Teaching of Phonics

In Early  Years Foundation Stage and Key Stage 1 all children follow the Letters and Sounds programme of learning for phonics. Children are grouped and taught in phases in line with the scheme. In the teaching of reading we adopt a phonological approach using a range of strategies.

Reading

We have a wide selection of reading books from a variety of schemes.These include  Rigby Star, Jolly Phonics , Pearson Bug Club (comics) Words and Pictures, Collins Big Cat and Oxford  Reading Tree which are grouped into sections to enable all children from Early Years Foundation through to Level 4 to choose books in line with their reading ability. This allows children to learn and develop different reading strategies.

Our library has a wide range of both fiction and non-fiction books which children are encouraged to borrow and read. Here, and within their classrooms, the more able readers will find ample material to develop and extend their reading skills.

In Key Stage 2 children are introduced to a wide range of texts to further develop their reading ability and are taught to infer and deduce from a text.

All children take part in regular, structured Guided Reading sessions led by a teacher or teaching assistant..

Teachers, Teaching Assistants and volunteers hear the children read on an individual basis. Younger pupils and less fluent readers are listened to more regularly.

Literacy

All children have a daily literacy lesson when they are taught in line with the requirements of The National Curriculum. Children read texts from a range of genre and are taught to write for different audiences. Grammar and punctuation are taught at appropriate levels and spellings are learned and tested on a weekly basis.  Most units of work last two weeks and within a unit children have opportunities to draft, correct, redraft and produce a finished piece of work.

Each half term the children’s writing is moderated across the whole school.

A formal assessment of  pupil’s reading comprehension and writing takes place at the end of each term.

Numeracy

Each class has a daily numeracy session when children follow The New National Curriculum guidelines. Within classes children are grouped broadly according to ability. Teaching approaches take into account the mixed age classes and work is differentiated to suit the abilities within the class. Teachers make use of a wide range of materials and resources to support the children’s learning.

A formal assessment of  pupils mathematical ability takes place at the end of each term

Creative Curriculum

We have adopted a creative approach to delivering our curriculum. Each class has a daily dedicated numeracy and literacy session following the New National Curriculum. However, whenever possible, these lessons are linked to the topic for the term.

Key Stage One follows a different topic each term as do the two classes within Key Stage Two. The topics are chosen to ensure a balanced approach through the year, across subjects, across the key stage and across the whole school.

Below are the topics planned for the whole school for the academic year 2017-2018 and what has been studied previously. Humanities teaching is delivered within these topics.

Key Stage 1 

(Chestnut Class years 1 & 2 )

Reception children (Sycamore Class) join in with topic sessions

  Autumn Spring Summer

2017 – 2018

Body Bits Our Village  Seaside

2016 – 2017

Castles Mini-beasts Around the World

2015-2016

Space     The Rainforest The Queen/The Olympics

Key Stage 2 (Beech Class –Years 3, 4 & 5)   

  Autumn Spring Summer
 2017 -2018  The Mayans  Study of a Non-European country  The Anglo-Saxons

2016 – 2017

Stone Age Mountains Ancient Greece

2015-2016

Egypt Brazil Romans

Key Stage 2 (Oak Class – Years 5 & 6)

  Autumn Spring Summer

2017-2018

The Stuarts

 

Volcanoes & Earthquakes The Normans & the Battle of Hastings

2016-2017

The Norfolk Broads The Tudors The Coast & The Sea

Key Stage 2 Religious Education 2016-2018

Term

2016 – 2017

Years 4 – 6

2017 – 2018

Years 4 – 6

Autumn

Christianity

Belonging: family, communityand the world – Church

Beech L 3/4

Oak  L 5

 

Christianity

Belief and Questions – Trinity

Beech L 3/4

Oak L 4/5

 

Expressions of Belief: rituals and practices – Sacrament

Beech L 2/3

Oak L 5

 

Belief and Questions – Incarnation

Beech L 1- 3

Oak L 3 – 5

 

Spring

Hinduism

Ethics and relationships/inspiration, influence and the impact of belief

(link to Belonging, family  community and world)

Beech 1 – 4

Oak 1 – 5

 

Islam

Expressions of belief: rituals and practices

Beech L 1 – 3

Oak L 3 – 5

 

 

Beliefs and Questions – Samsara/Karma

Beech L 1/2

Oak L 1 – 3

 

Belonging – family community and world

Beech L 1 – 4

Oak L 1 – 5

 

Summer

Christianity

Inspiration, influence and the impact of belief – Salvation

Beech L 2 – 3

Oak L 2 – 5

Christianity

Teaching and Authority – Word of God

Beech L 2/3

Oak L 3 & 5

 

 

Science

Science Planning for EYFS and KS1

Science is taught within each term’s topic meaning there is a greater emphasis on science in some terms compared to others.

 

Autumn 1 – Rainforests

 

Spring 1 – Space

Summer 1 – Olympics

Learn about planets and the solar system. The rotation of the earth, phases of the moon and its affect on seasonal changes
Scientific Enquiry – What is the best material for a spacesuit?
Compare rainforests to trees in our own local environment. Identify and describe the basic structure of variety of common flowering plants, including trees. Look at the climate in areas where there are rainforests in the world. Scientific Enquiry – What do plants need to grow? (creating a rainforest environment) Investigating paper and paper products – recycling Investigate the importance of healthy eating and exercise Scientific Enquiry – what is the best material to use for different sports activities? (for example, stretching and bending)

 

Autumn 2 – Castles

Spring 2 – Animals & Minibeasts

 

Summer 2 – Around the World

Identify and name deciduous and evergreen trees.  Scientific Enquiry – What is the best material to use in a trebuchet? Which travels the furthest and is able to get over the castle walls? Identify and name different groups of animals – fish, amphibians, reptiles, birds and mammals. Identify which are carnivores, herbivores and omnivores.Life Cycle of a butterflyScientific Enquiry – Investigating our school wildlife garden and which animals choose to live there (making minibeast homes)Planting wild flowers to encourage minibeasts. Looking animals that live in specific countries around the world (different habitats)Scientific Enquiry – Using our senses to identify different spices and investigate which plants they come from

 

Autumn 3 – Bodies, Bones & Teeth

Spring 3 – Where We Live

Summer 3 – By the Sea

Identify, name and label parts of the human body including skeleton and internal organs Scientific Enquiry– linked to our bodies and what we can do (e.g. can the tallest person run the fastest)Find out about our sensesIdentify the names of different teeth and what they doScientific Enquiry – How do different liquids affect our teeth?Investigate the importance of healthy eating and exercise Uses of traditional and modern materials for house building in our villageLife Cycle of a chick(Children experience hatching their own eggs)Finding out about British Birds – investigating their food chainLooking at farming in our local area and investigating the life cycle of a plant. Identify different parts of a plant. Scientific Enquiry – What do plants need to grow? Electricity and Circuits – making our own lighthousesScientific Enquiry – What is the best material for a raincoat?Weather and Seasons – how to stay safe in the sunScientific Enquiry – How can we change the state of water? (making ice lollies)

Science in Key Stage 2

Within Key Stage 2 science is taught as a discrete subject although linked to the current topic whenever feasible. We are now using the Kent Science Scheme as the basis for  the teaching of science to Years 3/4/ 5 and 6.

Beech Class Science Map

Years 3 & 4

Term

Year A 2017-18

Year B 2018-19

Autumn 1

Light and Shadow

Forces and Magnets

Autumn 2

Electricity

States of Matter

Spring 1

Living Things

Rocks

Spring 2

Living Things

Rocks

Summer 1

Animal including Humans (3)

(Nutrition, bones/muscles) 

Plants

Summer 2  Sound  Animals including Humans (4)(Digestion, teeth and eating)

Oak Class Science Map

Years 5 & 6

Term

Year A 2017-18

Year B 2018-19

Autumn 1

All Living Things (6)

Light (6)

Autumn 2

Animal including Humans (5)

All Living Things (5)

Spring 1

Forces (5)

Animals including Humans (5)

Spring 2

Evolution and Inheritance

Electricity (6)

Summer 1

SATs

SATs

Summer 2

Properties and Changes of Materials (5)

Earth and Space (5)

Religious Education

This subject is delivered in line with The Agreed Norfolk Syllabus (2012).

EYFS and Key Stage 1 teach their topics on a three yearly rotation.

R.E. Planning for EYFS and KS1

 

Autumn 1

 

Spring 1

Summer 1

Religion Christianity Judaism Christianity Christianity Hinduism Islam
Area of Study Teachings and Authority Teachings and Authority  Belonging  
Concept Word of God Word of God  Symbolism
   Why do churches have stained glass windows and what can we learn from them? Link to ‘Parable of the Sower’ at St Mary’s church in South Walsham(link with Castles topic)  How does the bible start? Why is the creation story important to Christians?   Link with our Animals & Minibeasts topicCreation StoryNoah’s Ark   How is dress important to different faiths? 

 

 

Autumn 2

Spring 2

Summer 2

Religion Christianity Christianity Judaism Christianity
Area of Study Belonging   Expressions of Belief Teachings and Authority
Concept Baptism /Sacrament The Church Word of God 
   What happens when a baby/someone is baptised? Why is water and oil used when someone is baptised? How do Christians become members of their church family? What special objects do people use in a church and synagogue?  What stories can we find in the bible? (Level 1) Why are stories Jesus told important to Christians?(Level 2) How do biblical stories and teaching affect the way Christians live their lives? (Level 3) 

 

 

Autumn 3

Spring 3

Summer 3

Religion Christianity Judaism Christianity
Area of Study Expressions of Belief Expressions of Belief Expressions of Belief
Concept Belief Ritual /Eucharist Prayer, Ritual andHope  
   Who was Jesus and why do Christian people follow him? How do Jewish people welcome in Shabbat? The Last Supper Why do Christians pray? How is Christian prayer similar/different to other religions? 

The following questions will also be looked at each year:

What can we learn about Jesus from the nativity and Easter stories?

Why is the cross an important symbol to Christians?

What can we learn from the story of Easter about being saved?

Key Stage 2 


 

Physical Education

2017/18 Curriculum Map

 

 

Sycamore Class (YrR&1)

Chestnut Class (Yr2)

Beech Class (Y3&4)

Oak Class (Yr5&6)

 

Autumn (1st ½)

 

 

Invasion Games (Football)

Year 1 Only

Gymnastics

– Rolls and jumps

Invasion Games (Football)

Gymnastics – jumping (stretched, tucked, star, jump with ½ a turn, off apparatus and whilst throwing and catching a ball).

 

Invasion Games (Football)

Gymnastics Y4 (CT1/2) from the Suffolk Resource – Paired sequences.

Invasion Games (Football)

Invasion Games (Hall)

 

Autumn (2nd ½)

 

 

Invasion Games (Hockey)

Year 1 only

Dance – working with partners to create shapes and movement to different music

Invasion Games (Hockey)

Dance – steps (side to side, forward and back, steps with a hop and steps with a clap).

Dance – putting together a sequence if three dance steps and adding starting and finishing movements.

 

Invasion Games (Basketball/Netball)

Athletics (Sportshall) – trials/lead up to Partnership competition.

Gymnastics Y4 (CT1/2) from the Suffolk Resource – Sequences developed using apparatus.

Invasion Games (Basketball)

Athletics (Sportshall) – trials/lead up to Partnership competition.

Gymnastics (CT1) Y5

Forward rolls, counterbalances developing into group sequences.

 

Spring (1st ½)

 

 

 

Ball skills

Creative movements and links to traditional tale characters.

Ball skills

Gymnastics – balancing and Yoga poses

www.cosmicyoga.com

Invasion Games (TAG Rugby)

Contemporary Dance and Story Y3 (CT1) from the Suffolk Resource – ‘The King who wanted to touch the moon’

 

Invasion Games (TAG Rugby)

 

Swimming

 

 

Spring (2nd ½)

 

Multiskills

Gymnastics – balancing and Yoga poses

www.cosmicyoga.com

Multiskills

Dance – Traditional Country Dancing

Invasion Games (Hockey)

Striking and Fielding (Cricket/Rounders)

Swimming

 

Invasion Games (Hockey)

Striking and Fielding (Cricket/Rounders)

Dance relating to another culture – Hinduism

 

Summer (1st ½)

 

 

 

 

Striking and Fielding (Cricket) & Athletics

Gymnastics – Travels and turns

Striking and Fielding (Cricket) & Athletics

Gymnastics – using apparatus including safe use, planning routes and indoor athletics equipment.

Athletics

Swimming

Athletics

 

Gymnastics (CT2) Y5

Use of apparatus

 

Summer (2nd ½)

 

 

 

Net/Wall (Tennis)

Country Dancing

 

Net/Wall (Tennis)

Dance – undersea (link to the Coast Topic)

 

Net/Wall (Tennis)

 

Structured Dance routines e.g. Country Dance or Street Dance

Net/Wall (Tennis)

Swimming

 

Supporting Learners

Children who make slower progress are supported through targeted Teaching Assistant support, extra phonics teaching, regular reading sessions and interventions such as working memory groups.

Further Information

If you would like further information on any area of the curriculum please come in and speak to one of our teaching staff.