Curriculum
Curriculum Intent Statement
At Northern Saints, our curriculum is carefully planned to ensure full coverage of the statutory programmes of study, as set out in the National Curriculum, The Statutory Framework for the Early Years and Development Matters.
Threaded throughout the curriculum are our core values of Respect, Compassion, Wisdom and Courage. These values support our pupils to develop essential characteristics that will enable them to flourish and thrive
The curriculum is planned around each subject discipline. We want our pupils to be prepared for the next phase of their education. We have, given great thought to the essential knowledge that we want our pupils to learn, to be educated citizens and live life in all its fullness.
The curriculum is planned coherently, to enable our pupils to build on their knowledge and understanding. Regular opportunities are created for pupils to revisit prior learning and to memorise and recall information. We measure pupil progress as knowing more, remembering more and being able to do more.
We will introduce pupils to the best that has been thought and said; engendering an appreciation of human creativity and achievement. That is why our children will learn about the likes of L. S. Lowry in Art and the impact on popular culture of the work of famous composers in music. They will learn about the lives of influential people in history, who have shaped our world throughout time.
We are proud of our distinctly Christian character and heritage. Our curriculum will ensure every child builds their knowledge and understanding of our five Northern Saints and the values they embody. This will be woven throughout our curriculum and enhanced by visits, including Durham Cathedral, Lindisfarne and Whitby and our own internationally significant local monasteries of Wearmouth and Jarrow.
English
Intent
At Northern Saints, we develop pupils’ ability to speak, read and write with fluency, master the mechanics of both reading and writing and develop a love and a true interest for English. This is so pupils can communicate their thoughts, ideas and emotions effectively. The learning of key skills in English are essential in order to access all curriculum areas. The curriculum is focussed on making English inspiring and exciting, engaging pupils with the joy and wonder of books and piquing their imagination and creativity.
Writing is strengthened by instilling a love for reading. Reading is prioritised with dedicated time to share a diverse reading spine and to learn essential skills for reading. Introduced in reception, the highly structured Sounds-Write synthetics phonics programme is a multi-sensory, incremental and code-oriented approach to the teaching of early reading and spelling. Books are assigned to promote the practice of current literacy skills and to improve confidence with reading fluency. From Year 2, Accelerated Reader provides a broad reading scheme used to track and challenge pupils. Reciprocal guided reading sessions provide a structured approach to improve comprehension skills through the teaching of key questioning, clarifying, summarising and predicting strategies. Embedding a culture of reading, provides opportunities to read both independently and aloud as well as allowing book talk and instilling a passion for storytelling, literature and vocabulary. Reading of quality literature is implicitly interwoven into our curriculum using key quality texts of varied genres and famous authors. This is enhanced by hosting multiple events, such as World Book Day and Shakespeare Week.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Core text:
Big Book of Nursery Rhymes by Lucy Cousins Writing to entertain: |
Core text:
Shark in the park by Nick Sharratt Writing to entertain: |
Core text:
Writing to inform: innovation of biography in first person |
Core text:
Writing to inform: instructions |
Core text:
Writing to inform: fact files |
Core text:
Duck in the truck by John Ramsden Three little pigs various editions Writing to entertain: innovation of narrative story Writing to inform: Re-count from trip to the farm |
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Year 1 |
Core text:
Writing to entertain: Core Text: |
Core text:
Writing to entertain: Core Animation: Writing to entertain: |
Core text: Beegu by Alexis Deacon Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: |
Core text:
Writing to inform: Writing to Entertain: |
Core Text:
Writing to entertain: Writing to inform: |
Year 2 |
Core text: Supertato by Sue Hendra Writing to entertain: Superhero rescue story retell Core text: Traction man is here by Mini Grey Writing to entertain: Superhero rescue story innovation |
Writing to inform
Core text: Writing to entertain: Core Text: Core Animation: Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: |
Core Text:
Writing to inform: Core Text: Writing to inform: |
Core text:
Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: Poetry Study – Pie Corbett senses poetry |
Year 3 |
Core text:
Writing to entertain: Core Text: Writing to entertain: innovated portal story |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core text:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Writing to Persuade: |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core text:
Writing to entertain: Core Text: Writing to inform: report on how to be Eco friendly |
Year 4 |
Core text:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Core Animation: Writing to inform: |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core Text:
Writing to entertain: Writing to entertain: |
Core text:
Also link to Tadeo Jones Lit shed animation Writing to entertain: |
Core Text:
Writing to entertain: |
Year 5 |
Core Text:
Teacher Model Text Writing to inform: Writing to inform: |
Core Text:
Writing to entertain : Core Animation Writing to entertain : |
Core Text:
Writing to inform: Core Text: Writing to entertain: |
Core Text:
Writing to inform: |
Core Animation:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Writing to inform: |
Year 6 |
Core text:
Writing to entertain: |
Core Text:
Writing to inform: Xmas Unit: Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: Core Text: |
Core text:
Writing to entertain: Additional Core Texts:
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Core texts:
Shackleton’s Journey by William Grill (CLPE unit) Writing to persuade: Writing to entertain: |
Core text:
Writing to entertain: Writing to entertain: |
Science
Intent
At Northern Saints, we recognise the importance of Science in daily life. For example, children will discover how our bodies work and apply this knowledge to keeping ourselves healthy and making good choices. Scientific learning will encompass expanding the children’s knowledge and understanding of the world, and the development of skills associated with Science as a process of enquiry. It is our intention to develop the natural curiosity of every child, to give them the courage to investigate new concepts and encourage respect for living organisms and the physical environment developing a passion to pursue Science roles in years to come.
Through Science, our children will study and examine the world around them. They will explore and observe what is happening in the local environment. They will notice and identify real life problems, in which to apply their learning, thinking like Scientists. Children will discover answers independently by making predictions and testing their theories. Children will practice measuring, counting, and comparing to develop their analytical thinking skills. They will consider and conclude new things they have learned. By analysing data and findings, children will develop their higher-level thinking skills. By observing, questioning, predicting, experimenting and concluding, children will apply their understanding and learning as Scientists to solve real life problems.
Children will study significant scientists such as Jane Goodall, Isaac Newton and Carl Linnaeus. They will learn about key scientific events, for example the Moon Landing, the development of vaccines and the invention of the telephone. This is to inspire them to develop a passion and enjoyment of scientific learning and discovery, which they pursue in future years to come.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
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Biology | Physics | Chemistry | Physics | Biology | Physics | |
Year 1 |
Animals including Humans Seasonal changes applicable to the season |
Seasonal changes Seasonal changes applicable to the season. |
Everyday materials | Seasonal changes applicable to the season | Plants |
Seasonal changes applicable to the season
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Biology | Biology | Chemistry | Chemistry | Biology | ||
Year 2 | Animals including humans | Living things and their habitats | Uses of everyday materials | Uses of everyday materials application of skills | Plants | Scientist study |
Chemistry | Biology | Biology | Physics | Physics | ||
Year 3 | Rocks | Plants | Animals including Humans | Forces and magnets | Light | Scientist study |
Chemistry | Biology | Biology | Physics | Physics | ||
Year 4 | States of matter | Living things and their habitats | Animals including Humans | Electricity | Sound | Scientist study |
Physics | Chemistry | Physics | Biology | Biology | ||
Year 5 | Earth and Space | Properties and changes in materials | Forces | All living things and their habitats | Animals including humans | Scientist study |
Biology | Physics | Biology | Biology | Physics | Biology | |
Year 6 | Animals including humans | Light | Evolution | Inheritance | Electricity | Living things and their habitats |
Mathematics
Intent
Mathematics is an essential creative discipline that helps us to understand and change the world. We want all pupils at Northern Saints CE Primary School, to not only have a clear understanding but also to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity and an inquisitive mind about this subject. This is captured in the words by famous Mathematician, Georg Cantor, who said: “In mathematics the art of proposing a question must be held of higher value than solving it.” It is therefore our belief that all children can achieve in mathematics. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems and encourage our children to question the world around them.
At Northern Saints, fluency, reasoning and problem solving are embedded within daily mathematics lessons and are developed consistently overtime through our spiral based mastery curriculum. Recognising that children can find maths difficult, due to it being abstract, our curriculum is also delivered through a highly engaging Concrete, Pictorial, Abstract approach (CPA). CPA methodology builds on children’s existing knowledge, by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. This develops a deep and sustainable understanding of maths in pupils.
We are committed to ensuring that children can recognise the importance of mathematics in the wider world and that they are able to use their mathematical skills and knowledge confidently, in their lives, in a range of different contexts. We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically and solve increasingly complex problems. We strive to develop children’s curiosity about the subject, as well as an appreciation of the allure and charm of mathematics and its supremacy within an increasingly digital society.
Our approach to daily Maths is outlined below:
Number Sense is a ‘Number Facts Fluency Programme’. It is a fully resourced scheme of work focused entirely on number fact teaching. The highly visual, research informed programme provides the structure and depth to number fact teaching, that children need to achieve fluency. This is a 15-minute session that happens daily – in years 1-4 and is additional to the maths lesson. Number Sense is introduced in Reception, where it is part of the daily maths lesson, in preparation for Y1.
We use Andrell Education (Big Maths) resources to develop fluency and strengthen memory recall within a range of mathematic domains. This is a 15 to 20-minute session that happens daily- in Years 5 and 6 – and is additional to the daily maths lesson.
The use of ‘Flashback four’ is embedded across the school from Y1- Y6. Flashback four is additional to the daily maths lesson and happens at the start of every Maths No Problem! lesson. Its purpose is to develop fluency and strengthen memory recall within specific RTP and/or other key domains, through continued practice and recall opportunities. The questions are based on formative assessment i.e. linked directly to each classes’ individual needs. This task is ‘low stakes’ therefore pupils understand that this is about developing strength of memory, therefore marking/feedback is carried out by the pupils themselves and discussions based on what can and cannot be remembered. If pupils are struggling to remember key facts/procedures, knowledge etc. then the same ‘question’ is repeated for subsequent Flashback fours until pupils have a strong memory recall.
We have a consistent approach from Y1 to Y6 for the daily teaching of Mathematics through ‘The Maths No Problem!’ Scheme. Using a tried-and-tested spiral methodology, topics build on one another to help learners develop mathematical fluency. Content is covered in an age-appropriate order and revisited to close conceptual gaps and enrich every learner’s experience.
White Rose Hub, Premium Resources, NCETM and NRICH are used by teachers to supplement our mastery curriculum. These resources are selected by teachers to ensure ‘depth of learning’ and appropriate challenge for all pupils.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
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Year 1 |
Number and Place Value: Numbers to 10 Calculations: Addition |
Geometry – Position and Direction: Positions
Number and Place Value: Numbers to 20 Calculations: Addition and Subtraction within 20 NFER Assessment and Review |
Calculations: Addition and Subtraction within 20 Geometry – Properties of Shape: Shapes and Patterns Measurement: Length |
Number and Place Value: Numbers to 40
Calculations: Addition Calculations: Multiplication NFER Assessment and Review |
Calculations: Multiplication Calculations: Division Fractions: Fractions Number and Place Value: Measurement: Time |
Measurement: Money Measurement: Volume and Capacity Measurement: Mass Geometry – Position and Direction: Space NFER Assessment and Review Review and Revise Number and Place Value Numbers to 10 |
Year 2 | Number and Place Value: Numbers to 100
Calculations: Addition Calculations: Multiplication Calculations: Multiplication |
Measurement: Length Measurement: Mass Measurement: Temperature NFER Assessment and Review |
Statistics: Picture Graphs Calculations: More Word Problems Measurement: Money Mid-Year Review and Revision |
Geometry – Properties of Shapes: 2-D Shapes
Geometry – Properties of Shapes: 3-D Shapes Fractions: Fractions NFER Assessment and Review |
Measurement: Time Measurement: Volume SATs |
Calculations: Addition and Subtraction
NFER Assessment and Review Review and Revisit – Number and Place Value Number to 100 |
Year 3 | Number and Place Value: Numbers to 1000
Calculations: Addition |
Calculations: Multiplication and Division
Calculations: Further NFER Assessment and Review |
Measurement: Length Measurement: Mass Measurement: Volume |
Measurement: Money Measurement: Time NFER Assessment and Review |
Statistics: Picture and Bar Graphs Fractions, Decimals and Geometry – Properties of Shapes: |
Measurement: Perimeter of Figures
NFER Assessment and Review Review and Revise Place Value: Numbers to 1000 |
Year 4 | Number and Place Value: Numbers to 10 000
Calculations: Addition and Subtraction within 10 000 |
Calculations: Multiplication and Division Calculations: Further Multiplication and Division NFER Assessment and Review |
Calculations: Further Multiplication and Division Statistics: Graphs Fractions, Decimals and Percentages: Fractions |
Fractions, Decimals and Percentages: Decimals
Measurement: Time NFER Assessment and Review |
Measurement: Money Measurement: Mass, Volume and Length Measurement: Area of Figures |
Geometry – Properties of Shapes: Geometry
Geometry – Position and Direction: Position and Movement NFER Assessment and Review Number and Place Value: Roman Numerals and revision of numbers to 10,000 |
Year 5 | Number and Place Value: Numbers to 1 000 000
Calculations: Addition and Subtraction |
Calculations: Multiplication and Division Calculations: Word Problems NFER Assessment and Review |
Fractions, Decimals and Percentages: Fractions Fractions, Decimals and Percentages: Decimals |
Fractions, Decimals and Percentages: Percentage Geometry – NFER Assessment and Review |
Geometry – Position and Direction: Position and Movement Measurement: Measurements Measurement: Area and Perimeter |
Measurement: Volume Number and Place Value: Roman Numerals and revision of numbers to 1,000,000 NFER Assessment and Review |
Year 6 |
Number and Place Value: Numbers to 10,000,000 Calculations: Addition, Subtraction, |
Calculations: Multiplication and Division Fractions NFER Assessment and Review |
Number: Decimals Number Percentages Number: Ratio and Proportion |
Number: Algebra Measurement: Area and Perimeter Measurement: Converting Units Geometry: Position and direction Property of Shapes NFER Assessment and Review |
Statistics Revision SATS |
Problem solving Investigations Revision and Review of Year Six Mathematics Curriculum in Preparation for Year 7 Mathematics Curriculum. |
Geography
Intent
In Geography, the curriculum is designed to inspire pupils with a curiosity and fascination about the evolving world, that will remain with them for the rest of their lives. The curriculum provides children with a rich knowledge about people, places and the human and physical environments around them. The teaching of Geography in school starts in the Early Years, where children are provided with the chance to interact with their environment, and how it influences them. From Year 1, pupils learn about their locality (street, school, home city). Knowledge then extends to other areas of the country, building up to other parts of the world.
At Northern Saints, pupils learn to think and work like geographers, through becoming competent in using their geographical knowledge and skills. For example, map drawing, geographical writing, analysing numerical data and taking part in geographical discussions and debates.
The curriculum enables pupils to understand how they can help to sustain and have an impact upon environmental issues such as: plastic pollution, global warming and endangered species. David Attenborough stated, “Surely, we have a responsibility to care for our planet. The future of humanity and indeed all life on earth, now depends on us.” Children need a deep understanding of how to protect our eco system and planet and show respect on a global scale.
The curriculum is distinctive to our school and our five Northern Saints. For example, a fieldwork exercise that spans 12 miles between St Paul’s in Jarrow, to St Peter’s in Sunderland, in which pupils learn about different geographical features such as terrain, physical and human features and map work. Pupils follow in the footsteps of St Bede himself in a journey he will have travelled numerous times as a young boy.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
New Beginnings Community Making sense of the world around me.
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Celebrations Community Making sense of the world around me. |
People Who Help Us? Meeting important members of society such as police officers, nurses and firefighters.
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Where is my place in the World? Physical world
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Growing Ecologically diverse world
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Habitats Ecologically diverse world
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Year 1 |
Human and Physical Geography Local Environment (My street, my school, my area) |
Geographical Skills and Fieldwork Local Environment Geographical skills and fieldwork |
Locational Knowledge My City |
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Year 2 |
Locational Knowledge Human and Physical Geography My Capital City |
Geographical Enquiry Geographical Skills and Fieldwork A Geographical comparison study: Durham vs. Shanghai |
Locational Knowledge Continents & Oceans (Short unit – linked to Christopher Columbus) |
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Year 3 |
Locational Knowledge Human and Physical Geography Rivers in the UK |
Geographical Skills and Fieldwork A geographical study (St Paul’s Jarrow to St Peter’s Sunderland) St Bede’s Way (Short Unit) |
Locational and Place Knowledge Human and Physical Geography The Expansion of the Roman Empire: Settlements (human features) and Land use (physical features) |
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Year 4 |
Locational and Place Knowledge Human and Physical Geography A geographical study: Arctic climates and endangered species |
Locational Knowledge Human and Physical Geography Deserts and their ecosystems |
Locational Knowledge Human and Physical Geography British coastlines (Whitby – St Hilda)(Short Unit) |
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Year 5 |
Human and Physical Geography Geographical Skills and Fieldwork Mountain Ranges/Natural Disasters |
Geographical Enquiry Human and Physical Geography Rainforests and their Environmental Issues |
Locational and Place Knowledge Geographical Skills and Fieldwork The Islands of Lindisfarne (St Aiden – Short Unit) |
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Year 6 |
Human and Physical Geography Geographical Skills and Fieldwork The Voyage of the Beagle and the discovery of the Galapagos Islands. |
Locational and Place Knowledge Geographical Skills and Fieldwork A geographical study of WWII Battlefields |
Locational and Place Knowledge Human and Physical Geography Southern Mexico and Northern Central America (linked to the Mayan civilisation) (Short Unit) |
Art
Intent
Art and Design can engender an appreciation of human creativity and ignite innovation. The Art curriculum introduces pupils to a wide range of incredible art and artists. From local artists such as Norman Cornish, or great British artists such as Banksy, to the finest of international art, pupils develop technical knowledge of styles and vocabulary used. Pupils develop an understanding of how art shapes and enhances societies.
Alongside an appreciation of public art, the curriculum provides a wealth of opportunities for pupils to explore and develop their own artistic knowledge and skills. From pencil drawing to digital art, painting to printing, the curriculum has been carefully crafted to provide pupils with the opportunity to master a progression of skills, building expertise year on year. For example, beginning in EYFS, pupils begin their drawing education by investigating lines and patterns. Then, as pupils move to Year 1, they add a wider range of patterning techniques to their drawing repertoire, which are then used to create tone and shade in Yr. 2. This forms the foundation of an awareness of dimension, which is introduced and explored in Year 3. As pupils move into Year 4, mixed media is added and blended with an awareness of perspective in Year 5. In Year 6, pupils create a mixed media piece with a single 3-D focal point, using tonal contrast. This carefully planned progression of skills enables pupils to be working in a continuously upward spiral of mastery within their current proficiency levels.
The final strand of our Art curriculum is guided by the words of Matisse, `creativity takes courage`. At Northern Saints, pupils are encouraged to take risks with their own designs, to innovate, to think critically and to explore their own unique creativity; In short, to think, act and create like true artists.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
New Beginnings Begin to mix colours Build models using constriction equipment Self Portraits Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors. To draw a simple figure with head, face, body and limbs. Manipulate dough to make balls and snakes. |
Celebrations Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas. Use textures and materials to represent ideas. Manipulate dough to make common shapes.
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People Who help Us Joining different techniques for joining materials, such as how to use adhesive tape and glue. To trace and overwrite simple shapes. Work with clay/dough to make/cut shapes from a design or plan.
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Where is my place in this world? Make different textures and patterns using different colours. To trace with detail. To work with clay to join and add detail.
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Growing Observational Drawing with details Using and applying printing techniques.
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Habitats Colour mixing with a purpose. Use a range of small tools with some accuracy. Begin to show accuracy and care with drawing.
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Year 1 |
Formal Elements of Art: Shape & Line The Shape of Things Sculpture (Artist in focus – Andy Galsworthy & Barbara Hepworth) |
Formal Elements of Art: Colour, Shape & Line The Colour of Me Drawing & painting (Artist in focus – Paul Klee & Sonia Delaunay)
Characteristics: Self-awareness & resilience |
Formal elements of Art: Colour, Shape & Line The Dots Painting (Artist in focus – Wassily Kandinsky & Yayoi Kusama) Characteristics: Self-awareness & resilience |
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Year 2 |
Formal Elements of Art: Colour, Shape, Line, Pattern & Tone Incredible Spaces Sculpture (Artist in focus – Antoni Gaudi & Zaha Hadid) Cultural Capital Opportunity: Sculpture Trail, Sunderland Riverside Characteristics: Self-awareness & resilience |
Formal Elements of Art: Colour, Shape, Line & Tone Famous Faces Drawing & Painting (Artist in focus – Pablo Picasso & Sandra Silberzweig)
Characteristics: Self-awareness & resilience |
Formal Elements of Art: Colour, Shape & Line. Faraway lands Painting (Artist in focus – Katsushika Hokusai) Cultural Capital Opportunity: Oriental Museum Durham
Characteristics: Self-awareness & resilience |
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Year 3 |
Formal Elements of Art: Colour, Shape, Tone & Texture Who were the first artists? Painting & drawing (Early Cave Art) Links with History topic Characteristics: Self-awareness, resilience & excellence |
Formal Elements of Art: Colour, Shape, Line & Form Matchstick Men Drawing (Artist in focus – LS Lowry & Clarice Cliff) Cultural Capital Opportunity: Sunderland winter Gardens LS Lowry on permanent display and workshop ‘Lowry’s Landscapes’. Characteristics: Self-awareness & excellence |
Formal Elements of Art: Colour, Shape, Line & Pattern Potty Potters & Mad Makers Sculpture (Artist in focus – Grayson Perry) Links with History topic Characteristics: Self-awareness, resilience & excellence |
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Year 4 |
Formal Elements of Art: Shape, Line & Pattern St Cuthbert`s Cross Sculpture & Drawing (Anglo Saxon Art) Links with History topic Cultural Capital Opportunity: St Cuthbert’s coffin in Durham University Characteristics: Self-awareness, resilience, communication & excellence |
Formal Elements of Art: Colour, Shape, Form, Line & Tone Modern Nature Painting (Artist in focus – Georgia O`Keeffe) Characteristics: Self-awareness, resilience, communication & excellence |
Formal Elements of Art: Colour, Shape, & Line Walk like an Egyptian Multi-media (Ancient Egyptian Art) Links with History topic Cultural Capital Opportunity: Great North Museum has a permanent Ancient Egyptians exhibit. Characteristics: Self-awareness, resilience, communication & excellence |
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Year 5 |
Formal Elements of Art: Colour, Shape, Form, Line & Tone In a galaxy far, far away… Painting & Drawing (Artist in focus – Peter Thorpe & Bridget Riley) Links with History topic Characteristics: Self-awareness, resilience, communication & excellence |
Formal Elements of Art: Texture & Tone Gods and Monsters Sculpture & Digital Art (Artists in focus – David Giliver and Antony Gormley) Cultural Capital Opportunity: Angel of the North, Gateshead or Conversation Piece, Little Haven South Shields Characteristics: Self-awareness, resilience, communication & excellence |
Formal Elements of Art: Colour, Shape, Form, Line, Pattern & Tone Portraits, Prints and Patterns Multi-Media (Artists in focus – William Morris & Amedeo Modigliani) Links with History topic Cultural Capital Opportunity: St Andrews Church, Roker- Morris Tapestry on permanent display Characteristics: Self-awareness, resilience & excellence |
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Year 6 |
Formal Elements of Art: Colour, Shape, Line & Pattern The Ancient Maya Sculpture (Maya Art) Links with History topic Characteristics: Self-awareness, resilience & excellence
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Formal Elements of Art: Colour, Shape, Texture & Line Street Art Digital art & painting (Artist in focus – Banksy & Jean -Michel Basquiat) Characteristics: Self-awareness, resilience, communication & excellence
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Formal Elements of Art: Colour, Shape, Form, Line & Tone People and Places Drawing & Painting (Artist in focus – Norman Cornish & Stephen Wiltshire) Cultural Capital Opportunity: Norman Cornish Trail – Spennymoor Characteristics: Self-awareness, resilience, communication & excellence |
Design Technology
Intent
At Northern Saints Church of England Academy, we believe that design and technology prepares pupils for the developing world and encourages them to become curious and creative problem-solvers. We inspire pupils to use their creativity and imagination to design and make products, using a range of tools and equipment. Pupils solve real problems within a variety of contexts, considering their own and others’ needs, wants and values.
Opportunities are given to develop technical skills which are built on and developed as children progress through school. The design technology projects allow pupils to use their mathematics, science, engineering and art skills, where appropriate. All pupils are given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness whilst becoming visionaries and risk-takers
By developing the creative, technical and practical expertise needed to perform everyday tasks confidently, pupils will be able to participate successfully in a continually developing technological world.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
New Beginnings Build models using construction equipment Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors. Cooking and Preparation: Simple biscuits, healthy choices.
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Celebrations Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas. Use textures and materials to represent ideas. Cooking and Preparation: Bread buns Ginger bread men
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People Who help Us Using equipment, tools, texture and techniques to represent images linked to predictable interests e.g. Chinese New Year Joining different techniques for joining materials, such as how to use adhesive tape and glue. Cooking and Preparation: Soup Biscuits
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Where is my place in this world? To cut zigzags and curved lines. Create collaboratively sharing ideas, resources and skills. Creating Mother’s Day cards Cooking and Preparation: Noodle stir-fry Cupcakes |
Growing To cut in a range of directions and for purpose Constructing with a purpose Build with a purpose Cooking and Preparation: Healthy eating- fruit kebabs |
Habitats Evaluate and revisit their own work. Use a range of small tools with some accuracy. Build junk modelling linked to theme Cooking and Preparation: Make a summer picnic. |
Year 1 |
Aspect: Mechanisms Focus: Wheels and axels Product: Moving Vehicle |
Aspect: Food Focus: Cutting fruit. Product: Fruit kebabs |
Aspect: Structures Focus: Freestanding structures Product: Tables |
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Year 2 |
Aspect: Mechanisms Focus: Sliders and levers Product: Christmas card |
Aspect: Food Focus: Cutting vegetables and fruits. Product: Sandwich |
Aspect: Textiles Focus: Templates and joining techniques Product: Finger puppets |
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Year 3 |
Aspect: Food Focus: Varied and healthy diet Product: Pizza |
Aspect: Mechanical systems Focus: Pneumatics Product: Moving monsters |
Aspect: Structures Focus: Shell structures Product: Keep safe box |
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Year 4 |
Aspect: Textiles Focus: 2d shape to 3d product Product: Stockings |
Aspect: Food Focus: Varied and healthy diet Product: Scones |
Aspect: Electrical systems Focus: Simple circuits and switches Product: Torches |
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Year 5 |
Aspect: Mechanical systems Focus: Pulleys and gears Product: Moon Buggy |
Aspect: Food Focus: To combine ingredients Product: Quiche |
Aspect: Structures Focus: Frame Structures Product: Bird Hide |
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Year 6 |
Aspect: Mechanical systems Focus: cams Product: Moving toy |
Aspect: Textiles Focus: Combining different fabric materials. Product: Phone holder |
Aspect: Food Focus: Seasonality and budget Product: Pasta Dish |
PE
Intent
At Northern Saints, the PE curriculum is designed to develop pupils who are passionate, engaged and enthusiastic about sport. Pupils are given the opportunity to participate in a wide variety of activities covering invasion, racket, striking and fielding, aesthetics and athletics. The curriculum extends beyond traditional sports to encompass the benefits that an active lifestyle can have for an individual. This is to promote the enjoyment of sport and develop positive attitudes and habits for fitness in later life. Throughout PE and school sport we give children opportunities to work on their personal values as well as physical ones. This has allowed us to create an environment throughout school where the children can show our school values as well as other key personal values.
The curriculum enables pupils to cooperate and collaborate with others, as part of a team. Pupils develop transferable life skills such as leadership. They learn about our school values of respect, compassion, wisdom and courage, through sport. Pupils are taught to be aspirational and ambitious in their outlook. This is exemplified by the study of local and national sports stars: Jordan Henderson, Jordan Pickford, John Robertson, Jill Scott, Amy Tinkler, Steph Houghton and Tony Jeffries who have all been successful in their sporting careers. Their achievements span from captaining England, winning an Olympic medal, representing their country at a major sporting event and winning the Champions League.
Pupils take an active role in the development and delivery of the PE curriculum. For example, the after-school programme is tailored to pupil interest to increase the level of participation. The School Sports Crew develops leadership skills, as pupils are given additional responsibilities within after school clubs and other school events. PE specialists and coaches within school are raising the level of pupil performance in competitive school events. Participation in competitions and festivals is high. The curriculum is adapted to ensure pupils are prepared with appropriate knowledge and skills for these events. Prior learning is revisited, and skills extended. During each PE lessons children get an opportunity to lead a small part of the lesson (coaching a small group or officiating a game) this allows the children to work on and show personal values such as communication, confidence, resilience empathy and positivity.
Northern Saints has strong links with outside agencies to enhance sporting opportunities and develop community cohesion. Pupils develop a sound understanding of different sports, their origins, including British and world-wide sporting role models
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Body Management
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Speed Agility Travel
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Gymnastics Cooperate and Solve problems |
Dance Cooperate and Solve problems |
Manipulation and Coordination
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Athletics
|
Year 1 |
Run, Jump and Throw | Send and Return |
Gymnastics Attack defend shoot |
Dance Attack defend shoot |
Hit catch run | Athletics |
Year 2 |
Run, Jump and Throw | Send and Return | Ball Games Gymnastics |
Dance Ball Games |
Attack defend and Shoot | Athletics |
Year 3 |
Tennis Netball |
Tennis Netball |
Gymnastics Hockey |
Dance Cricket |
Invasion games | Athletics |
Year 4 |
Tennis Netball |
Tennis/Netball Gymnastics |
Hockey Dance |
Hockey Tri Golf |
Invasion games Tri Golf |
Athletics |
Year 5 |
Swimming Football/Futsal Netball |
Swimming Football/Futsal Netball |
Swimming Football/Futsal Netball |
Swimming Cricket Dance/ Gymnastics |
Swimming Cricket Dance/ Gymnastics |
Athletics Cricket Dance/ Gymnastics |
Year 6 |
Sport Hall Athletics Netball |
Invasion games Football |
Hockey OAA Gymnastics |
Football/Futsal Tennis |
Gymnastics Dance |
Swimming Hit catch run |
Computing
Intent
Our vision at Northern Saints Primary School is that all pupils should enjoy Computing and become confident, passionate and responsible users of technology both inside and outside of school. Through interesting, relevant and inclusive lessons, they will be able to leave Year 6 with a good understanding of how computers and the Internet work, along with being able to complete tasks on them creatively, independently and reflectively for a range of purposes and audiences.
The Computing curriculum at Northern Saints is designed to enable pupils to embrace and utilise new technologies through the application of essential knowledge, principles and concepts. “Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st century, basic computer programming is an essential skill to learn.” Stephen Hawking Theoretical Physicist, Cosmologist and Author. Pupils must be equipped to operate in a rapidly changing workplace and to be prepared for the career opportunities that will be open to them.
Technology is everywhere and will play a pivotal part in students’ lives, therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing ‘Computer Science’, ‘Information Technology’ and ‘Online Safety’ reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology and social media is through education.
Technology provides accessibility opportunities for our pupils and also allows them to share their learning in creative ways. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their skills creatively which will in turn help our pupils become proficient computer scientists.
We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Within the revised EYFS statutory framework, the ‘Technology’ strand within Understanding the World has been removed. However, there are opportunities within each area of the framework to enable practitioners to effectively prepare children for studying the computing curriculum. As with all curriculum areas, the focus within Computing within the Early Years is about making children ‘School Ready’ and there are lots of opportunities within EYFS for young children to use technology to solve problems and produce creative outcomes. As young children take part in a variety of tasks with digital devices (such as moving a Bee-Bot around a classroom), they will already be familiar with the device before being asked to undertake tasks related to the KS1 Computing Curriculum, such as writing and testing a simple program. Not only will children be keen to again use a device they had previously enjoyed using, but their cognitive load will also be reduced, meaning they are more likely to succeed when undertaking activities linked to the next stage in their learning. The September 2020 release of Development Matters (pg. 9) outlines how effective teaching and learning gives children the opportunity to play and explore, participate in active learning and create and think critically. Many areas of the framework provide opportunities for pupils to develop their ability to use computational thinking effectively, such as through using the RAMP (Read, Act, Model, Program) linked to different texts being studied in class (e.g. looking at where ‘sequence’, ‘selection’ and ‘repetition’ appears in the story of ‘Going on a Bear Hunt’). |
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Year 1 |
Online Safety Copyright and Ownership Computer Science Understanding and following Algorithms. Digital Literacy Use software to create digital content. |
Online Safety Online Bullying (+1) Computer Science Programming Robots. Digital Literacy Use software to create digital content.
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Online Safety Online Relationships (+1) Computer Science Debugging in simple algorithms. Digital Literacy Use software to create digital content.
|
Online Safety Self-Image and Identity Computer Science Follow an algorithm. Digital Literacy Use software to create digital content.
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Online Safety Health Wellbeing and Lifestyle Computer Science Technology in everyday life Digital Literacy Use software to create digital content.
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Online Safety Privacy and Security Computer Science Create own programs Digital Literacy Use software to create digital content.
|
Year 2 |
Online Safety Privacy & Security Computer Science Detect and correct errors in simple algorithms Digital Literacy Create and improve digital content. |
Online Safety Online Bullying (+1) Computer Science Detect and correct errors in simple algorithms. Digital Literacy Know common uses of information technology beyond the classroom |
Online Safety (+1) Self-image and Identity Computer Science Programming Digital Literacy Create and improve digital content independently
|
Online Safety Copyright & Ownership Computer Science Detect and correct errors in simple algorithms. Digital Literacy Create and improve digital content independently |
Online Safety Online Reputation Computer Science Programming Digital Literacy Use software to create digital content. |
Online Safety Managing Online Information Computer Science Programming Digital Literacy Create and improve digital content independently |
Year 3 |
Online Safety Health, Wellbeing & Lifestyle Computer Science Debugging Programs Digital Literacy Collect, organise and present data.
|
Online Safety Online Bullying Computer Science Debugging Programs Digital Literacy Present info by combining software packages. |
Online Safety Online Relationships Computer Science Programming Digital Literacy Use software to create digital content.
|
Online Safety Privacy & Security Computer Science Use loops within programs Digital Literacy Create digital content combining software packages. |
Online Safety Managing Online Information Computer Science Computing Systems and Networks. Digital Literacy Create digital content for a specific audience |
Online Safety Self-Image and Identity Computer Science Debugging Programs Digital Literacy Evaluating solutions
|
Year 4 |
Online Safety Online Relationships Computer Science Analyse programs. Digital Literacy Create digital content
|
Online Safety Privacy and Security Computer Science Programming. Digital Literacy Search technologies effectively
|
Online Safety Self-Image and Identity Computer Science Use diagrams to express solutions Digital Literacy Create digital content combining software packages |
Online Safety Managing Online Information Computer Science Design algorithms Digital Literacy Create digital content combining software packages |
Online Safety Online Bullying Computer Science Computing Systems and Networks Digital Literacy Create digital content combining software |
Online Safety Health, Wellbeing & Lifestyle Computer Science Create programs that implement algorithms Digital Literacy Create digital content combining software packages
|
Year 5 |
Online Safety Online Relationships and Self-image and Identity Computer Science Text based Programming Digital Literacy Present data and information |
Online Safety Online Bullying Computer Science Design, write and debug programs Digital Literacy Present data and information |
Online Safety Online Relationships and Privacy and Security Computer Science To declare and assign variable within coding. Digital Literacy Select, use and combine a variety of software. |
Online Safety Managing Online Information Computer Science Design and debug route algorithms Digital Literacy Make judgements about digital content |
Online Safety Managing Online Information Computer Science Computing Systems and Networks – Sharing Information Digital Literacy Create digital content through combining software packages |
Online Safety Health, Wellbeing & Lifestyle Computer Science Design, write and debug programs Digital Literacy Use a range of input and output devices |
Year 6 |
Online Safety Health, Wellbeing and Lifestyle Computer Science Design, write and debug programs Digital Literacy Understand computer networks
|
Online Safety Online Relationships and Online Bullying Computer Science Understand computer networks Digital Literacy Design and create digital content |
Online Safety Managing Online Information Computer Science Understand computer networks Digital Literacy Analyse and evaluate data and information |
Online Safety Managing Online Information Computer Science Design, write and debug programs Digital Literacy Evaluate solutions |
Online Safety Managing Online Information Computer Science Understand computer networks Digital Literacy Evaluate solutions |
Online Safety Self-Image and Identity Computer Science Design, write and debug modular programs Digital Literacy Create digital content, combining software packages |
Music
Intent
Music is a language not of words, but of emotion. Music imprints itself on the brain deeper than any other human experience. Music education can spark a child’s imagination and inspire a lifetime of passion. At Northern Saints Primary School, we develop our children’s ability to sing in tune, both solo and ensemble. Children learn about the structure and organisation of music. Children listen to and appreciate different forms of music and consider its emotional effect.
Children learn about the most influential musicians, composers and songwriters throughout the ages and how they defined eras and influenced modern culture. Artists such as the child prodigy Mozart; the deaf composer Beethoven and The Beatles and how they conquered the world with their music.
Children develop descriptive skills in music lessons to learn how music can represent feelings and emotions. They learn the disciplined skills of recognising pulse and pitch. Children work with others to compose music and perform for an audience.
These key musical skills will enable children to be part of the creative industries of the future. The curriculum is designed so that all pupils can confidently perform either singing or skilfully playing an instrument, solo or as part of a group. Children will compose and create songs with verses and chorus and create rhythmic patterns and an awareness of timbre and duration. Digital technology may be used to compose, edit and refine pieces of music. Opportunities are designed for pupils to transcribe and use standard musical notation and read and create notes on the musical stave. Pupils describe music, using a wide range of musical vocabulary to accurately describe and appraise.
The curriculum is complemented by the music scheme Charanga which scaffolds learning opportunities in key stage 1 and key stage 2. The curriculum is enriched through an extensive menu of music based after school clubs, performances and musical events.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Charanga ME! |
Charanga MY STORIES |
Charanga EVERYONE |
Charanga OUR WORLD |
Charanga BIG BEAR FUNK |
Charanga REFLECT, REWIND and REFLECT |
Year 1 |
Charanga MMC – Unit 1 – Introducing Beat Singing Focus |
Northern Saints Singing focus – Christmas |
Charanga MMC – Unit 2 – Adding Rhythm and Pitch Instrument focus |
Charanga MMC – Unit 3 – Introducing Tempo and Dynamics Singing Focus |
Northern Saints Boomwhackers |
Charanga Modern Period: Composer Study GUSTAV HOLST & GEORGE GERSHWIN |
Year 2 |
Charanga MMC – Unit 1 Exploring Simple Patterns Singing focus |
Northern Saints Singing focus – Christmas |
Charanga MMC – Unit 2 – Focus on Dynamics and Tempo Instrument focus |
Northern Saints Boomwhackers |
Charanga MMC – Unit 3 – Exploring Feelings Through Music Singing Focus |
Impressionist Period: Composer Study CLAUDE DEBUSSY |
Year 3 |
Charanga MMC – Unit 1 – Developing Notation Skills
Instrument Focus |
Northern Saints Singing focus – Christmas Feliz Navidad – Main Part Merry Christmas Everyone – Main part |
Northern Saints Boomwhackers |
Charanga MMC – Unit 3 – Composing Using Your Imagination |
Charanga MMC – Unit 4 – Sharing Musical Experiences
Instrument Focus |
Baroque Period: Composer Study BACH & HANDEL |
Year 4 |
MMC – Unit 1 – Interesting Time Signatures Instrument Focus |
Northern Saints Singing focus – Christmas Feliz Navidad – singing in parts Merry Christmas Everyone – Harmony in chorus |
Charanga MMC – Unit 3 – Developing Pulse and Groove through Improvisation Instrument Focus |
Charanga MMC – Unit 4 – Creating Simple Melodies Together Singing Focus (Rounds) |
Charanga MMC – Unit 5 – Connecting Notes and Feelings (Instrument focus) |
Classical Period: Composer Study BEETHOVEN & MOZART |
Year 5 |
Charanga Blown Away Recorder Book 1 |
Northern Saints Singing focus – Christmas |
Charanga MMC – Unit 2 – Emotions and Musical Styles Instrument Focus |
Charanga MMC – Unit 3 – Exploring Key and Time Signatures Instrument Focus |
Charanga Original Scheme Make you Feel My Love Singing Focus |
Romantic Period: Composer Study TCHIAKOVSKY & WAGNER |
Year 6 |
Charanga Blown Away Recorder Book 2 |
Northern Saints Singing focus – Christmas Silent Night – singing in harmony |
Charanga MMC – Unit 1 – Developing Melodic Phrases Instrument Focus |
Charanga/Northern Saints Let it Be Singing Focus |
Charanga MMC – Unit 3 – Gaining Confidence Through Performance Instrument Focus |
RENAISSONCE PERIOD – TALLIS AND ALLEGRI |
Modern Foreign Languages
Intent
One language sets you in a corridor for life. Two languages open every door along the way. Learning a second language not only has cognitive and academic benefits, it also supports a greater sense of openness and appreciation of other cultures. In an ever-shrinking world, the ability to communicate with others effectively opens endless opportunities.
In response to parental feedback, at Northern Saints, we teach Spanish as our primary modern foreign language. We believe our families have greater opportunity to use these language skills on vacation. In key stage 1, teachers introduce incidental Spanish, for example, number, colour and greetings. This is taught through songs and games. In key stage 2, the curriculum is delivered through the ‘Language Angels’ programme. The four key language learning skills (listening, speaking, reading and writing) are taught with relevant grammar. Resources ensure school offers a broad, relevant and vibrant foreign languages curriculum. Pupils are inspired to learn, using a wide variety of topics and themes, for example, family, hobbies, shopping.
Learning a second language enables pupils to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them. They will develop a better awareness of self, key individuals and cultural differences.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 2 |
Yo Aprendo Español (I’m Learning Spanish) Early Language Unit 1 |
Los Animales (Animals) Early Language Unit 2 |
Caperucita Roja (Little Red Riding Hood) Early Language Unit 4 |
Puedo… (I Can…) Early Language Unit 5 |
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Year 3 |
La Historia De La Antigua Gran Bretaña (Ancient Britain) Early Language Unit 6 |
Me Presento (Presenting Myself) Intermediate Unit 1 |
La Familia (The Family) Intermediate Unit 2 |
Mi Clase (In the Classroom) Intermediate Unit 5 |
Los Romanos (The Romans) Intermediate Unit 12 |
Desayuno En El Cafe (At the Cafe) Intermediate Unit 4 |
Year 4 |
¿Tienes Una Mascota? (Do You Have A Pet?) Intermediate Unit 6 |
Ricitos De Oro y Los Tres Osos (Goldilocks & The Three Bears) Intermediate Unit 7 |
¿Qué Fecha Es Hoy? (What Is the Date?) Intermediate Unit 8 |
¿Qué Tiempo Hace? (The Weather)¿Qué Tiempo Hace? (The Weather) Intermediate Unit 9 |
La Ropa (Clothes)La Ropa (Clothes) Intermediate Unit 10 |
Singular and Plural Indefinite Articles Grammar Unit 1 & 2 |
Year 5 | Las Olimpiadas (The Olympics) Intermediate Unit 11 |
Definite Articles & Nouns Grammar Unit 3 & 4 |
Los Planetas (The Planets) Progressive Unit 5 |
El Fin De Semana (The Weekend) Progressive Unit 2 |
Los Verbos Regulares (Regular Verbs)Los Verbos Regulares (Regular Verbs) Progressive Unit 8 |
La Comida Sana (Healthy Lifestyle) Progressive Unit 5 |
Year 6 | Hábitats (Habitats) Progressive Unit 7 |
Adjectival Agreement & Possessive Adjectives Grammar Unit 5 & 6 |
La Segunda Guerra Mundial (World War II) Progressive Unit 3 |
Los Verbos Irregulares (Irregular Verbs) Progressive Unit 9 |
En El Colegio (At School) Progressive Unit 1 |
SANTOS DEL NORTE CAFÉ Year 6 and Year 3 (Northern Saints Café) |
Personal, Social, Health and Economic (PSHE) Education
Intent
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
EYFS |
Being Me in My World Our rights and responsibilities |
Celebrating Difference
I’m special, I’m me! |
Dreams and Goals
Never giving up |
Healthy Me Keeping our bodies healthy |
Relationships Developing special relationships |
Changing Me
Growing up |
Year 1 |
Being Me in My World Understanding the role that I play in the classroom |
Celebrating Difference
Differences make us special and unique |
Dreams and Goals
Succeeding and celebrating new challenges |
Healthy Me Keeping our bodies safe and healthy |
Relationships Appreciating people who are special to me |
Changing Me
Respecting the difference between boys’ and girls’ bodies |
Year 2 |
Being Me in My World Understanding the role that I play in the school |
Celebrating Difference
Understanding why my friends are different to me |
Dreams and Goals Working cooperatively as part of a group |
Healthy Me Knowing which foods are good for my body |
Relationships Use positive techniques to resolve conflict with my friends |
Changing Me
Remembering the correct names for parts of the body |
Year 3 |
Being Me in My World Make responsible choices and ask for help when I need it |
Celebrating Difference Understanding the consequences of negative actions |
Dreams and Goals
Evaluating and improving my own learning |
Healthy Me Remembering strategies for keeping myself safe |
Relationships Knowing how the work of people around the world can influence my life |
Changing Me
Understanding the changes that my body will make as I grow up |
Year 4 |
Being Me in My World Know that my attitude and actions make a difference to others |
Celebrating Difference Being aware that first impressions of someone can change as you get to know them |
Dreams and Goals Setting myself new challenges and goals |
Healthy Me Resisting pressure that people put me under |
Relationships Understanding different points of view on an animal rights issue |
Changing Me
Identify changes that I would like to make in the future |
Year 5 |
Being Me in My World Understanding my rights and responsibilities as a British citizen |
Celebrating Difference Use strategies to support other children who are being bullied |
Dreams and Goals
Recognise the dreams and goals of a young person in a culture different from mine |
Healthy Me Explain how people can develop eating disorders relating to body image pressures |
Relationships Understanding strategies that will keep me safe when using technology to communicate |
Changing Me
Express feelings about how my body changes during puberty |
Year 6 |
Being Me in My World Understand how having a voice benefits the school community |
Celebrating Difference Demonstrate empathy with people in a range of situations |
Dreams and Goals Working with others to help make the world a better place |
Healthy Me Evaluating when alcohol is being used responsibly |
Relationships Recognising when people are trying to gain power over others |
Changing Me
Describe how a baby develops through the months of pregnancy |
At Northern Saints CE Academy we follow the Commando Joe’s Character Education Programme.
Please click to view Commando Joe’s
RE
Intent
At Northern Saints, the Religious Education (RE) curriculum is underpinned by our school values of respect, compassion, wisdom and courage.
The curriculum is designed to enable pupils to acquire core knowledge and understanding of the beliefs and practices of religious and non-religious worldviews, so that they can live and work well with people with very different worldviews from themselves. We want pupils to have better friendships and to develop greater respect and empathy for others.
Ultimately, it is our intention that children think theologically and engage in theological enquiry. To give pupils a safe space to critically reflect on their own religious, spiritual and philosophical convictions; to consider the ‘big’ questions in life. For pupils to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
The RE curriculum will give pupils an understanding of how religious and non-religious worldviews have shaped history, both in Britain and in the world. It will support pupils’ social, moral, cultural and spiritual development. It will make links with other subjects including English, science, art, history, RSHE and PSHE, so that pupils can make connections in their learning, know more and remember more.
Through the RE curriculum pupils will:
- become religiously literate
- have a clear understanding of Christianity as a living world faith
- understand other major world religions and world views
- reflect upon their own beliefs and values
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Creation/God Why is the word God so important for Christians |
Incarnation Why do Christians perform nativity plays at Christmas? |
Diocesan Unit F6 Which stories are special and why |
Salvation UC Why do Christians put a cross in their Easter garden? |
Diocesan Unit: Which places are special and why? |
Diocesan Unit: Where do we belong? |
Year 1 |
CREATION UC Big Question: Who made the world? Understanding creation as the beginning of the ‘big story’ of the bible |
INCARNATION UC Big Question: Why does Christmas matter to Christians? Why Jesus’ birth is important for Christians |
GOSPEL UC Big Question: What is the good news that Jesus brings? Gospel as ‘good news’ |
SALVATION UC Big Question: Why does Easter matter to Christians? A basic understanding of the Easter story |
GOD UC BIG Q: What do Christians believe God is like? An understanding of a Parable and how Jesus used them to teach lessons about who God is |
Diocesan Unit 1.6 Who is a Muslim and what do they believe? Verbally describe some of the Islam beliefs |
Year 2 |
CREATION UC (Digging deeper) Big Question: Who made the world? What creation tells Christians about God, creation and the world |
INCARNATION UC (Digging deeper) Big Question: Why does Christmas matter to Christians? Incarnation as ‘Jesus is God on Earth’ |
GOSPEL UC (Digging deeper) Big Question: What is the good news that Jesus brings? How the stories of Jesus display good news from God |
SALVATION UC (Digging deeper) Big Question: Why does Easter matter to Christians? Linking salvation with Jesus ‘rescuing’ people |
GOD UC BIG Q: What do Christians believe God is like? Using key story of Jonah to begin articulate what God is like e.g. fair, just & forgiving |
Diocesan Unit 1.6 Who is a Muslim and what do they believe? Give simple accounts of what stories and other texts mean to Muslims |
Year 3 |
CREATION/FALL UC (Core) Big Question: What do Christians learn from the creation story? Key areas that people could learn about from the creation story including humans/animals/God/nature /design etc |
INCARNATION UC Big Question: What is the Trinity? Begin to explain what texts about the Trinity mean (referring to father, son and spirit) |
GOSPEL UC Big Question: What kind of world did Jesus want? How Jesus’ behaviour in the gospels inspires Christians today |
SALVATION UC Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Offer suggestion about what the main texts about Holy Week might mean |
Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Make clear links between texts/sources of authority and the key concepts studied |
KINGDOM OF GOD UC Big Question: When Jesus left, what was the impact of Pentecost? Link story of the day of Pentecost with belief about the kingdom of God on earth |
Year 4 |
PEOPLE OF GOD UC Core objectives for 2022 cohort Big Question: What is it like to follow God? Link story of Noah with the concept of faith |
INCARNATION UC (Digging deeper) Big Question: What is the Trinity? Give examples of texts studied and suggest what they mean to Christians today |
GOSPEL UC (Digging deeper) Big Question: What kind of world did Jesus want? How Jesus used parables to explain the Kingdom of God |
SALVATION UC (Digging deeper) Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Explain some of the meaning behind narrative of last super, the betrayal and the denial |
Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Offer informed suggestions about what texts/sources of authority might mean and give examples of what these sources mean to believer |
KINGDOM OF GOD UC (Digging deeper) Big Question: When Jesus left, what was the impact of Pentecost? Use other new testament texts to understand what the Kingdom of God means for Christians today |
Year 5 |
CREATION UC Core for 2022 cohort – dipping into digging deeper Big Question: Creation and science: conflicting or complementary? Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations. |
INCARNATION UC (Core) Big Question: Was Jesus the Messiah? Identify Gospel and prophecy texts |
GOSPEL UC Big Question: What would Jesus do? Identify features of Gospel and relate Biblical ideas to own lives |
SALVATION UC Y5 specific Big Question: What did Jesus do to save human beings? Explain how Jesus’ death was sacrifice |
Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Describe examples of ways in which people use texts/sources of authority to make sense of core Jewish beliefs and concepts |
KINGDOM OF GOD UC Big Question: What kind of king is Jesus? Understanding how the teachings of Jesus show that God’s rule has begun on earth |
Year 6 |
PEOPLE OF GOD UC (Digging deeper for 2022 cohort) Big Question: How can following God bring freedom and justice? Link story of Moses and concepts of freedom and salvation/how Christians practice this e.g. mission |
INCARNATION UC (Digging deeper) Big Question: Was Jesus the Messiah? Connect biblical texts and the idea of Jesus the Messiah
|
GOSPEL UC (Digging deeper) Big Question: What would Jesus do? Compare ways in which Christians interpret Biblical text |
SALVATION UC Y6 specific Big Question: What difference does the resurrection make to Christians? Connect Luke 24 to concepts (such as sacrifice, resurrection, salvation, hope) |
Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Suggest meanings for Jewish sources of authority studied, comparing their ideas with ways in which believers interpret them. |
KINGDOM OF GOD UC (Digging deeper) Big Question: What kind of king is Jesus? Connect biblical text and concept of the Kingdom of God – as God ruling in human lives |
History
Intent
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 |
History of Vehicles (short unit)
*Beamish |
Important People Florence Nightingale and Edith Cavell |
Great Fire of London and the Great Fire of Sunderland
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Year 2 | Inspirational People Rosa Parks Emily Davison
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United Kingdom Guy Fawkes and Parliament (short unit) |
The Royal Family (short unit)
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Explorers: Christopher Columbus, Neil Armstrong
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St Cuthbert (short unit)
*Durham Cathedral |
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Year 3 |
From Stone Age to Iron Age
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Local Study – Hylton Castle *Hylton Castle |
St Bede *St Peter’s Church, Monkwearmouth |
The Roman Empire in Britain *Arbeia Roman Fort |
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Year 4 |
Britain’s settlement by Anglo Saxons and Scots (short unit)
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St Hilda (short unit)
*Whitby Abbey |
The Vikings
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Ancient Egypt
|
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Year 5 |
The history of space travel
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Ancient Greece
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The history of Sunderland and the Victorian era (Victoria Hall Disaster)
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St Aiden (short unit)
*Lindisfarne Priory |
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Year 6 |
The Mayan Civilisation
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Civil Rights Movement (short unit)
|
Word War II: Home Front
*Beamish |
St Oswald (short unit)
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*Educational visits which take place within the unit of work |
Phonics
Phonics provides the foundations of learning, to make the progression into fluent reading and writing easier. Phonics is delivered through the Sounds-Write programme at Northern Saints. Sounds-Write is a highly systematic and synthetic programme which explicitly teaches children the skills of;
- Blending
- Segmenting
- Phoneme Manipulations (Sound Swapping).
Children are taught to decode and encode by understanding 4 clear concepts:
- Letters are symbols that represent sounds that they say
- Sounds can be spelt using 1,2,3 or 4 letters – f, oa, air, eigh
- The same sound can be spelt in different ways – bone, coat, toe, window, shoulder
- The same spelling can represent different sounds – bread, eat, great
These fundamental skills not only enable pupils to access the rest of the curriculum, but also impact on their self-esteem and future life chances. Phonics is taught as soon as the children enter Reception and continued throughout KS1. Pupils who are not secure in their phonic knowledge also access the Sounds-Write programme in KS2. Progress is continuously checked through formative assessment within lessons. Pupils at risk of falling behind receive same day, pre or post teach intervention, following the philosophy, “keep up not catch up”. Alongside quality first teaching, daily interventions are delivered for low attaining pupils, to boost phonic knowledge.
Sounds-Write is effective in teaching pupils to read, spell and write: it starts from what all children know from a young age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps, which allows children to continuously practice the skills needed to become fluent in reading and writing .When reading, children are provided with a decodable phonic book that links closely to their phonic knowledge.
To support the teaching of phonics at home, parent workshops are provided. A practical guide to phonics for parents is available to download on the school website. Parent guidance can also be found at:
https://www.udemy.com/help-your-child-to-read-and-write/learn/v4/overview .
EYFS
Intent
At Northern Saints C of E we believe that all children deserve an education rich in experiences alongside the purposeful acquisition of skills and knowledge. We are committed to giving our children opportunities which ensure they are well-rounded, happy individuals, ready to succeed in an ever-changing world. We recognise the importance of giving our children the best possible start in life by planning and implementing teaching and learning opportunities which support them in reaching their full potential. Our children are all unique and we plan teaching and learning opportunities according to their individual needs.
The Development Matters document alongside the statutory Early Learning Goals set out expectations for our children and we recognise the crucial role that Early Year’s education has to play in providing firm foundations. We aim to provide a broad, enriched and stimulating learning environment where children can work with adults and peers in a climate of mutual respect to develop confidence in their ability, the social skills necessary to learn and the emotional capabilities to enable them to understand their feelings.
We aim to provide our children with knowledge, skills and experiences in a meaningful context. We do this through a personalised, flexible curriculum that engages and motivates our children. It covers all the 7 areas of learning:-
The Prime Areas:-
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
The Specific Areas:-
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design.
Our Curriculum intent is underpinned by the four guiding principles which shape practice in early years settings. These are:
- Every child is a unique child, is constantly learning and can be resilient, capable, confident and self-assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.
- Children develop and learn in different ways.
Our school has identified a clear set of values that underpin expectations for behaviour for all and every child is recognised as a unique individual. We celebrate and welcome the differences within our Early Years Phase.
We constantly provide enhancement opportunities to engage inquisitive minds and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. Our EYFS curriculum is designed to develop the characteristics of effective learning:
Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Active learning – children keep on trying if they encounter difficulties and enjoy their achievements.
Playing and exploring – children investigate and experience things, and ‘have a go’.
In EYFS we offer a balance between guided group work, child-initiated activity and activities which are supported by adults, inspired initially by children. Initially there is a greater emphasis on child Initiated activities and as the year progresses we move the balance more towards adult led activities.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Communication and Language | ||||||
Listening and Attention: To look at someone who is speaking to them and take turns to speak when working in a group. to listen attentively in a range of situations. Listen to stories, anticipating key events and responding to what they hear with relevant comments, questions and actions. Give attention to what others say and respond appropriately, while engaged in another activity. Understanding: To follow instructions involving several ideas or actions. To answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. To use talk in play to practice new vocabulary. Speaking: To speak audibly so they can be heard or understood. To express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. To use gestures to support meaning in play. |
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Personal, Social and Emotional Development |
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Being Me in my World Feeling special and safe. Being part of a class. Rights and responsibilities. Rewards and feeling proud. Consequences. |
Celebrating differences Similarities and differences. Understanding bullying and knowing how to deal with it. Making new friends. Celebrating the differences in everyone. |
Dreams and Goals Setting goals Identifying successes and achievements. Learning styles. Working well and celebrating. Achievement with a partner, Feelings of success. Tackling new challenges Identifying and overcoming obstacles. |
Relationships Belonging to a family. Making friends/being a good friend. Physical contact preferences. People who help us. Qualities as a friend and person. Self-acknowledgement Being a good friend to myself |
Changing me Life cycles – animal and human. Changes in me. Differences between female and male bodies (correct terminology). Linking growing and learning. Coping with change. |
Healthy Me Keeping myself healthy. Healthier lifestyle choices. Keeping clean. Being safe. Medicine safety/safety with household items. Road safety. Linking health and happiness. |
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Physical Development |
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Fine Motor Skills |
Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors. To draw a person on request with head, face, body and limbs. Manipulate dough to make balls and snakes. |
Cut on a straight line continuously. Complete simple jigsaws that contain six to ten pieces. Manipulate dough to make common shapes. |
Thread beads and large holes using laces. To trace and overwrite simple shapes. To turn a corner when cutting. Work with clay/dough to make/cut shapes from a design or plan |
To thread a needle. To trace with detail. To cut zigzags and curved lines. To work with clay to join and add detail. |
To complete jigsaws with 20 or more pieces. Observational drawing with details. To cut in a range of directions and for purpose. |
Hold a pencil effectively in preparation for fluent writing – using a tripod grip. Use a range of small tools with some accuracy. Begin to show accuracy and care with drawing and writing letters |
Gross Motor Skills | Body Management | Speed Agility Travel |
Gymnastics Cooperate and Solve problems |
Dance Cooperate and Solve problems |
Manipulation and Coordination | Athletics |
Literacy | ||||||
Phonics – Sounds Write |
Phonics – Units 1, 2, 3 Blend and segment cvc words |
Phonics – Units 4, 5, 6 – Blend and segment cvc words |
Phonics – Units 7, 8 – Blend and segment cvc, vcc & ccvc words | Phonics – Units 9, 10 – Blend and segment – ccvc, ccvcc, cvccc, cccvc words. |
Phonics – Units 11 – spellings with diagraphs sh, ch, th, ck, wh, ng, qu |
Phonics – Bridging/consolidation
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Reading Core Texts
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Range of Nursery Rhymes and poems What makes me, me – Ben Faulks Traditional Tale – The Little Red Hen |
Range of Nursery Rhymes and poems Oi Dog- Kes Gray Traditional Tale – The Gingerbread Man |
Range of Nursery Rhymes and poems You Choose – Nick Sharett, Pippa Goodhart Traditional Tale – Goldilocks and the three Bears |
Range of Nursery Rhymes and poems In Every House in Every Street – Jess Hitchen Traditional Tale – Jack and the Beanstalk |
Range of Nursery Rhymes and poems Clean Up – Nathan Bryon Traditional Tales – Three Billy Goats Gruff
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Range of Nursery Rhymes and poems Farmer Duck – Martin Wardall Traditional Tale -Three little pigs
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Writing |
Talk For Writing Begins to write own name Modelling writing from left to right Capital letters for own name. Writing initial and final sounds in words independently. Letterjoin – to write in a range of Straight and curved line direction. |
Talk For Writing Writing own name Writing cvc words. Oral segmenting. Write dictated sentences To control pencil so marks sit on the line. Letter join – easy letters |
Talk For Writing Writing own name and surname Letter size and orientation Orally compose sentences. Write dictated sentences Write lists, captions and speech bubbles Letter join – easy letters |
Talk For Writing Compose and write sentences with spaces between words. Write sentences demarcated with a full stop. Write recount, retell and letters non-fiction texts. Letter join – hard letters
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Talk For Writing Compose and write sentences with spaces, full stops and capital letters. Write sentences demarcated with full stop and conjunction and. Write recount, retell, letters and non-fiction texts. Letter join – hard letters
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Talk For Writing Spell words by identifying the sounds and then writing the sound with letter/s. Re-read writing to check that it makes sense. Write sort sentences with words with known letter-sound correspondence using a capital letter and full stop.
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Mathematics |
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Number Sense |
Book 1 & 2 Subitising 1 to 3 Book 3 Subitising 1 to 4 |
Book 4 Subitising 1 to 5 Book 5 Subitising 6 to 10 |
Book 6 Partitioning 2 Book 7 Partitioning 3
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Book 8 Partitioning 4 Book 9 Partitioning 5
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Book 10 Partitioning 10 Book 11 Composition 6 to 10 |
Book 12 Comparing Quantities Book 13 Patterns in Numbers
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Number And Numerical Patterns |
Baseline assessment Counting aloud 1 – 10 Counting objects 1 – 5 Representing numbers 0, 1, 2, 3 Perceptual subitising 1 to 3 Naming 2D shapes Making simple patterns Compare size
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Representing 1 to 5 Counting aloud 1 – 10 Comparing amounts; more, less, the same. Comparing 1, 2, 3 Composition 1, 2, 3 Perceptual subitising 1 to 5 One more, one less 1 to 4 Introduce shape vocabulary Compare shapes’ properties
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Counting aloud beyond 10 Comparing numbers to 5 Number bonds to 5 Recognising & representing numbers 6 to 10 Perceptual subitising with manipulates (numicon, dominoes, 10 frame etc) Combining two groups Night and Day Compare mass
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Counting aloud beyond 10 Comparing numbers to 10 One more, one less to 10 Number bonds to ten Subtracting amounts Conceptual subitising (visually seeing values as two groups combined e.g. 5 and 2 = 7) Recognising 2D shapes within 3D shapes Names some 3D shapes Continuing repeated patterns. |
Recognising numerals and counting beyond ten Addition and subtraction Comparing numbers to 10 One more, one less to 10 Number bonds to ten Conceptual subitising (visually seeing values as two groups combined e.g. 5 and 2 = 7) Compare capacity
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Recognising numerals and counting beyond ten Addition and Subtraction Comparing numbers to 10 Number bonds to ten Odd and even numbers Doubling Sharing amounts by 2 Sort and categorise 2D & 3D shapes by its properties
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Understanding the World |
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New Beginnings | Celebrations | People Who help Us | Where is my place in this world? | Growing | Habitats | |
Starting School Me My Family My Friends Autumn
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Birthdays Bonfire Night Diwali Christmas Winter
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What is a job? Who helps me? Doctors/nurses Emergency services Transport Teachers Influential people Chinese New Year Winter to spring |
Where do I live? What is in my local environment? Transport Important landmarks where I live. Easter Spring
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How do I grow? Life cycle of a human? How do animals grow? Life cycle of a chick, frog and butterfly. How do plants grow. Life cycle of a plant. Spring/summer
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Woodland Rainforest Polar Micro habitats Caring for our world.
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Cooking and Food Preparation |
Simple biscuits Healthy choices |
Bread Buns Gingerbread Men |
Soup Flapjacks |
Noodle stir fry cupcakes |
Healthy Eating – fruit kebabs
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Make a summer picnic
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Expressive Arts and Design |
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Creating with Materials
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Begin to mix colours Build models using constriction equipment. Self Portraits
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Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas. Use textures and materials to represent ideas.
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Using equipment, tools, texture and techniques to represent images linked to predictable interests e.g. Chinese New Year Joining different techniques for joining materials, such as how to use adhesive tape and glue.
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Make different textures and patterns using different colours. Create collaboratively sharing ideas, resources and skills. Creating Mother’s Day cards Techniques to use for collage
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Plan, reflect and review. Constructing with a purpose Observational Drawing Using and applying printing techniques. Build with purpose – Bridges linked to The Three Billy Goats Gruff. |
Evaluate and revisit their own work. Build junk modelling linked to theme e.g. Three Little Pigs. Colour mixing with a purpose.
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Being Imaginative and Expressive |
Join in with songs Sing call-and-response songs Exploring sounds and how they can be changed. Tapping out simple rhythms Join in with role-play games. |
Listen to music and make their own dance in response. The use of story maps, props, puppets to retell stories. Learn a range of songs linked to a theme e.g. Christmas.
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Adapt songs and rhymes; changing lyrics. Orally compose stories and act out.
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Retelling familiar stories using actions and repeated phrases. Using puppets and props to represent familiar stories.
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Explore using different costumes and props to act out stories and scenarios. Work collaboratively to re-enact familiar stories, adapting and innovating.
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Exploration of other countries and cultures – dressing up in different costumes. Adapting and using ideas and vocabulary from texts and other medium within role play.
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