children’s progress in their
acquisition of phonics.
The children in Y1 also take
the statutory Phonics
Screening Check in June.
Teachers assess children’s
individual decoding and
comprehension skills during
guided and individual reading
sessions.
At the end of the year,
teachers will use all of their
ongoing assessments to assess
if children have met the Y1
expectations.
Year 2
Informal assessments are
carried out to track the
children’s progress in their
acquisition of phonics.
Teachers assess children’s
individual decoding and
comprehension skills during
guided and individual reading
sessions.
Teachers also carry out more
formal comprehension tests
in preparation for the end of
KS1 SATs tests which take
place in May. This year, the
children in Y2 will be assessed
against the previous National
Curriculum levels.
Years 3, 4 and 5
Assessment of children’s
reading skills is carried out
during guided reading
sessions. Over the course of
the year, we shall be revising
our assessment criteria so
that it is fully based on the
progression outlined in the
new National Curriculum.
Children regularly complete
comprehension exercises. At
the end of the year, we will
continue to use a summative
test of reading
comprehension.
Children’s progress in Reading is monitored termly by the Senior Leadership Team.
Year 6
Assessment of children’s
reading skills is carried out
during guided reading
sessions.
The children will also be
involved in more formal
comprehension tests in
preparation for the end of
KS2 SATs which take place in
May. This year, the children
in Y6 will be assessed against
the levels in the previous
National Curriculum.
Writing
Years 1 to 6
Children complete at least one piece of written work per week.
After the children have edited their work (using an agreed criteria) the teacher marks their writing, highlighting areas in red
where the children have achieved well and in green, areas for improvement.
Children will be given a short task to improve parts of their writing during “green time”.
A teacher will use information from their marking to plan subsequent lessons.
At least twice per half term, children will create a piece of written work without much direction from the teacher.
These pieces of work are marked against a criterion scale which enables teachers to determine the level at which a child is
currently working. For the current year, we are continuing to use the previous National Curriculum levels. By September
2015, we will have moved away from the National Curriculum levels and track children’s progress against the progression of
skills outlined in the new National Curriculum.
From these assessed pieces of work, the teacher sets each child a writing target for the following half term. The targets are
written on “pencils” which the children refer to whenever they are writing in class. These targets are communicated to
parents at Parents’ Evenings.
Children’s progress in Writing is monitored half termly by the Senior Leadership Team.
Maths
Year 1
Year 2
Teachers will introduce
assessment tasks a few weeks
after a unit of work has been
completed to assess
children’s retention of, and
track children’s progress
against, the objectives laid
down in the new National
Curriculum.
Children’s acquisition of new
concepts is assessed regularly
by the class teachers.
At the end of the year,
teachers will use all of their
ongoing assessments to assess
if children have met the Y1
expectations.
Regular use of past papers
will be used over the course
of the year to track progress
and identify areas for
consolidation.
In May, children will sit the
KS1 SATs test and will be
awarded a National
Curriculum level.
Years 3, 4 and 5
We will continue to track
progress using the previous
National Curriculum levels
through termly tests.
Regular tests of times tables
and maths facts (which are
set for homework) will
continue.
In addition, teachers will
introduce assessment tasks a
few weeks after a unit of
work has been completed to
assess children’s retention of,
and track children’s progress
against, the objectives laid
down in the new National
Curriculum.
Children’s progress in Maths is monitored termly by the Senior Leadership Team.
Year 6
Children’s acquisition of new
concepts is assessed regularly
by the class teacher.
Regular tests of times tables
and maths facts (which are
set for homework) will
continue.
Regular use of past papers
will be used over the course
of the year to track progress
and identify areas for
consolidation.
In May, children will sit the
KS2 SATs test and will be
awarded a National
Curriculum level.
British Values
Promoting British Values at Greenmount Primary School
• The DfE has recently reinforced the need "to create and enforce a clear and rigorous expectation on all
schools to promote the fundamental British values of democracy, the rule of law, individual liberty and
mutual respect and tolerance of those with different faiths and beliefs."
• The Government set out its definition of British values in the 2011 Prevent Strategy, and these values
have been reiterated this year (2014).
• British Values are defined as:
Democracy
The rule of law
Individual liberty
Mutual respect for
and tolerance of
those with
different faiths and
beliefs
• Click on the value to find out how we promote, teach and develop these values in school.
British Values - Democracy
Our current practice
What we seek to develop as we
move into the future
Involve the children in votes as part of everyday practice e.g. EYFS children voting which type of role play
area they would like next
Reference how democracy has changed over
time through our History curriculum in KS2,
focusing on Ancient Rome, Ancient Greece,
the time of the Industrial Revolution in
Lancashire
School Council elections held annually (Y1 – Y6) – children encouraged to prepare a “speech” to persuade
others
School Council involved in the recruitment of Head Teacher and Deputy Head Teacher
Children selected to perform jobs etc using a variety of strategies e.g. pulling name out of hat; selecting
children on merits; ensuring all children have an opportunity
Turn taking encouraged and expected
Pupil Questionnaires and discussions with senior leaders regarding the curriculum
Debate used as part of the curriculum
We aim to build the children’s knowledge of public institutions and services through curriculum work,
assemblies and supporting a wide range of charities.
Further develop the structure of the School
Council and the role of class councillors to
listen to their classmates and feedback on
progress.
Discuss the election process with children at
times when elections are being held.
British Values – The rule of law
Our current practice
What we seek to develop as we
move into the future
Ensure school rules and expectations are clear and fair. We ensure all children know the school rules. We
display them around school and expect all staff to support upholding them.
To work more closely with our local PCSOs
to support our curriculum.
We encourage the children to respect other people’s skills, achievements and differences. This is
reinforced through our reward system.
Through our daily interactions with children and through our more formal PSHE curriculum (see
objectives from “Health and Wellbeing” and “Relationships”) we help pupils to distinguish right from
wrong.
In Y5, our PSHE curriculum focuses on the law – respecting what the law is and the basis on which it is
made; how living under the rule of law protects individuals.
As part of the wider curriculum, we invite the local police to support children’s learning e.g. infant topic of
“Superheroes”.
British Values – Individual liberty
Our current practice
What we seek to develop as we
move into the future
Support the children through our daily interactions to develop their self-knowledge, self-esteem and self
confidence. We focus on this through our marking, target setting and reward systems.
Follow the UNICEF rights respecting
schools agenda (we expect to explore this
in 2015 -2016).
In our PSHE curriculum we focus on recognising our own achievements and setting goals for our own lives.
In Y3 PSHE (during work on Relationships) we teach the children about challenging stereotypes.
We have a strong anti-bullying culture – our PSHE curriculum theme of “Relationships” focuses on this in
each year group.
Initiated by the governors, the School Council worked on the theme of Anti-Bullying and produced children’s
and parents’ leaflets which are distributed as part of the annual Anti-Bullying week.
British Values – Mutual respect for and
tolerance of those with different faiths
and beliefs
Our current practice
What we seek to develop as we
move into the future
We promote respect for individual differences through our daily interactions with the children, the PSHE
and RE curriculums.
Provide further opportunities for the
children to meet people with different
beliefs and from different faiths.
We help children to acquire an understanding of and respect for their own culture and other cultures and
ways of life through assemblies and the curriculum (geography, history, art, RE, PSHE).
Our school policies on Behaviour, Racial Harassment and Anti-Bullying show how we challenge prejudicial
or discriminatory behaviour.
Organise visits to places of worship (Y1 – Church, Y3 – Mandir, Y5 – Mosque, Y6 – variety of places (for a
comparative study). We explore worship through video clips and discussions with faith adherents.
We have a strong link with Greenmount URC Church.
We discuss differences between people (based on the protected characteristics) as part of the PSHE
curriculum, particularly in Y6.
Further develop children’s critical personal
thinking skills.
Develop links with a wider variety of faith
communities.