Curriculum Overview

Curriculum Intent

The curriculum at Woden is designed to provide a broad and balanced education that meets the needs of all pupils and gives them the skills, knowledge and understanding to prepare them for their future lives.

It ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.

The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development.

At Woden Primary School we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.

Pupils work on the Early Learning Goals of the Early Years Foundation Stage Curriculum as they enter Year 1. There is a period in the Autumn Term where the majority of children progress to the National Curriculum. Throughout this period and beyond all children are still developing their phonic knowledge through the Read, Write Inc Programme and developing their fluency in reading.

The National Curriculum is delivered using an integrated topic approach and assessed upon completion. Regular monitoring by Subject Leaders ensures coverage and progression throughout the school. The more able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum, including through assemblies.

The English curriculum and the mathematics curriculum are taught in classes in each year group up to Year 5 but there is targeted ability grouping in Year 6. In all year groups there are small group interventions in order to support pupils in gaining the key skills to become successful readers, writers and mathematicians.

Specialist instructors support physical education lessons and all subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. Additional whole school programmes and approaches support quality teaching and learning and the school is well resourced in terms of learning materials, books and technology.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas, such as Science and Forest Schools.

Pupils have opportunities to share their learning with each other, their parents and carers and other learners through performances, competitions and events. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.

PSHE at Woden is taught through the Jigsaw PSHE scheme of work. This is a comprehensive and completely original Scheme of Work for the whole Primary School from Years F1 and 2 through to Year 6. It brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning.

SMSC (Spiritual, Moral, Social and Cultural) development opportunities are mapped throughout. All of these pieces of learning are brought together to form a cohesive picture, helping children to know and value who they are and understand how they relate to other people in the world.

Curriculum Implementation

Nursery & Reception Curriculum

In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfE. This Framework specifies the requirement for learning and development in the Early Years and provides specific areas of learning we must cover in our curriculum. These areas are:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

Free Flow Play is an important part of the weekly timetable. The amount of time allocated to this will reduce in Reception as we progress through the academic year. Reading in Reception is supported by the use of decodable books which the children are able to access independently and is linked to phonics learning.

English

Our English lessons develop pupils’ spoken language, reading, writing and vocabulary. Literacy is taught in a cross-curricular way wherever possible, linking up with other areas of the curriculum. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions. Their vocabulary is developed systematically. Our pupils are encouraged to read for pleasure and to read widely.

We use the Oxford Reading Tree Scheme for reading plus Read, Write Inc for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds. The children will be heard reading individually and in groups. Teachers and support staff also read regularly to pupils, modelling expression and accurate diction. The whole class reading sessions cover both fiction and non-fiction books. Whole class reading also develops the children’s comprehension skills. A range of ICT programmes are used to enhance learning. Parents are given clear expectations about reading at home.

We develop writing skills so that our Reception pupils have the stamina and ability to write simple statements and sentences. To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. We use talk for writing to encourage pupils to express their ideas, exchange ideas and to develop more sophisticated vocabulary. We provide opportunities for writing for purpose and we encourage pupils to see themselves as authors. We promote the status of written work by ensuring opportunities for children’s writing to be displayed and shared to be read by real audiences.

Handwriting sessions are incorporated into the English and RWI lessons.

National Curriculum English Programmes of Study: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes- of-study/national-curriculum-in-england-english-programmes-of-study

Mathematics

Our teachers ensure that mathematical skills are taught every day. They also use every relevant subject to develop pupils’ mathematical fluency. Our pupils understand the importance of mathematics, are encouraged to be confident in numeracy and to apply the skills that they learn to reasoning and problem solving tasks. Activities developed cover a wide range of mathematical knowledge, many with an emphasis on practical work such as using Numicon to support children’s understanding of number bonds or fractions. In Reception pupils work on number, place and value, learn how to do basic addition and subtraction, take measurements and recognise basic shapes and their properties. We build on skills and understanding in a step by step way and continue to develop place value, the four number operations and the understanding of fractional parts. There are extra activities throughout the year to promote mathematical skills and thinking eg. NSPCC Number Day.

National Curriculum Mathematics Programmes of Study: https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics- programmes-of-study

Science

Science is taught as a separate lesson but is linked to our foundation subjects where appropriate. We encourage our pupils to be curious about natural phenomenon and to be excited by the process of understanding the world around them. In Reception we start to develop blocks of knowledge and concepts alongside the development of enquiry skills. Key scientific terminology is introduced each lesson. Pupils are able to carry out simple tests and experiments using equipment and to gather and record data. We held a Science day this year where scientists came to speak to us about their career and study at school. All year groups were involved in Science-related workshops such as robotics.

National Curriculum Science Programmes of Study:

https://www.gov.uk/government/publications/national-curriculum-in-england-science- programmes-of-study

Art and Design

Art has a very important place in our curriculum and is weaved into our half termly topics. We see art as a vehicle for creativity and individual expression and it provides opportunities for collaborative work. It is an important form of cultural expression and, therefore, has significance and meaning for all our children. Our teaching provides an understanding of all the diverse art forms so that the children experience drawing, painting, collage, textiles, 3D designs, printmaking and digital media.

They will be introduced to the Great Masters and a wide variety of other artists and their styles. Trips to the Wolverhampton Art gallery are regularly organised. Our school art gallery is displayed on our website showing examples of the projects completed throughout the year. We are working towards the Artsmark targets in order to further enhance the status of all creative subjects in school.

Design Technology

Our Design and Technology lessons encourage the designing and making of products to solve real and relevant problems. Lessons follow a clear design process of research, design, make and evaluate and Our pupils learn to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Our cooking lessons teach the principles of nutrition and our pupils learn how to prepare and make a wide variety of simple recipes. They understand where our food comes from and how it is grown.

National Curriculum Art Programmes of Study https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design- programmes-of-study

Drama

Drama and role play is used as a key tool in developing oral skills, vocabulary development, building confidence and self- esteem, and as an essential tool in developing imaginative, expressive, and persuasive spoken and written language. ‘Hot seating’, and ‘response in role’ drama techniques are used in English lessons aid the development of speaking and listening, reading and writing skills. Imaginative role play is fundamental to developing the whole child, not just in Early Years and KS1 education, but also as they children develop, and our curriculum provides opportunities to perform to wider audiences through assemblies and events around key festivals. There are increasing opportunities for our pupils to perform as they progress through the school.

Computing

We have discreet timetable time for the development of ICT skills but we also aim to integrate ICT into all lessons: the use of laptops and other hardware such as iPads and cameras is as much part of our learning tools as pencils and pens. Subject specific software, from one-off programmes to learning platforms, support teaching and learning across all years. The children develop their skills, starting in Year 1 with mouse control, keyboard skills, saving and printing work. They draw pictures, write and use the internet to carry out research. They then progress to more complex skills such as data analysis and coding. Pupils are taught how to use technology safely and identify where to go for help and support when they have concerns. We also have a highly effect group of ‘Digital Ambassadors’ which consists of pupils from Year 5 and 6 who support IT and internet safety work across the school.

National Curriculum Computing Programmes of Study: https://www.gov.uk/government/publications/national-curriculum-in-england-computing- programmes-of-study

Modern Foreign Language

From Year 3 to Year 6 we teach French to all children. Our approach is to make learning a new language fun! Repetition and practice are essential in learning a new language so songs and games will be regularly used. We have discreet lessons on the timetable but we aim to also integrate the foreign language into the everyday routine. We are very fortunate to have made excellent links with local secondary schools who have supported additional activities such as ‘Bastille Day’ to further develop learning in French.

National Curriculum Language Programmes of Study https://www.gov.uk/government/publications/national-curriculum-in-england-languages- programmes-of-study

Music

Our music curriculum is taught through a scheme recommended by Wolverhampton Music Service called ‘Charanga’. Through this programme, pupils use their voices expressively and creatively by singing songs and speaking chants and rhymes. Assemblies also provide an opportunity to practise singing. Pupils are taught to play a variety of instruments musically and encouraged to play together in ensemble groups. We encourage listening to a wide range of music with concentration and understanding. We also have visiting peripatetic teachers who teach woodwind, string and brass instruments such as saxophone, flute and violin to any children who are interested.

National Curriculum Music Programmes of Study: https://www.gov.uk/government/publications/national-curriculum-in-england-music-programmes- of-study

Physical Education (PE)

Reception and Key Stage 1 pupils focus on mastering basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination. Pupils are encouraged to participate in team games and to develop simple tactics for being an effective team member. Key Stage 2 pupils have an afternoon of games once a week. Indoor PE is held in one of our large hall spaces and includes music and movement, dance, apparatus work and team building. Swimming is timetabled in Year 5 and 6. We ensure wider participation in the community by involvement in interschool sports and swimming tournaments and local authority competitions. We are extremely fortunate to have the support of Wolves sports coaches to provide additional support and training in PE and also lead after-school clubs such as football and multi-skills.

PE Programmes of Study:

https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education- programmes-of-study

PSHE

PSHE (Personal, Social, Health, Economics education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. It prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential. In our work and through assemblies we actively promote British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs to prepare our pupils for life in modern day Britain.

All our year groups have timetabled PSHE time but we encourage a cross-curricular approach to the development of PSHE skills and understanding. This area is taught through the Jigsaw PSHE scheme of work. This is a comprehensive and completely original Scheme of Work for the whole Primary School from Reception through to Year 6. It brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning.

SMSC (Spiritual, Moral, Social and Cultural) development opportunities are mapped throughout. All of these pieces of learning are brought together to form a cohesive picture, helping children to know and value who they are and understand how they relate to other people in the world.

Circle time is used to listen to others and to be heard. Pupils learn about similarities and differences between people and cultures. They participate in a variety of cultural events such as Diwali, Hanukkah, Shrove Tuesday and Shavuot. All pupils are taught about anti bullying and how to respond to or support each other.

Please see our ‘Cultural Capital’ webpage for further information.

National Curriculum PSHE programmes of Study https://www.gov.uk/government/publications/personal-social-health-and-economic-education- pshe

Religious Education

We follow the Agreed Syllabus for Religious Education (SACRE) produced by The Educational Framework for Religious Education in Wolverhampton. Religious Education (RE) is taught to all children. Our teaching promotes the spiritual, moral, social and cultural development of our pupils. It reflects the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of other principal religions represented in Great Britain. Our teaching enables pupils to acquire knowledge and understanding of religious beliefs, attitudes, practices and rituals. They will also develop their own beliefs and values. They will also be aware that some people have no attachment to religious beliefs and follow secular philosophies. We have developed close links with the local community and number of places of worship including our local church, temple and Gurdwara, and aim to provide our pupils with a wealth of experience to support their understanding of different faiths.

Religious Education DfE Guidance

https://www.gov.uk/government/publications/religious-education-guidance-in-english-schools-non- statutory-guidance-2010

Humanities: History and Geography

We use topics to deliver humanities subject skills and understanding. Our topic programme is carefully balanced and planned to be age appropriate across the years. Curriculum maps are produced to show how each is taught, the knowledge and skills covered and links to other parts of the curriculum. It is important to us that art, music, literacy and where appropriate numeracy and science are linked in topic teaching. So, for example, a history Romans topic could include urn making in art, catapult construction in design and technology and catapult testing and measuring in maths and science. Our topics have a history and geography base where possible so that we teach location and place knowledge, weather and climate skills and knowledge and about significant historical events, people and places in our own locality. This area also provides further opportunities to learn about people and cultures. A wide variety of trips to support pupils’ learning and to enhance the curriculum are organised across the academic year.

Humanities Programmes of Study:

https://www.gov.uk/government/publications/national-curriculum-in-england-geography- programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes- of-study

Curriculum Enrichment

We are committed to the broadest educational offering, and that means looking beyond the National Curriculum. A very successful enrichment programme that draws upon a wide range of skills is offered through school trips, visiting specialists and themed days and weeks. The programme is planned throughout the year which is overseen by our Curriculum Enhancement Leader.

Trips and Visits

We plan a series of trips each term for each year group and these are linked to areas studied. The trips are directly linked to our topic work for example a Tudors topic may include a Tudor day where they get to experience life as a Tudor and handle artefacts relating to this era. Our location gives us access to a variety of historic and educational institutions and we also ensure that local facilities and sites are selected for visits and supported by the school, for example, The Black Country Museum, Grand Theatre, Cadbury’s World and Blist’s Hill. We have formed relationships with organisations around Wolverhampton and incorporate activities with them into our curriculum eg healthy eating at the local Asda. Nursery and Reception pupils will visit Snowdome at Tamworth and Year 1 pupils attend a local farm to develop their understanding of life on a farm.

We organise residential trips for our Year 2, 4 and 6 pupils. Year 2 spend one night away in a local centre called Kingswood which helps to prepare for longer stays in the next two years. Year 4 visit Towers educational centre participating in a wide variety of teambuilding activities and Year 6 visit Conwy and Llandudno which enhances their learning in Geography on ‘Coasts’. Year 6 pupils also complete a full day of first aid training in the Autumn term which we believe provide them with vital life skills.

Workshops and specialists

A wide range of workshops are provided throughout the academic year. We invite specialists from a range of institutions eg the Wolverhampton Music Service, Headstart and Digital Ambassadors. We also have close links with our PCSO who often attends school to discuss key issues such as internet safety with our children. We undertake an audit each year to ascertain any area parents would like additional support or advice and this enables us to facilitate a workshop or talks led by a relevant member of staff.

Themed days

We have a range of themed days throughout the year eg Book week to help boost reading for pleasure, Anti-Bullying, Children in Need.

Themed days are also incorporated into curriculum. These may be designed to fit with national initiatives eg NSPCC Numberday, to match with events in the UK eg a national election and also to highlight our curriculum subjects eg Science Day.

Extra-curricular activities

A wide range of age appropriate clubs are offered after school for Key Stage 1 and 2 pupils. Typically, these could include art, iPads, handwriting, films, gardening, cheerleading, football and a huge choir!

All After School Clubs are effectively monitored by our Curriculum Enhancement Leader. This is in terms of pupil participation and attendance, ensuring that all pupils have an equal opportunity to attend a club. Pupils that have received a grant from the government are also closely monitored to support the attainment gap for the most disadvantaged children.

Wrap Around Care

We provide an ‘extended day’ for working parents and carers from 8.00am until 5pm, and aim to keep the costs for this provision neutral. Breakfast care allows parents to drop children off early. The pupils are given a healthy and nourishing breakfast. After school children are cared for in an environment that allows them to socialise, engage in playing with appropriate games and toys, as well as read and relax, they are also given a drink and snack.

Curriculum Impact

Monitoring and Evaluation

The Executive Head teacher and LT continuously monitor the effectiveness of the curriculum. Feedback from parent and pupil surveys and pupil progress data will be considered. Action points are agreed and discussed with staff. The HT includes curriculum developments in termly reports to Governors.

Pupils are assessed using progression of skills, clear learning objectives linked to each area of the curriculum and detailed plans that ensure full coverage of the National Curriculum. This is monitored regularly by Subject Leaders which ensures clear next steps are provided for pupils and that they know, remember and are able to do more.

Download Appendix 1 – Curriculum Rationale

Autumn Term 1

  • Nursery Rhymes and Stories

Autumn Term 2

  • Celebrations and Festivals (Let’s Party)

Spring Term 1

  • Superheroes

Spring Term 2

  • Spring/Growing

Summer Term 1

  • Dinosaurs

Summer Term 2

  • Rumble in the Jungle (Rainforest/Safari)
Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
English Name writing

Initial sounds

ORT Characters/Structure

CVC writing Fiction/Non fiction

Labelling

Describing a setting

Features of a poster

Speech bubbles

Days of the Week

Lists and captions

Narrative writing

Story openers

Story mountains

Familiar stories

Traditional tales

Narrative writing

Maths Counting/ Addition Measures- length/height

Shape

Time Money

Counting/

Addition

Weight

Pattern

Money- real life problems

Counting

Addition and Subtraction

Pattern

2D shapes

Capacity

3D shapes

Direction

Money

Time

 

 

 

Topic Marvellous Me Celebrations Under the Sea Space The farm In the wild
Music Me! My stories Everyone Our World Big Bear Funk
P.E. FUNDAMENTAL SKILLS

 

FUNDAMENTAL SKILLS

 

FUNDAMENTAL SKILLS
PSHE Being me in my world. Celebrating difference Dreams & Goals Healthy me Relationships Changing me

Autumn Term 2020

English

  • All about me stories
  • Stories with familiar settings
  • Stories around the World
  • Labels/Captions
  • Instructions
  • Senses poem

Mathematics

  • Place Value
  • Number
  • Length and Mass/Weight
  • Addition and Subtraction
  • 2-D and 3-D Shapes
  • Sequencing and sorting
  • Fractions
  • Capacity and Volume
  • Money
  • Time
  • Problem solving

Science

  • Humans
  • Body parts
  • Senses

Physical Education

  • Fundamental Skills

Computing

  • Treasure Hunters
  • We are painters

Religious Education

  • What can we learn about prayers from the stories of Jesus?

Humanities

  • Marvellous Me!

Autumn Term 2020

English

  • Topical Stories
  • Stories with familiar settings
  • Patterns poems
  • Instructions

Mathematics

  • Place Value
  • Counting in 2’s, 5’s and 10’s
  • Counting
  • Partitioning
  • 2D Shape
  • Data Handling
  • Measurement
  • Multiplication
  • Division
  • Problem solving

Science

  • What do our bodies need to grow and survive?
  • What can we do with materials?

Physical Education

  • Fundamental Skills
  • Gymnastics

Topic

  • Where do I live?
  • Great Fire of London

Computing

  • We are Astronauts

Religious Education

  • Beginning to learn about Sikhism
  • Beginning to learn about Islam

Autumn Term 2020

English

  • Familiar settings
  • Experiential writing
  • Persuasive real-life writing
  • Instructional writing
  • Shape poems

Mathematics

  • Place Value
  • Mental addition and subtraction
  • 2D shapes
  • Length and perimeter
  • Fractions and division
  • Volume and capacity
  • Multiplication

Science

  • What do Toyologists need to know about Forces and Magnets?
  • How do we keep ourselves and our animals healthy?

Physical Education

  • Invasion Games
  • Gymnastics

Topic

  • Pre-Historic Britain
  • Madagascar

Computing

  • We are Presenters
  • We are Programmers

Religious Education

  • What is it like to be a Hindu?

Autumn Term 2020

English

  • Fairy Tales
  • Explanation Texts
  • Classic Poetry

Mathematics

  • Counting, partitioning and calculating
  • Securing number facts
  • Understanding Shape
  • Handling data and measures
  • Calculating
  • Measuring – using metric measures
  • Problem Solving

Science

  • Living in environments
  • Electricity

Physical Education

  • Outdoor Education
  • Gymnastics

Humanities

  • The Tudors
  • Village Settlers

Computing

  • We are communicators (Year 3)
  • We are meteorologists

Religious Education

  • What is it like to be Jewish

Autumn Term 2020

English

  • Legends
  • Poems with structure
  • Poems with figurative language
  • Persuasion
  • Film and play scripts

Mathematics

  • Four rules of operation (addition, subtraction, division, multiplication)
  • Applying these rules
  • Place Value
  • Problem solving
  • Fractions
  • Shape
  • Statistics
  • Times tables

Science

  • Why do some materials change

Physical Education

  • Outdoor education
  • Gymnastics
  • Currently no swimming – parents will be informed if there are any changes

Humanities

  • Vikings vs. Anglo Saxons
  • The United Kingdom

Computing

  • We are Game Developers
  • We are Software Developers

Religious Education

  • Islam

Autumn Term 2020

English

  • Poetry
  • Narrative
  • Non-fiction
  • Biography and Autobiography
  • Film
  • Experiential Writing

Mathematics

  • Counting, partitioning and calculating
  • Securing number facts
  • Understanding shape
  • Handling data and measures
  • Calculating
  • Measuring – using metric measures
  • Problem solving

Science

  • Changing Circuits – Think like and electrician
  • Classifying Critters

Physical Education

  • Outdoor education
  • Gymnastics

Humanities

  • North America
  • Mountains

Computing

  • App planners
  • Bloggers

Religious Education

  • What will make Wolverhampton a more respectable community
  • Can Christian Aid/Islamic Relief change the world?

English

Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme.

The Read Write Inc. Phonic programme

The programme is for:

  • pupils in Year R to Year 2 who are learning to read and write
  • any pupils in Year 3 to Year 6 who need to catch up rapidly.

We teach pupils to:

  • decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills
  • read ‘tricky’ words on sight
  • understand what they read
  • read aloud with fluency and expression
  • write confidently, with a strong focus on vocabulary and grammar
  • spell quickly and easily by segmenting the sounds in words
  • acquire good handwriting

Read our Reading Leaflet

Read our Handwriting Leaflet

Read our Handwriting Poster

Read our Phonics Leaflet

Mathematics

Year 1 Overview

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Number and Place value Sequencing and Sorting Number and Place value Length and Mass/weight Number and Place value Time
Week 2 Number and Place value Fractions Mass/weight Addition and Subtraction Addition and Subtraction Multiplication and Division
Week 3 Length and Mass/weight FractionsCapacity and Volume 2-D and 3-D Shape Fractions Capacity and Volume Subtraction – difference
Week 4 Addition and Subtraction Money Counting and Money Position and Direction Fractions Measurement
Week 5 Addition and Subtraction Time Multiplication Time Position and DirectionTime Sorting
Week 6 2-D and 3-D shape Assess and review week Division Assess and review week 2-D and 3-D shape Assess and review week

 

Year 2 Overview

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Number and Place value Counting, multiplication and sorting Number and Place value Length and Mass/weight Number and Place value and statistics Time
Week 2 Number and Place value Statistics Mass/weight Addition and subtraction Addition and subtraction Multiplication and division
Week 3 Length and Mass/weight Fractions

Capacity and volume

2-D and 3-D Shape Fractions Capacity and volume and temperature Statistics including finding the difference
Week 4 Addition and subtraction Money Counting and money Position and direction Fractions Measurement
Week 5 Addition and subtraction Time Multiplication Time Position and direction

Time

Sorting
Week 6 2-D and 3-D shape Assess and review week Division Assess and review week 2-D and 3-D shape Assess and review week

 

Year 3 Overview

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value Counting Multiplication tables (3x, 4x) Place valueMental addition and subtraction 2D and 3D shape incl. sorting Multiplication facts (statistics) Place value (measures)
Week 2 Place value and mental calculation Written and mental multiplication Fractions Addition and subtraction (statistics) Addition and subtraction (measures) Mental calculation
Week 3 2D shapeLength incl. perimeter Written and mental division FractionsDivision Fractions Multiplication and division (measures) Fractions
Week 4 StatisticsMental calculation Time Volume and capacityMass Position and direction 2D shape incl. sorting Measures
Week 5 Written addition 3D shape Multiplication incl. 8x table Time Decimals Addition and subtraction (money) Statistics
Week 6 Written subtraction Assess and review week Multiplication(statistics, measures, money) Assess and review week 3D shape incl. sorting Assess and review week

 

Year 4 Overview

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value Mental multiplication incl. 6x and 9x tables Place valueRoman numeralsCounting incl. negative numbers Mental multiplication and written division incl. 7x and 11x tables Counting and sequences (statistics) Place value
Week 2 Place value – decimals Mental division Fractions and decimals Place value Fractions and decimals (measures) Statistics
Week 3 Written addition and subtraction Written multiplication Fractions, decimals anddivision Written multiplication Fractions and written division Addition and subtraction (statistics)
Week 4 Written addition and subtraction (problems and inverse) Length incl. perimeter Position and direction 2D shape and position MeasuresVolume/capacity and mass Multiplication and division
Week 5 2D shape Statistics Area Addition and subtraction (statistics) Position and area Shape
Week 6 Time Assess and review week Multiplication(statistics, measures, money) Assess and review week Multiplication facts incl. 12x table and time Assess and review week

 

Year 5 Overview

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value Mental x and ÷(factors, multiples) Place valueRoman numeralscounting incl. negative numbers Mental and written division Place value Place value
Week 2 Place value (decimals) Division including problems Addition and subtraction including problems 2D and 3D shape incl. sorting Fractions Written calculations
Week 3 Written + and –including problems Fractions(compare, order, equivalence) Mental and written multiplication Calculating with fractions Measures (time) and statistics Fractions
Week 4 Geometry (angles) Multiplication and measures (area) Measures(length, mass and capacity) Measures (area and volume) Geometry Measures (mass, volume and capacity)
Week 5 Geometry and measures (perimeter) Statistics and measures (time) Geometry(reflection and translation) Statistics and measures Addition and subtraction Area and volume of shapes
Week 6 Addition and subtraction (statistics) Assess and review Geometry (angles) Assess and review Multiplication and division Assess and review

 

Year 6 Overview

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value incl. decimals Fractions Place value, sequences and coordinates Mental and written addition and subtraction Place value, decimals and fractions Measurement – mass and volume / capacity
Week 2 Mental and written addition Fractions, percentages, ratio and proportion 2D shape, coordinates, translation and reflection Measurement, ratio and proportion Mental and written calculation Mental and written calculations
Week 3 Mental and written multiplication (time) Geometry – angles

Statistics – pie charts

Measurement – temperature, mean 2D and 3D shape Calculating fractions, ratio and proportion Fractions
Week 4 2D and 3D shape Measurement – length, including perimeter and mass Calculating with fractions Area, perimeter and volume of shapes Coordinates, translation and reflection Place value and decimals
Week 5 Mental and written subtraction Measurement – area and volume Mental and written division Statistics – line graphs and pie charts Algebra and sequences 2D and 3D shape
Week 6 Mental and written division Assess and review week Mental and written multiplication Assess and review week Measurement (length and time) and statistics – mean Assess and review week

Science

In Science, we use a variety of teaching and learning styles in science lessons, such as research, investigation, exploration, collaborative work and individual work.

Our main aim is to develop pupils’ scientific skills, knowledge and understanding through challenging, motivating activities that extend the pupils learning. This can be through whole-class teaching, small group work, paired work or independent learning.

Through our science teaching we develop two types of understanding:

Procedural Understanding – in which scientific skills and concepts are combined to form an overall learning strategy. Children learn to carry out investigations in order to find answers to problems set in everyday life and scientific contexts.

Programme of Study (POS) 1 – Experimental and Investigative Science – describes this type of understanding.

Conceptual Understanding – in which scientific knowledge is developed through a series of ideas and concepts.

This describes Programmes of Study: 2 – Life and Living Processes; 3 – Materials and their Properties; 4 – Physical Processes.

Through Science we aim to:

  • Develop a questioning and reflective mind
  • Develop a systematic and logical way of working
  • Apply their skills and knowledge to investigative work
  • Come to a deepening understanding of scientific concepts

Science Long Term Overview

Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 All About Me Seasonal Changes Identifying animals Exploring Everyday Materials Identifying Plants
Year 2 Exploring Everyday Materials Growth and Survival Super Scientists Living in Habitats Growing Plants
Year 3 Light and Shadow Health and Movement How Plants Grow Forces and Magnets Rocks, Fossils and Soils
Year 4 Circuits and Conductors Living in environments Changing Sound States of Matter Eating and Digestion
Year 5 Properties & changes of materials Forces in action Life cycles Earth & space Changes & reproduction
Year 6  

Changing Circuits

 

Classifying organisms Seeing Light Healthy Bodies Evolution and inheritance