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.
We follow an overview with a mixture of stimulus based units (reading emphasis) and genre based units (writing emphasis) which provide a balance of narrative, non-fiction and poetry forms, ensuring coverage of all aspects of the National Curriculum.
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.)
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Autumn | Spring | Summer |
Nursery |
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Reception |
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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 |
English curriculum targets for the year
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.
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- 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.
The phonics scheme we use is Read Write Inc.
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.
RWI – Speed Sounds Set 1
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.
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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
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.
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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.
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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.
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Autumn | Spring | Summer |
Year 1 |
Toys from the Past
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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 |
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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 |
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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.
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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 |
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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.
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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.
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Partnership Organisations:
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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:
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Intent: At WDPS, our RSHE curriculum is an integral part of our wider PSHE curriculum. It aims to develop the skills needed to be good citizens, with the knowledge of how to keep themselves and others safe and healthy. Our children learn how to form and keep healthy relationships in all manner of situations (including online), as well as what to do if a relationship is not safe or healthy. Children learn about different types of relationships that make up our community and the importance of the British Values, especially respect and individual liberty. In sex education, children are taught about conception and birth, adding to what they have learned in science about life cycles and puberty. RSHE teaches the skills needed for life, most importantly, how to stay safe, happy and be kind to others.
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 |
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Year 2 |
FOOD Healthy Snack |
CONSTRUCTION Bug Hotel |
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Year 3 |
TEXTILES Puppet |
FOOD Sandwiches |
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Year 4 |
CONSTRUCTION Robots |
LEVERS Moving Pictures (books with moving parts) |
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Year 5 |
CONSTRUCTION (Marble) Labyrinth |
FOOD Viking Banquet |
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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.
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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. |
French
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.
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