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Curriculum

 

The children’s learning experiences are carefully planned, personalised and structured to reflect their stages of development, their interests and specific learning needs.

Topics follow a similar theme across all year so that children can build upon and share their learning across the school, connecting their ideas. All planning is based upon a range of rich text to stimulate and excite children’s learning, with talk and reading at the very heart of what we do!

In Early Years we follow Development Matters to guide our planning,  and in Years 1 and 2 we follow the National Curriculum. See links below. 

We value opportunities for talk and all staff have received training in  the importance of good questioning.  Studies show that developing spoken language and giving children opportuntities to think critically has postive impacts in all areas of learning . To read more about this please see the Progression in  Language document at the bottom of this page. 

 

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Topics 

Here is a list of topics and themes that we will be covering in class this year. The list is broken down into the year group and term times. For more information about how different areas of the National Curriculum are taught in each topic please click on the relevant link eg the link for 'Getting to Know' or the link for 'Fairy Tales' . Each link will give you a complete breakdown of what wil be taught. 

 
 

Development Matters in the Early Years Foundation Stage

 

Development Matters  was produced by Early Education with support from the Department for Education. It is non-statutory guidance which supports all those working in early childhood education settings to implement the requirements of the Statutory Framework for the EYFS. 

Please click on the link below to read Development Matters

 

 

National curriculum in England: framework for key stages 1 to 4

Please click on the link below to find out more about the full National Curriculum in England framework for key stages 1 to 4, including programmes of study and attainment targets.

Key Text, Key Skills and Curriculum Coverage

Below gives a breakdown of key texts, key skills and curriculum coverage that each topic will cover. Some areas may change slightly according to the children's interests. 

Key Text:

 

Autumn 1-

‘Me, Myself and I’

‘I Am…’

Autumn 2

‘Celebrations’

Spring 1

‘A Long Time Ago’

Spring 2

‘Growth’

Summer 1

‘Explorers’

Summer 2

‘Health and Wellbeing’

Nursery

 

What I like about me!

It’s OK to be different

My Mum and Dad make me laugh!

Our House

Lima’s Red Hot Chilli

The Little Red Hen

Pumpkin Soup

 

Titch

Jack and the beanstalk

Jasper’s Beanstalk

 

 

YR/1

 

You Choose- Nick Sharatt

Dot- Peter Reynolds

My Map Book- Sara Marielle

Blue Penguins

Would you rather? – John Birmingham

 

1.  Wow!  Said the Owl – Tim Hopgood

Recount and retelling.

Write own version

 

2.  How to catch a star – Oliver Jeffers

Retelling

 

3.  Recount the story of Diwali and Christmas

If I had a dinosaur -  Gabby Dawnay

 

Gigantosaurus – Johnny Duddle

 

Stomp, Chomp big Roar, here come the dinosaurs – Kaye Umansky and Nick Sharratt

 

Dinosaurs love Underpants – Claire Freedman

The Lion and the Bird – Marianne Dubuc

 Yeti and the Bird – Nadia Shireen

Ordering, retelling, predicting and comparing stories with similar themes (Seasonal theme)

 

Naughty Bus – Jan Oke Letters,

Oral retelling, labels, captions, Non-chronological reports, Narrative

 

Stanley’s Stick – John Hegley

5.  Not a stick – Antoinette Portis

Retelling, Narrative, diagrams, Setting descriptions

Naughty Bus –

1) Write a postcard

2) Sequence photographs /sentences to form a story map/short narrative.

 

Beegu – Alexis

Decon

1. Recount a story in simple sentences

2.  Character description

3.  Letters to space

4. Postcards to space

(Fiction texts to be used as a non-fiction stimulus)

 

Monkey Puzzle – Julia Donaldson

 

A Bit Lost – Chris Haughton

Rosie’s Walk – Pat Hutchins

1.  Recount/retelling

2.  Writing own version

 

On the Way Home – Jill Murphy

1.  Recount/retelling

2.  Writing own version

 

???

YR 2

 

Rosa Revere the Engineer

Ada Twist the Scientist

Iggy Peck the Architect

I heard it in the playground – x6 ( Guided Poetry sessions)

Amazing Grace

The Wonder-

Descriptive writing (of a daydream)

 

Fairy Tale Friday

Recount and retelling

Historical Fiction

The Last Train – Kim Lewes

 

Ghost Train – Rachel Ramaker

 

I live in Brooklyn

Non-chronolohical report:

Write own version ‘I live in Brighton’

 

Non-Fiction Brighton books

 

Commotion in the Ocean – Giles Andrea

Traction Man – Mini Grey

  • Character and setting descriptions
  • Writing a prequel

 

The Adventure of a Nose – Vivien Swarz

  • To write a prequel

Tadpoles Promise – Jennie Willis

Write own version

 

Poetry

Classic Poetry

There was an old woman who swallowed a fly

 

 

What If - Anthony Browne

Write own version

Explanation text

10 things I can do to help my world – Melanie Walsh

Persuasive Advert/Poster

 

 

 

 

 

Key Skills and Curriculum Coverage:

 

 

Autumn 1-

‘Me, Myself and I’

‘I Am…’

Autumn 2

‘Celebrations’

Spring 1

‘A Long Time Ago’

Spring 2

‘Growth’

Summer 1

‘Explorers’

Summer 2

‘Health and Wellbeing’

Nursery

 

 

 

 

 

 

 

YR

 

ELG 05 (PD) Health and Self Care: Children know the importance 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.

 

ELG 06 (PSED) Self-Confidence and Self Awareness: Children are confident about trying new activities more than others. They are confident speaking in a familiar group, will talk about their ideas, and will choose the resources they need for their chose activities. They say when they do or don’t need help.

 

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

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

ELG 13 (KUW) People and communities, children talk about past and present events in their own lives and in the lives of family members. They know that the 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 (KUW) The world: children know about similarities and differences in relation to places, objects, materials. They talk about features of their env how end varies. They make observations of their env and talk about changes.

 

ELG 05 (PSED) Health and self-care: Children know the importance of good health or physical exercise, a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene needs

ELG 06 (PSED)

Self – confidence and self-awareness: children are confident about trying new

Activities…

ELG 08 (PSED)

Making Relationships:

Play cooperatively, make positive relationships with adults and other chidlren

Y1

History : Pupils should know about past, where they fit in a chronological framework… Significant historical events in their own locality

History Events beyond living memory that are significant nationally or globally

History Changes within living memory, where appropriate theses should be used to reveal aspects of change in national life.

Art: To develop a wide range of art and design techniques using line and shape

Art: To develop a wide range of art and design techniques in using colour, patter and texture, line , shape, form and space

 

Music: learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

 

Music: Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture and appropriate musical notations.

DT: Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

History:

Events beyond living memory that are significantly or globally, for example, The Great Fire of London, the first aeroplane

Science: Seasonal changes: observe changes across the 4 seasons, observe and describe weather and day length variation

Plants: Identify and name a range of plants, inc: deciduous and evergreen trees

Identify basic structure of flowering plant

Animals: identify and name a variety of common animals inc fish, amp, mammals, reptiles and birds

Identify carnivores, herbivores and omnivores

Identify and name parts of the human body and how each part identifies with the senses

Geography:

Key human features, including city, town…

Key physical features including, beach, cliff…

Use simple fieldwork and observational skills to study the geography of the school, the ground etc

D/T:

Select from and use a wide range of tools and equipment to perform practical tasks for example cutting, shaping, joining

Select from and use a wide range of materials and components including construction materials, textiles and ingredients’…

Geography:

Name, locate and identify characteristics of the 4 countries and capital cities of UK

Use world maps, atlases etc. to identify continents and oceans

Use aerial photographs to recognise landmarks and basic human and physical features, devise a map, use a simple key

Hot and cold areas of the world in relation to the equator

Use simple compass directions and directional language

Computing:

Use logical reasoning to predict the behaviour of simple programmes

Understand what algorithms are, how they are implemented on digital devices ; and that programmes execute by following precise and unambiguous instructions

Create and debug simple programmes

Science:

Distinguish between an object and the material from which it is made

Identify and name a variety of everyday materials

Describe the simple physical properties

Compare and group together a variety of materials on the basis of their simple physical properties

 

History:

The lives of significant individuals of the past who have contributed to national and international achievements

Geography:

Understand geographical  physical similarities and differences through studying the human and physical and geography of a small area of the UK

Science:

Find out about the basic needs of humans , describe the importance of exercise and eating the right amounts of specific food types and hygiene

D/T:
design functional, appealing, purposeful products for themselves ,

selecting from a wide range of ingredients, according to their characteristics

YR 2

 

History: NC aims for all pupils to: know and understand the history of then and the present day and how we have been influenced by the wider world

Geography:

Understand the processes that give rise to the physical and human geographical features of the world and how they bring change

Geographical similarities and differences through studying UK and beyond : capital cities of UK and contrasting non-European country

Art: To develop a wide range of art and design techniques using line and shape

Art: To develop a wide range of art and design techniques in using colour, patter and texture, line , shape, form and space

 

Music: learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

 

Music: Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture and appropriate musical notations.

 

History:

Events beyond living memory that are significant

The lives of significant individuals who have contributed to national and international changes/ achievements

D/T:

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic…

Find out how materials can be changed by squashing, bending

Art:

Perform, listen to review and evaluate music across a range of historical periods , genres and traditions inc the works of great composers

 

 

Geography:

BUILD UPON Y1: Use simple fieldwork and observational skills to study the geography of the school, the ground etc

BUILD UPON Y1:

Key human features, including city, town…

BUILD UPON Y1:

Key physical features including, beach, cliff…

 

BUILD UPON Y1:

(how plants can struggle in a city, why? )

Science: Seasonal changes: observe changes across the 4 seasons, observe and describe weather and day length variation

Plants: Identify and name a range of plants, inc: deciduous and evergreen trees

Identify basic structure of flowering plant

 

 

 

 

Geography:

BUILD UPON Y1:

Hot and cold areas of the world in relation to the equator

Use simple compass directions and directional language

 

BUILD UPON Y1:

Computing:

Use logical reasoning to predict the behaviour of simple programmes

Understand what algorithms are, how they are implemented on digital devices ; and that programmes execute by following precise and unambiguous instructions

Create and debug simple programmes

 

Science:

Explore and compare differences between things that are dead and alive and things that have never been alive

History:

The lives of significant individuals of the past who have contributed to national and international achievements; some should be used to compare aspects in life from different periods for example Elizabeth 1 and Queen Victoria

Geography:

BUILD UPON Y1:

 

Understand geographical  physical similarities and differences through studying the human and physical and geography of a small area of the UK ( and beyond)

Science:

BUILD UPON YEAR 1:

Find out about the basic needs of humans , describe the importance of exercise and eating the right amounts of specific food types and hygiene

D/T:
design functional, appealing, purposeful products for themselves and other users based on design criteria

Select from a wide range of materials and components , including construction, textiles and ingredients, according to their characteristics

 

 

 

 

Progression in Language Structures

To find out more about the kind of questioning we use throughout the school please read the document below. 

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