Subjects

MathsEnglishReadingScienceGeographyHistoryMusicPEReligious EducationArt & DesignPSHEDesign & TechnologyComputingFrench

Maths

Intent: Our maths curriculum encourages our children to be creative and inquisitive, preparing them for the next stage of their education with a confident, positive and enthusiastic attitude towards maths and problem solving. It develops a deep and interconnected understanding of mathematical concepts and uses practical equipment and pictorial representations to support the development from concrete to abstract understanding. The expectation of precise use of mathematical language and a focus on fluency, reasoning and solving problems in a wide variety of contexts underpin our overall methodology based in the mastery approach. Exploring, explaining, using logic, multiple methods, practice, journaling and reviewing ensure challenge for all.

Key Principles of Mathematics at William Davies

At William Davies our approach to mathematics is ‘Mastery Mathematics’. This ensures children develop procedural fluency alongside conceptual understanding in the context of reasoning, explanation and justification. Concepts are taught in depth. The key principles of our curriculum are:

  • Longer Units of Work – children work on key conceptual areas for a longer period of time, rather than jumping between maths ‘topics’ so depth of understanding can be developed.
  • Anchor Tasks – the starter task in a session is often set in the context of the real world and is low threshold, high ceiling – meaning can be easily accessed and has depth to challenge ‘rapid-grapsers’. Anchor Tasks also promote communication – thus developing reasoning and explanation skills; as well as promoting social interactions – children are encouraged to see things from an other’s perspective.
  • High Quality Text Books – we use ‘Maths – No Problem!’ text books intelligently to underpin our curriculum.
  • A range of heuristics (problem solving strategies), including bar modelling which allows children to represent and expose the mathematics in a problem.
  • Mixed Ability Groupings – groups and pairings are chosen based on children who work well together, not ability.
  • Swift Intervention – children who struggle receive intervention which quickly follows the initial learning with a highly qualified teachers, or possibly, in some cases, pre-teaching.
  • Challenge For All – we seek to challenge all learners to deepen their understanding and make connections in their learning through specific or more general challenge activities.
  • Journaling and Self Reflection – children are encouraged to journal regularly and complete other self-reflection activities to support meta cognition and self regulation. 
  • Developing resilience and self-regulation – teachers will often neither confirm nor reject answers children give in order to develop their own self checking skills.
  • Granular Steps – teachers take minute steps in learning based on variation theory to develop concepts soundly.
  • Effective Feedback – written feedback support children in affirming their learning as well as ensuring children are self checking and supports in deepening understanding through promoting reasoning and connection building. Oral feedback seeks to achieve the same.

William Davies Maths Curriculum

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Numbers to 10

Number bonds

Addition within 10

Subtraction within 10

Positions

Numbers to 20

Addition and subtraction within 20

Shapes and pattern

Length and height

Numbers to 40

Addition and subtraction word problems

Multiplication

Division

Fractions

Numbers to 100

Time

Money

Volume and capacity

Mass

Space

Numbers to 100

Addition and subtraction

Multiplication of 2 5 and 10

Multiplication and division of 2 5 and 10

Length

Mass

Temperature

Picture graphs

More word problems

Money

Two dimensional shapes

Three dimensional shapes

Fraction

Time

Volume

Numbers to 1000

Addition and subtraction

Multiplication and division

Further multiplication and division

Length

Mass

Volume

Money

Time

Picture Graphs and Bar Graphs

Fractions

Angles

Line and Shapes

Perimeter of Figures

Numbers to ten thousand

Addition and subtraction within 10000

Multiplication and division

Further multiplication and division

Graphs

Fractions

Time

Decimals

Money

Maths, volume and length

Area of figures

Geometry

Position and movement

Roman numerals

Numbers to 1,000,000

Whole Numbers: Addition and Subtraction

Whole Numbers: Multiplication and Division

Whole Numbers: Word Problems

Graphs

Fractions

Decimals

Percentage

Geometry

Position and Movement

Measurement

Area and Perimeter

Volume

Roman Numerals

Numbers to 10 million

Four Operations on Whole Numbers

Fractions

Decimals

Measurements

Word Problems

Percentage

Ratio

Algebra

Area and Perimeter

Volume

Geometry

Position and Movement

Graphs and Averages

Negative Numbers

Maths Curriculum Targets for the Year

 

English

Intent:Our English curriculum is designed to equip children with the knowledge, skills, attitudes and vocabulary to read, write and speak fluently and though developing these essential attributes, broaden their experiences and opinions, access and interact with the world, communicate effectively and are well-placed for the next stage of their education.

       
       

For writing we follow a genre and stimulus based overview and follow the WDPS Writing Cycle culminating in a ‘Big Write’. This allows both the formal teaching of genres as well as allowing the freedom for teachers follow the interests and needs of the class.

Spelling is based on the Rising stars scheme and is set as homework weekly, with a test in this weekly too. 

Grammar and punctuation is taught through the text type, where appropriate, and discreetly, in accordance with the National Curriculum for each year group as well as in response to need, as identified by the teacher.

In EYFS we follow a story-making story-telling approach to developing language and reading which is based on current research.  

Children complete cross curricular writing in their Learning Books regularly.

Vocabulary is taught explicitly using the ‘STAR’ approach, based on the ‘Word Aware’ scheme in both English session and in topic sessions.

Texts and stimuli are chosen to follow the topics, children’s interests and current events (festivals, celebrations and weather events e.g. snow days.)

 

Autumn Spring Summer
Nursery
  • When We Went to the Park
  • The Wind Blew
  • Alfie’s Feet
  • City Storm
  • So Much
  • Who’s That Tapping
  • Brown Bear, Brown Bear
  • I’m Sorry
  • What Shall I Make?
  • Hallo Lulu
  • See You Later
  • Rosie’s Walk
  • Full-O-Love
  • Owl Babies
  • Jasper’s Beanstalk
  • The Enormous Turnip
  • I Went Walking
  • The Very Hungary Caterpillar
  • Mad About Minibeasts (poems)
  • The Very Lazy Ladybird
  • The Very Busy Spider
  • Snail Trail
  • Once upon a Slime
  • Sammy the Classroom Guinea Pig
  • Dear Zoo
  • Dogs
  • I Want a Cat
  • The Three Little Pigs
Reception
  • The Wind Blew
  • Leaf Man
  • A Rainy Day
  • The Gift of Christmas
  • Talk About my Big School
  • On My Street
  • Through my Window
  • Hallo Lulu
  • Jack and the Beanstalk
  • Story of a Seed
  • Grow Your Own
  • Something Else
  • The Bad Tempered Ladybird
  • Aaargh! Spider
  • Snail Trail
  • What the Ladybird Heard
Year 1

RWI 

Genre Unit: Recount

Suggested Stimulus: Museum of Childhood (History Unit)

RWI 

Genre Unit: Instructions

Poetry Unit: Colour Poetry/I am Poetry

RWI

Genre Unit: Descriptive Writing 

Suggested Stimulus: The Gruffalo

Year 2

Genre Unit: Diary Entry

Suggested Stimulus: GFoL or The Dark

Genre Unit: Instructions (Recipes)

Poetry Unit: Acrostic Poems

Genre Unit: Adventure Fiction

Suggested Stimulus: Forest/Woods (Fairy Stories)

Year 3

Genre Unit: Traditional Tales (Other Countries)

Suggested Stimulus: Leon and the Place Inbetween or How to Live Forever 

Genre Unit: Book Reviews

Poetry Unit: Haikus (and Tankas)

Genre Unit: Suspense

Suggested Stimulus: How to Train Your Dragon, Dare to Care, Dragonology or Tell me a Dragon

Year 4

Genre Unit: Fantasy (descriptive writing)

Suggested Stimulus: Legoland Visit

Genre Unit: Ancient Egypt

Poetry Unit: Figurative Poems

Genre Unit: Story with a message/moral

Suggested Stimulus: Geography unit – Geographies of Refugees

Year 5

Genre Unit: Myths

Suggested Stimulus: Volcanoes & Earthquakes

Genre Unit: Journalistic Writing

Poetry Unit: The Raven

Genre Unit: Suspense stories or stories with a twist

Suggested Stimulus: Greta Thunberg’s Speech/Climate change

Year 6

Sugested Stimulus: The Land of Neverbelieve

Poetry Unit: Classic and Slam Poetry

Suggested Stimulus: The Cursed Child

Suggested Stimulus: Goodnight Mr Tom/Anne Frank’s Diary

Suggested Stimulus: The Sleeper and The Spindle/Thornhill

Suggested Stimulus: Y6 Play/Rights of a child

 

Intent: Our reading curriculum is designed to equip children with the knowledge, skills, attitudes and vocabulary to become reflective, life long readers who, through reading, broaden their experiences and opinions, access and interact with the world, communicate effectively and are well-placed for the next stage of their education. 

At William Davies we use the Reciprocal Reading approach in both small groups and on a whole class level. Teachers also teach WDPS Core Reading Skills in a whole class context: 
  • Predicting
  • Making connections
  • Asking questions
  • Evaluating
  • Inferring
  • Summarising
  • Clarifying
  • Fluency

Elements of these are taught throughout the school from EYFS to year 6.

Children change their reading books from their class and the school library or books are issued from phonics sessions. 

Children are read to daily by the teacher – class readers are selected by the teacher, often with class input into the choice. 

ERIC (Everyone Read In Class): ERIC time occurs daily where children are read to (Ys 1, 2 and 3) or read independently (years 3, 4, 5 and 6) for 15 minutes from 12:45-1pm.

Children are encouraged to read at home independently; recording their reading and other activities in their Home-School record. They are also encouraged to take part in Read Together – an initiative designed to promote parents and children reading together. Read Together is further promoted through the Read Together Reading Cafe (termly parent and child reading sessions in school time, Y1-3) and Read Together Reading Lessons (Termly parent and child reading lessons – where the parent attends a reading lesson and gets takeaway support materials (Y4-6). Reception children also have the opportunity to enjoy books with a family member when parents are invited for a shared read each half term.

Phonics in EYFS develops children’s vocabulary through role-play, discussion, building sentences and using productive questioning. Emphasis is placed on developing children’s love of reading through enticing story and poetry times. In the last term of Nursery, if appropriate for the child, children are taught to say the sounds of letters with the help of mnemonics. Children in Reception take part in daily phonics sessions (RWI)

Year 1 (and some year 2) children also take part in daily phonics sessions (RWI). In some instances, children who arrive mid year may take part in a targeted individual or group phonics session, using the scheme.

Vocabulary is taught explicitly using the ‘STAR’ approach, based on the ‘Word Aware’ scheme in both English session and in topic sessions.

Reading Gladiators is designed to challenge and motivate readers who are reading, or have the potential to read, at greater depth in the year 2, year 4 and year 6.

Science

Intent: Our science curriculum develops children’s knowledge and teaches methods, processes and vocabulary to understand and question the world around them. Through investigations and research, they develop a sense of excitement and curiosity about the natural world. They learn that science explains what is occurring, predicts how things will behave and analyses causes.

 

Autumn Spring Summer
Year 1 Animals inc. humans Seasonal changes Everyday Materials Plants
Year 2 Use of everyday materials Animlas inc. humans All living things and their habitats Plants
Year 3 Rocks Plants Animals inc. humans Light Forces and magnets
Year 4 Electricity Sound States of matter All living things Animals inc. humans
Year 5 Forces Earth and space Properties and changes of materials All living things
Year 6 All living things Evolution and inheritance Light Electricity

Geography

Intent: Our Geography curriculum encourages children to be curious, open minded and challenges their view of the world. It equips them with knowledge, skills and vocabulary of diverse places, people, resources and natural and human environments. It is an issue-based, action-led curriculum which provides learners with experiences and skills to navigate the world around them. It encourages and prepares them to actively participate, as responsible global citizens, in making their own communities, and the wider world, equitable and more sustainable.

 

Autumn Spring Summer
Year 1

Geography Bee

Seven Continents

5 oceans

(Using Maps/atlases/globes/aerial pictures)

Geographies of Our World

Barnaby Bear

Eco-School Topic: Global Citizenship 

Geographies of Our School World

Eco-Topic: School grounds

Year 2

Geography Bee

Locating 4 countries of the UK

Capital Cities of the UK

Seas surrounding the UK

(Using Maps/atlases/globes/aerial pictures)

Geographies of Food

Food around the world

Eco-Schools Topic: Healthy Living

Geographies of the Seaside

Southend-On-Sea

Year 3

Geography Bee

Locate world countries across all 7 continents Identify the position and significance of: Latitude and 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)

Geographies of Waste

Waste Week Eco-Schools Topic: Waste or Litter Less campaigns (Any week in March)

Geographies of Legacies

Skills and Mapwork: Roman Legacies

Year 4

Geography Bee

Locate counties and cities of the UK and key human (population, landmarks, buildings etc.) and physical features (rivers, mountains, coasts, weather etc.)

Locate major capital cities across all 7 continents

Geographies of Water

Water Cycle Eco-Schools Topic: Water World Water Day March 22nd (UN International Day)

Geographies of Refugees

UK vs Non-Euro vs N/S American Case Study

Anglo Saxon Invaders Link

Year 5

Geography Bee

IDENTIFY: Key physical features around the world (including UK)

Topographical features: (hills, mountains, coasts, rivers), climate zones, biomes, vegetation belts, rivers, volcanoes and earthquake zones. e.g. Hottest/coldest places, tallest mountains, largest/smallest lakes, largest/smallest islands, largest volcanoes, largest desserts, longest rivers, landlocked countries

Geographies of Our Wild World

climate zones, biomes and vegetation belts, 

rivers, mountains, volcanoes and earthquakes

Geographies of International Relations

Model UN

Eco-Schools Topic: Marine and Global Citizenship

Year 6

Geography Bee

IDENTIFY: Key human features around the world (including UK) Types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water e.g. highest/lowest population, facts about major cities, major airports, warzones, wonders of the world, location of religious sites, famous landmarks/buildings, famous explorers, world religions, world languages, trade routes, political organisations, world leaders etc.

 

Geographies of Education

UN Convention on the Rights of a Child (UNCRC) Every Child Has the Right to an Education Article 28 Comparing Schools Around the World (Google Maps app) Eco Schools Topic: Global Citizenship

 

   

History

Intent: Our history curriculum, museum visits and expert visitors equip children with the knowledge, skills, attitudes and vocabulary to become learners who are curious about the past. The analysis and evaluation of Britain’s past and that of the wider world provides a context for present day challenges. Through debate, it informs children’s opinions so that they are well-placed for the next stage of their education.

 

Autumn Spring Summer
Year 1

Toys from the Past

 

  Transport
Year 2 The Great Fire of London Mary Seacole and/or Florence Nightingale  
Year 3

Changes in Britain from the Stone Age to the Iron Age

Late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae

Bronze Age religion, e.g. Stonehenge

Iron Age hill forts: tribal kingdoms, farming

 

Romans in Britain

Roman Legacy

Year 4   Ancient Egypt Anglo-saxons and Scots
Year 5

Ancient Greece

A study of Greek life and achievements and their influence on the western world

 

The Vikings

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Year 6  

World War 2

A history study: a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

A non-European society that provides contrasts with British history – one study chosen from: Early Islamic civilization, including a study of Baghdad c. AD 900;

Music

Intent: Our music curriculum engages challenges and inspires our children to develop a love of music that sparks their creativity as musicians. Our children explore music in its many facets from nursery; in its most innate form, all the way through to the ‘grand finale’ performance at the end of year 6. The years in between are where children hone in on their skills within singing and instrumentation by learning to listen with discrimination, review music and explore how music is composed. Children have the opportunity to perform in sole and within ensemble contexts which builds confidence due to its social aspect and immediate sense of achievement. We intend to nurture and develop our children’s confidence in expressing themselves in response to a range of music through providing them with a creative space where they can explore and appreciate the world of music.

 

Autumn Spring Summer
Year 1 Singing Lessons & Flutophone Tuition Singing Lessons & Flutophone tuition Singing Lessons & Flutophone tuition
Year 2 Singing Lessons & Flutophone Tuition Singing Lessons & Flutophone tuition Singing Lessons & Flutophone tuition
Year 3 Singing Lessons & Flutophone Tuition Singing Lessons & Flutophone tuition Singing Lessons & Flutophone tuition
Year 4 Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition
Year 5 Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition
Year 6 Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition Singing Lessons & Ukulele Tuition

PE

Intent: Our physical education curriculum inspires children to enjoy a range of demanding physical activities and lead healthy and active lives. It enables children to become physically confident and competent in the aspects of gymnastics, dance, team sports, athletics, swimming and adventurous activities, often with qualified instructors. It gives opportunities to compete against others to succeed and excel and helps to embed values such as fairness and respect.

 

Autumn

Spring

Summer

Year 1 AUT1 Games Gym (Coach) Dance SPR1 Dance Gym (coach) Games SUM1 Dance Gym (coach) Games
AUT2 Games Gym (Coach) Dance SPR2 Games Gym (coach) Dance SUM2 Athletics Gym (coach) Dance
Year 2 AUT1 Games Gym (Coach) Dance SPR1 Dance Gym (coach) Games SUM1 Dance Gym (coach) Games
AUT2 Games Gym (Coach) Dance SPR2 Games Gym (coach) Dance SUM2 Athletics Gym (coach) Dance
Year 3 AUT1 Dance Coach Games   SPR1 Games Coach Gym   SUM1 Dance Coach Gym  
AUT2 Dance Coach Gym (coach)   SPR2 Games Gym   SUM2 Games Swimming  
Year 4 AUT1 Games Dance   SPR1 Dance Swimming   SUM1 Games Dance  
AUT2 Games Gym   SPR2 Gym Games   SUM2 Athletics Gym  
Year 5 AUT1 Gym Coach Games   SPR1 Dance Coach Gym   SUM1 Games Dance  
AUT2 Dance Games (coach)   SPR2 Games Gym   SUM2 Athletics Games  
Year 6 AUT1 Gym Games   SPR1 Dance Gym   SUM1 Games Dance  
AUT2 Dance Coach Games   SPR2 Games Gym   SUM2 Athletics Gym  

 

Religious Education

Intent: Our R.E. curriculum encourages children to have confidence in their own growing sense of identity as well as learning about, valuing and respecting a diverse range of others’ faiths, beliefs and cultures. Our curriculum is a safe space to express and explore views and opinions, encouraging empathy, generosity and compassion. It provides opportunities to compare and contrast religions and beliefs,neither promoting or undermining religious, spiritual or secular stances. Children learn about and from different religions and worldviews in order to allow them to participate fully in and contribute positively to life in modern Britain.

 

Autumn Spring Summer
Year 1 What does it mean to belong to Sikhism? How do Christians celebrate Christmas? What can be special about living with family and friends? (All religions and worldviews) What does it mean to belong to Islam? What does it mean to belong to Christianity? What does it mean to belong to Hinduism?
Year 2 Why did Jesus tell stories? Why are different books special for different people? How does special food and fasting help people in their faith? How do we know that Easter is coming? What special story is told at Easter? Where did the world come from and how should we look after it?  Why do people celebrate? (Celebration of Kwanzaa)
Year 3 What do Sikh sayings tell us about Sikh beliefs? What is the significance of light in religion? How do Jews celebrate their beliefs at home and in the synagogue? How did Jesus and Buddha make people stop and think? What can we learn about different symbols and signs used in religions? How and why do Hindus celebrate Holi?
Year 4 What happens when someone gets married? What makes me the person I am? What religions and worldviews are represented in our neighbourhood? Why is Easter important to Christians? How and why do Hindus worship at home and in the Mandir? Why is the Bible special for Christians
Year 5 What do religions believe about God? How is Christmas celebrated around the world? How do Christians try to follow Jesus’ example? Why is Muhammed and the Quran important to Muslims? What inner forces affect how we think and behave? ‘Animal Lawsuit’ or ‘Thankfulness’
Year 6 What qualities are important to present day religious leaders? What do people believe about life after death? What are the sources of the story about what happened on the first Easter Sunday? What similarities and differences do religions and world views share? How do people express their faith through the arts in Christianity? How could we design a celebration that involved everyone, whether religious or not, in a meaningful and imaginative?

Art & Design

Intent: Our art and design curriculum encourages and enables children to explore, experiment, and engage with the creative arts as a means of personal expression and as a facet of civic engagement. It equips them with the skills and knowledge to interpret, analyse, innovate and evaluate the work of a range of artists, designers and architects, as well as reflect on their own responses and inventions. Children are supported to refine their artistic skills over time, giving them the confidence to explore and express themselves through a range of artistic media. The curriculum is founded on a belief that all children have a right to develop self-expression and flexible thinking through the arts. Our curriculum inspires children to take pleasure in becoming appreciators and creators of art and design, and empowers them by developing an understanding and appreciation of how art and design continue to reflect and shape history and the world around us.

Gallery Visits:
Tate Modern
Tate Britain
National Gallery
National Portrait Gallery
Wellcome Collection
Royal Academy of Arts Serpentine Gallery
Wallace Collection
Whitechapel Gallery
Guild hall Art Gallery 

Partnership Organisations:

 

Autumn Spring Summer
Year 1 Piet Mondrian (abstract art) David Hockney (pop art) Wassily Kandinsky 
Year 2 Ron Embleton (illustrator/comics) Paul Cezanne (Post-impressionist/ still life) Joan Miro (surrealism: sculptor/artist)
Year 3 Cave paintings – Lascaux cave, & hand signatures George Seurat (pointillism) Roman Mosaics
Year 4 Pablo Picasso (cubist) Vincent van Gogh (post-impressionist) Alberto Giacometti/Keith Haring
Year 5 Great architects of Greece (Iktinos and Kallikrates: The Parthenon) Theatre Art Paul Klee (landscapes/ ‘landscape with yellow birds’)
Year 6 Fossil Art Raoul Hausman/Blitz Art Art self-study – Tate modern and Tate Britain

PSHE

Intent: Our PSHE curriculum equips children with the knowledge, skills, attitudes and vocabulary for life’s challenges and changes. It helps them know and value who they are and understand how they relate to other people in the world. It explores celebrating difference, personal dreams and goals, staying healthy, maintaining positive relationships and prepares them for the changes to their emotions and bodies. It includes aspects of Philosophy for Children where debate and sharing experiences is key.

KS1 & KS2

Children build their knowledge and understanding by focusing on the following areas:

  • Being Me in My World
  • Celebrating Difference
  • Dreams and Goals
  • Healthy Me
  • Relationships
  • Changing Me

Design & Technology

Intent: Our design and technology curriculum is creative and practical. Using their imagination and through research, children design and make products that solve real problems in a variety of contexts. It equips children with the knowledge, skills and vocabulary necessary to become resourceful, innovative and resilient in design. It allows children to evaluate and develop critical understanding of past and present designs.

 

Autumn

Spring Summer
Year 1  

CONSTRUCTION/TEXTILES 

Design and make a house for the Three Little Pigs

LEVERS

Moving wheeled vehicle

Year 2  

FOOD

Healthy Snack

 CONSTRUCTION

Bug Hotel

Year 3

TEXTILES

Puppet

FOOD

Sandwiches

 
Year 4

CONSTRUCTION

Robots

LEVERS

Moving Pictures (books with moving parts)

 
Year 5

CONSTRUCTION

(Marble) Labyrinth

                            FOOD

                   Viking Banquet

  
Year 6  

                              FOOD

                    WW2 Rationing

                    CONSTRUCTION

                             Lamps

Computing

Intent: Our computing curriculum equips children to use current thinking and creativity to understand and operate safely in their online lives. They are taught how to use the principles of information, computation and programming through problem solving both online and unplugged. It teaches digital literacy and gives children the opportunity to express themselves, develop their ideas and create content competently, using cloud-based software. Our safe online learning environment with up-to-date technology enables children to become responsible members of the digital world in and out of school.

 

Autumn Spring Summer
Year 1

Logging onto a computer network (NPW) Keyboard Skills (NPW)

 E-Safety – Hector’s World (NPW Year 1 e-safety unit)

Programming Beebots (NPW New Unit)

 Word Processing: JIT (J2E – Write – Lessons 1 and 2)

Handling Data – JIT (J2 Data) Computing unit may be continued from previous half-term or extended if required.

Year 2

E-Safety – Hector’s World (NPW Year 2 e-safety unit)

 Programming J2Code

Internet – Searching

Animation – JIT5

 Handling Data – JIT5 Computing unit may be continued from previous half-term or extended if required.
Year 3

Scratch – Animation (NPW – NEW UNIT)

 Word Processing: Word (Link with topic/English) (NPW)

 E-Safety – Hector’s World (NPW Year 3 e-safety unit)

Internet – Welcome to the Web (NPW)

Handling Data – Junior Viewpoint (NPW) Computing unit may be continued from previous half-term or extended if required.
Year 4

Lego We Do (NPW – NEW UNIT – Lessons 1, 2 and 3)

 E-Safety –

 Internet – Blogging (J2eWebby)

 Coding – Scratch – Maze Game

Animation – j2e Spotlight (NPW)

Computing unit may be continued from previous half-term or extended if required.

Year 5

Multimedia – Slides (Link to topic)

 E-Safety

 Coding – Scratch – Car game (NPW – NEW UNIT)

Databases – j2e data

Scratch and Lego Wedo Computing unit may be continued from previous half-term or extended if required. 
Year 6

Scratch – Maze Game (NPW – NEW UNIT)

 E-Safety – Us Online (LGFL) (NPW Year 6 e-safety unit)

 Spreadsheets – Excel (NPW)

 Internet – Networks (WDPS Unit)

Multimedia – Powerpoint (Link to artist study) (NPW) Computing unit may be continued from previous half-term or extended if required. 

Intent: Our French curriculum fosters children’s curiosity and deepens their understanding of the world around them. It builds on our children’s multilingual strengths, and allows them to use other languages which they may speak as a reference point to support their learning of French. Our curriculum empowers children by enabling them to communicate in French, both for functional and expressive purposes. It encourages children to develop their confidence in written and spoken communication, and promotes the speaking and listening skills which contribute to further development of oracy at our school.