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

Northern Saints Primary School - Music Icon

Phonics

Maths

Science

RE

History

Geography

Computing

Art & Design

Design Technology

PE

Music

MFL

PSHE/RSE

EYFS

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.

Fostering a habit of reading for pleasure in pupils by reading widely and voraciously, offers the opportunity to learn about and empathise with times, locations and cultures which contrast to the pupil’s own. Books are shared across the curriculum in school and at home. They offer the opportunity to hear voices and stories that represent pupil’s own lives and that capture, validate and enrich their own experiences. The new school library provides regular access to a wide genre of text and digital materials to support reading and enquiry learning. Whole school events offer support for families to improve reading and literacy skills and develop confidence around reading.

A sequence of high-quality, age-appropriate texts fosters pupils’ interest in the writing process to cultivate confident storytellers and early story writers. In reception, the Talk for Write approach builds pupil’s stamina using shared and guided teaching, developing the ability to independently write creatively with growing accuracy. From KS1, writing is inspired and enriched by opportunities to rehearse and internalise texts, motivating pupils to recreate or extemporise around the stories they have experienced. By modelling a varied and rich array of stories and language choices, the curriculum develops a narrative understanding and response that paves a way into writing. The curriculum is planned progressively to take pupils on a writing journey which builds their knowledge of writing for context and purpose, while developing their understanding and purpose of vocabulary and grammatical features. Acquiring an upward spiral of vocabulary in a language rich environment, spelling rules and patterns are explored and effective strategies for learning, remembering, understanding and applying are taught. Delivery of Letter-Join develops a neat, legible, speedy handwriting style using continuous cursive letters and promotes a sense of pride in presentation of writing.

English Writing Long Term Plan

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reception	Core text: Chicken Licken Big Book of Nursery Rhymes by Lucy Cousins Writing to entertain: Retell	Core text: Oi Dog by Kes Gray and Jim Field Shark in the park by Nick Sharratt Writing to entertain: retell and innovate	Core text: When I grow up – Tim Minchin’s Writing to inform: innovation of biography in first person	Core text: The Naughty Bus by Jan Oke Up,up,up Jack and the beanstalk by Ian Beck Writing to inform: instructions	Core text: Hooray for fish by Lucy Cousins Rainbow fish by Marcus Pfister Tiddler by Julia Donaldson Writing to inform: fact files	Core text: Norman the slug with the Silly Shell by Sue Hendra 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
Year 1	Core text: I want my hat back by Jon Calasssen Writing to entertain: Narrative retell Core Text: Meercat Mail by Emily Gravatt Writing to entertain: postcard recounts	Core text: The Way back home by Oliver Jeffers Writing to entertain: Retell adventure story Core Animation: The Longest Journey ( Lit shed) Writing to entertain: Recount journey story	Core text: Beegu by Alexis Deacon Writing to entertain: Innovate a sequel	Core text: Bubbles animation Lit Shed Writing to entertain: Fantasy story Writing to inform: Information text on an important person, click here for famous writers- Charles Dickens, Anne Frank and William Shakespeare.	Core text: Yucky Worms by Vivian French Writing to inform: non-chron report Writing to Entertain: Mini beast poetry	Core Text: The Tiger Who Came to Tea by Judith Kerr Writing to entertain: Innovation Writing to inform: Instructional writing on planting and growing veg
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 Recount- journey story Core text: The Day the Crayons Quit by Oliver Jeffers Writing to entertain: letter writing Core Text: Mogs Christmas by Judith Kerr and link to writing stimulus Mogs Xmas Calamity Core Animation: Click here Writing to entertain: Innovated recount of events in animation	Core text: The Worst Princess by Anna Kemp Writing to entertain: Character descriptions Writing to inform: Recount- journey story	Core Text: Tell me a Dragon by Jackie Morris Writing to inform: Non-chronological report Core Text: How To Trap A Dragon Pie Corbett Writing to inform: Set of instructions	Core text: The lonely Beast by Chris Judge Writing to entertain: narrative retell	Core text: Where the forest meets the sea By Jeannie Baker Writing to entertain: Innovated narrative retell. Writing to inform: setting descriptions Poetry Study – Pie Corbett senses poetry
Year 3	Core text: Stone Age Boy by Satoshi Kitamura Writing to entertain: diary recounts Core Text: Elf Road by Pie Corbett Writing to entertain: innovated portal story	Core text: Stone Age Boy by Satoshi Kitamura Writing to entertain: diary recounts Core Text: Elf Road by Pie Corbett Writing to entertain: innovated portal story	Core text: After the fall by Dan Santat Writing to entertain: Character description exploring dynamic characters and their transformation Writing to entertain: Suspense writing	Core text: Rosie Revere the Engineer by Andrea Beaty Writing to inform: non-chron reports including diagrams, flow charts, extended captions, presentations on inventions Writing to Persuade: Writing about own invention ( Dragon’s Den performance)	Core text: Escape From Pompei by Christina Balit Writing to entertain: Narrative retell in first person Core Text: poetry unit The Best part of Me by Ewald Wendy – Writing to entertain: writing positive self image poems	Core text: The Iron Man by Ted Hughes Writing to entertain: Narrative setting and character descriptions Core Text: What a Waste by Jess French Writing to inform: report on how to be Eco friendly
Year 4	Core text: The Green ship by Quentin Blake Writing to entertain: setting description Writing to entertain: To write a chapter of an innovated adventure story	Core text: Arguments teacher/pupil choice Writing to inform: debates and balanced arguments Core Animation: Unwrap The Joy by Cadburys Writing to inform: newspaper reports including interviews.	Core text: I was there by Stuart Hill Writing to entertain: Diary writing Core Text: Ted Hughes poetry collection for children by Ted Hughes Writing to entertain: Poetry	Core Text: The dream giver lit shed, click here Writing to entertain: retell. Writing to entertain: Innovate narrative to explore their own dreams	Core text: The Time slip scarab by Pie Corbett Also link to Tadeo Jones Lit shed animation Writing to entertain: Time slip story using Egyptian/ another historical setting	Core Text: There’s a Werewolf in my Tent! by Pamela Buchart Writing to entertain: Suspense stories
Year 5	Core Text: Visual literacy – Neil Armstrong videos and How the Earth was made. Teacher Model Text Writing to inform: Biography of Neil Armstrong’s life. Writing to inform: Newspaper report Significant event	Core Text: Harry Potter and the Philosophers Stone – JK Rowling Writing to entertain : Suspense writing retelling dramatic episodes Core Animation Kevin the Carrot : Writing to entertain : narrative retell of section of animation	Core Text: Tales of Greek Heroes –by Roger Lancelyn Green Writing to inform: retelling a greek tale in style of author Core Text: The Viewer by Gary Crewe Writing to entertain: portal story	Core Text: Inspirational people ( BLM) Writing to inform: Biographies of Civil Rights Leaders	Core Animation: Titanium Writing to entertain: Newspaper reports Writing to entertain: Retelling episodes with a focus on different viewpoints	Core text: The Great Kapok Tree by Lynne Cherry and Greta and The Giants by Zoe Tucker Writing to inform: persuasive speech Writing to inform: Persuasive letters
Year 6	Core text: The Giants Necklace by Michael Morpurgo Writing to entertain: Diary entries and setting descriptions	Core Text: Long Walk to Freedom; Nelson Mandela story by Chris Van Wyk and Nelson Mandela Writing to inform: Biographies of Civil rights Leaders Xmas Unit: Coming Home by Michael Morpurgo and see Lit shed link click here Writing to entertain: poetry- character and setting descriptions using figurative language	Core text: Letters from the Lighthouse by Emma Caroll Writing to entertain: letters to convey characterisation through description and dialogue Writing to inform: Discussion- Should children have been evacuated during the war? Balanced Argument Core Text: A Veteran Never Forgets Writing to entertain: flashback narrative	Core text: Room 13 by Robert Westall Core Text: Room 13 by Robert Westall Writing to entertain: Recounts of events with characterisation through description and dialogue and suspense narratives Additional Core Texts: One Scary Night in Whitby The Manor House Spooked Francis ( animation)	Core texts: Ice Trap Shackleton’s Incredible Expedition by Meredith Hooper Shackleton’s Journey by William Grill (CLPE unit) Writing to persuade: persuasive advert Writing to entertain: diary recounts	Core text: poetry The Sea by James Reeves Writing to entertain: Poetry Collection for Children by Ted Hughes themed around the sea Writing to entertain: Narrative poems collection

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Reception

Core text:
Chicken Licken

Big Book of Nursery Rhymes by Lucy Cousins

Writing to entertain:
Retell

Core text:
Oi Dog by Kes Gray and Jim Field

Shark in the park by Nick Sharratt

Writing to entertain:
retell and innovate

Core text:
When I grow up – Tim Minchin’s

Writing to inform:

innovation of biography in first person

Core text:
The Naughty Bus by Jan Oke
Up,up,up
Jack and the beanstalk by
Ian Beck

Writing to inform:

instructions

Core text:
Hooray for fish by Lucy Cousins
Rainbow fish by Marcus Pfister
Tiddler by Julia Donaldson

Writing to inform:

fact files

Core text:
Norman the slug with the Silly Shell by Sue Hendra

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

Year 1

Core text:
I want my hat back by Jon Calasssen

Writing to entertain:
Narrative retell

Core Text:
Meercat Mail by Emily Gravatt
Writing to entertain:
postcard recounts

Core text:
The Way back home by Oliver Jeffers

Writing to entertain:
Retell adventure story

Core Animation:
The Longest Journey ( Lit shed)

Writing to entertain:
Recount journey story

Core text: Beegu by Alexis Deacon

Writing to entertain:
Innovate a sequel

Core text:
Bubbles animation Lit Shed

Writing to entertain:
Fantasy story

Writing to inform:
Information text on an important person, click here for famous writers- Charles Dickens, Anne Frank and William Shakespeare.

Core text:
Yucky Worms by Vivian French

Writing to inform:
non-chron report

Writing to Entertain:
Mini beast poetry

Core Text:
The Tiger Who Came to Tea by Judith Kerr

Writing to entertain:
Innovation

Writing to inform:
Instructional writing on planting and growing veg

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
Recount- journey story

Core text:
The Day the Crayons Quit by Oliver Jeffers

Writing to entertain:
letter writing

Core Text:
Mogs Christmas by Judith Kerr and link to writing stimulus
Mogs Xmas Calamity

Core Animation:
Click here

Writing to entertain:
Innovated recount of events in animation

Core text:
The Worst Princess by Anna Kemp

Writing to entertain:
Character descriptions

Writing to inform:
Recount- journey story

Core Text:
Tell me a Dragon by Jackie Morris

Writing to inform:
Non-chronological report

Core Text:
How To Trap A Dragon Pie Corbett

Writing to inform:
Set of instructions

Core text:
The lonely Beast by Chris Judge

Writing to entertain:
narrative retell

Core text:
Where the forest meets the sea By Jeannie Baker

Writing to entertain:
Innovated narrative retell.

Writing to inform:
setting descriptions

Poetry Study – Pie Corbett senses poetry

Year 3

Core text:
Stone Age Boy by Satoshi Kitamura

Writing to entertain:
diary recounts

Core Text:
Elf Road by Pie Corbett

Writing to entertain: innovated portal story

Core text:
Stone Age Boy by Satoshi Kitamura

Writing to entertain:
diary recounts

Core Text:
Elf Road by Pie Corbett

Writing to entertain:
innovated portal story

Core text:
After the fall by Dan Santat

Writing to entertain:
Character description exploring dynamic characters and their transformation

Writing to entertain:
Suspense writing

Core text:
Rosie Revere the Engineer by Andrea Beaty

Writing to inform:
non-chron reports including diagrams, flow charts, extended captions, presentations on inventions

Writing to Persuade:
Writing about own invention ( Dragon’s Den performance)

Core text:
Escape From Pompei by Christina Balit

Writing to entertain:
Narrative retell in first person

Core Text:
poetry unit
The Best part of Me by Ewald Wendy –

Writing to entertain:
writing positive self image poems

Core text:
The Iron Man by Ted Hughes

Writing to entertain:
Narrative setting and character descriptions

Core Text:
What a Waste by Jess French

Writing to inform: report on how to be Eco friendly

Year 4

Core text:
The Green ship by Quentin Blake

Writing to entertain:
setting description

Writing to entertain:
To write a chapter of an innovated adventure story

Core text:
Arguments teacher/pupil choice

Writing to inform:
debates and balanced arguments

Core Animation:
Unwrap The Joy by Cadburys

Writing to inform:
newspaper reports including interviews.

Core text:
I was there by Stuart Hill

Writing to entertain:
Diary writing

Core Text:
Ted Hughes poetry collection for children by Ted Hughes

Writing to entertain:
Poetry

Core Text:
The dream giver lit shed, click here

Writing to entertain:
retell.

Writing to entertain:
Innovate narrative to explore their own dreams

Core text:
The Time slip scarab by Pie Corbett

Also link to Tadeo Jones Lit shed animation

Writing to entertain:
Time slip story using Egyptian/ another historical setting

Core Text:
There’s a Werewolf in my Tent! by Pamela Buchart

Writing to entertain:
Suspense stories

Year 5

Core Text:
Visual literacy – Neil Armstrong videos and How the Earth was made.

Teacher Model Text

Writing to inform:
Biography of Neil Armstrong’s life.

Writing to inform:
Newspaper report Significant event

Core Text:
Harry Potter and the Philosophers Stone – JK Rowling

Writing to entertain :
Suspense writing retelling dramatic episodes

Core Animation
Kevin the Carrot :

Writing to entertain :
narrative retell of section of animation

Core Text:
Tales of Greek Heroes –by Roger Lancelyn Green

Writing to inform:
retelling a greek tale in style of author

Core Text:
The Viewer by Gary Crewe

Writing to entertain:
portal story

Core Text:
Inspirational people ( BLM)

Writing to inform:
Biographies of Civil Rights Leaders

Core Animation:
Titanium

Writing to entertain:
Newspaper reports

Writing to entertain:
Retelling episodes with a focus on different viewpoints

Core text:
The Great Kapok Tree by Lynne Cherry and Greta and The Giants by Zoe Tucker

Writing to inform:
persuasive speech

Writing to inform:
Persuasive letters

Year 6

Core text:
The Giants Necklace by Michael Morpurgo

Writing to entertain:
Diary entries and setting descriptions

Core Text:
Long Walk to Freedom; Nelson Mandela story by Chris Van Wyk and Nelson Mandela

Writing to inform:
Biographies of Civil rights Leaders

Xmas Unit:
Coming Home by Michael Morpurgo and see Lit shed link click here

Writing to entertain:
poetry- character and setting descriptions using figurative language

Core text:
Letters from the Lighthouse by Emma Caroll

Writing to entertain:
letters to convey characterisation through description and dialogue

Writing to inform:
Discussion- Should children have been evacuated during the war? Balanced Argument

Core Text:
A Veteran Never Forgets
Writing to entertain: flashback narrative

Core text:
Room 13 by Robert Westall Core Text: Room 13 by Robert Westall

Writing to entertain:
Recounts of events with characterisation through description and dialogue and suspense narratives

Additional Core Texts:

One Scary Night in Whitby
The Manor House
Spooked
Francis ( animation)

Core texts:
Ice Trap Shackleton’s Incredible Expedition by Meredith Hooper

Shackleton’s Journey by William Grill (CLPE unit)

Writing to persuade:
persuasive advert

Writing to entertain:
diary recounts

Core text:
poetry The Sea by James Reeves

Writing to entertain:
Poetry Collection for Children by Ted Hughes themed around the sea

Writing to entertain:
Narrative poems collection

Click here to find out more about our Reading curriculum

Click here to find out more about our Drawing Club

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	Explore the natural world around them, making observations and drawing pictures of drawing pictures of animals and plants Know similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Year 1	The Human Body Seasonal Changes	Materials Seasonal Changes	Planting A Animals	Sustainability: Caring for the planet Seasonal Changes Planting B	Plants Planting C	Sustainability: Growing and cooking Seasonal changes
Year 2	Animals needs for survival Humans	Materials Sustainability: Plastics	Plants (Light and dark)	Living things and their habitats	Plants (bulbs and seeds)	Growing Up Sustainability: Wildlife
Year 3	Skeletons and Movement Nutrition and Diet	Sustainability: Food waste Rocks	Fossils and Soils	Light	Plants	Forces and Magnets
Year 4	Grouping and Classifying living things	States of matter	Sound	Electricity Sustainability: Energy	Habitats Sustainability: Deforestation	The digestive system Food chains
Year 5	Forces	Space Sustainability: Global Warming	Properties of Materials	Animals including Humans Life Cycles	Reproduction A Reversible and Irreversible Changes	Sustainability: Plastic Pollution Reproduction B
Year 6	Living Things and their Habitats	Electricity Sustainability: Renewable Energy	Light Sustainability: Light Pollution	The Circularity System Diet, Drugs and Lifestyle	Variation and Adaptations	Fossils Themed Projects (Year 7 Ready!)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Reception

Explore the natural world around them, making observations and drawing pictures of drawing pictures of animals and plants
Know similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Year 1

The Human Body

Seasonal Changes

Materials

Seasonal Changes

Planting A

Animals

Sustainability: Caring for the planet

Seasonal Changes

Planting B

Plants

Planting C

Sustainability: Growing and cooking

Seasonal changes

Year 2

Animals needs for survival

Humans

Materials

Sustainability: Plastics

Plants (Light and dark)

Living things and their habitats

Plants (bulbs and seeds)

Growing Up

Sustainability: Wildlife

Year 3

Skeletons and Movement

Nutrition and Diet

Sustainability: Food waste

Rocks

Fossils and Soils

Light

Plants

Forces and Magnets

Year 4

Grouping and Classifying living things

States of matter

Sound

Electricity

Sustainability: Energy

Habitats

Sustainability: Deforestation

The digestive system

Food chains

Year 5

Forces

Space

Sustainability: Global Warming

Properties of Materials

Animals including Humans

Life Cycles

Reproduction A

Reversible and Irreversible Changes

Sustainability: Plastic Pollution

Reproduction B

Year 6

Living Things and their Habitats

Electricity

Sustainability: Renewable Energy

Light

Sustainability: Light Pollution

The Circularity System

Diet, Drugs and Lifestyle

Variation and Adaptations

Fossils

Themed Projects (Year 7 Ready!)

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, Ten Town, 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

Count objects, actions and sounds
Subitise
Link number symbol (numeral) with its cardinal number value.
Count beyond ten
Compare numbers
Understand the one more than/one less than relationship between consecutive numbers.

Explore the composition of numbers to 10.
Automatically recall number bonds for numbers to 0-10.
Select, rotate and manipulate shapes in order to develop spatial reasoning skills.
Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
Continue, copy and create repeating patterns.
Compare length, weight and capacity.

Have a deep understanding of numbers to 10, including the composition of each number.
Subitise (recognise quantities without counting) up to 5.
Automatically recall number bonds to 5and some number bonds to 10, including doubling facts.
Verbally count beyond 20, recognising the pattern of the counting system.
Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Year 1

Number and Place Value: Numbers to 10

Calculations: Addition
and Subtraction

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
and Height

Number and Place Value:
Numbers to 40

Calculations: Addition
and Subtraction

Calculations: Multiplication

NFER Assessment and Review

Calculations: Multiplication

Calculations: Division

Fractions: Fractions

Number and Place Value:
Numbers to 100

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
and Subtraction

Calculations: Multiplication
of 2, 5 and 10

Calculations: Multiplication
and Division of 2, 5 and 10

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
and Subtraction

Calculations: Multiplication
and Division

Calculations: Further
Multiplication and Division

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
Percentages: Fractions

Geometry – Properties of Shapes:
Angles

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 –
Properties of Shapes: 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.	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.	Where is my place in the World? Physical world Visiting parks, libraries and museums.	Growing Ecologically diverse world	Habitats Ecologically diverse world
	Seasonal links threaded across the year – How does the weather change with the seasons? Broad selection of stories, non-fiction, rhymes and poems to support English with geographical links. E.g. Little Red Riding Hood/Three Little Pigs/Goldilocks – Characters go on a journey/Drawing maps of stories EY environment – home corner/small world/construction – Provides opportunities for children to understand the world around them by recreating patterns and processes they’ve observed in everyday life.
Year 1		My street, my school, my area		Local Environment – My Street, My School, My Area Knowledge Organiser		My City – Sunderland Knowledge Organiser
Year 2		My Capital City – London		A Geographical comparison study: Durham vs. Shanghai Knowledge Organiser		Continents & Oceans Knowledge Organiser
Year 3		Rivers in the UK		A geographical study (St Paul’s Jarrow to St Peter’s Sunderland) St Bede’s Way Knowledge Organiser		The Expansion of the Roman Empire: Settlements (human feature) and Land use (physical features) Knowledge Organiser
Year 4		Arctic climates and endangered species		Deserts and their eco-systems Knowledge Organiser		British coastlines Knowledge Organiser
Year 5		Mountain Ranges/Natural Disasters		Rainforests and their environmental issues Knowledge Organiser		The Islands of Lindisfarne Knowledge Organiser
Year 6	The Voyage of the Beagle and the discovery of the Galapagos Islands.			A Geographical Study of WWII Battlefields Knowledge Organiser		Southern Mexico and Northern Central America (linked to the Mayan civilisation) Knowledge Organiser

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.	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.	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.	Growing Observational Drawing with details Using and applying printing techniques. .	Habitats Colour mixing with a purpose. Use a range of small tools with some accuracy. Begin to show accuracy and care with drawing.
Year 1	The Shape of Things Knowledge Organiser		Take a Line for a Walk Knowledge Organiser		The Dots Knowledge Organiser
Year 2		Incredible Spaces Knowledge Organiser	Famous Faces Knowledge Organiser		Faraway lands Knowledge Organiser
Year 3	Who were the first artists? Knowledge Organiser		Matchstick Men Knowledge Organiser		Potty Potters & Mad Makers Knowledge Organiser
Year 4	St Cuthbert`s Cross Knowledge Organiser		Modern Nature Knowledge Organiser		Walk like an Egyptian Knowledge Organiser
Year 5	In a galaxy far, far away… Knowledge Organiser		Gods and Monsters Knowledge Organiser		Portraits, Prints and Patterns Knowledge Organiser
Year 6	Street Art Knowledge Organiser		People and Places Knowledge Organiser		Ancient Maya Knowledge Organiser

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.	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	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	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		Mechanisms Focus: Wheels and axels Knowledge Organiser		Food technology Focus: Fruit Kebabs Knowledge Organiser		Structures Focus: Freestanding Structures Knowledge Organiser
Year 2		Mechanisms Focus: Sliders and levers Knowledge Organiser		Food technology Focus: Making sandwiches Knowledge Organiser		Textiles Focus: Finger Puppets Knowledge Organiser
Year 3		Structures Focus: Shell Structures Knowledge Organiser		Mechanical systems Focus: Pneumatics Knowledge Organiser		Food Focus: Food Technology Knowledge Organiser
Year 4		Textiles Focus: 2d shape to 3d product Knowledge Organiser		Food Technology Focus: Varied and healthy diet Knowledge Organiser		Electrical systems Focus: Simple circuits and switches Knowledge Organiser
Year 5		Mechanical systems Focus: Pulleys and gears Knowledge Organiser		Food Technology Focus: Seasonality of ingredients Knowledge Organiser		Structures Focus: Frame Structures Knowledge Organiser
Year 6		Textiles Focus: Textiles Knowledge Organiser		Mechanical systems Focus: Cams Knowledge Organiser		Food Focus: Seasonality and budget Knowledge Organiser

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

Speed Agility Travel

	Autumn			Spring			Summer
EYFS	Being Me in My World Our rights and responsibilities All units Knowledge Organiser	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	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	Our World	Relationships (RSHE)	Hazard Watch	Fire Safety
Year 1	Road Safety Knowledge Organiser	Washing Hands Knowledge Organiser	Water Spillage Knowledge Organiser	Jealousy Knowledge Organiser	Online Bullying Knowledge Organiser	Growing in our World Knowledge Organiser	Friendship Knowledge Organiser	Hazard Watch Knowledge Organiser	Hoax Calling Knowledge Organiser
Year 2	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	Our World	Relationships (RSHE)	Hazard Watch	Fire Safety
Year 2	Tying Shoelaces Knowledge Organiser	Healthy Eating Brushing Teeth Knowledge Organiser	Practice Makes Perfect Helping Someone in Need Knowledge Organiser	Worry Knowledge Organiser	Image Sharing Computer Safety Knowledge Organiser	Living in Our World Knowledge Organiser	Bullying Body Language Knowledge Organiser	Hazard Watch Knowledge Organiser	Petty Arson Knowledge Organiser
Year 3	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	Our World	Relationships (RSHE)	Hazard Watch	Fire Safety
Year 3	Staying Safe Leaning out of Windows Knowledge Organiser	Medicine Knowledge Organiser	Stealing Knowledge Organiser	Anger Grief Knowledge Organiser	Making Friends Online Knowledge Organiser	Working in Our World Looking after Our World Knowledge Organiser	Touch Knowledge Organiser	Hazard Watch Knowledge Organiser	Texting Whilst Driving Enya and Deedee at the Fire Station Knowledge Organiser
Year 4	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	The Working World	Growing and Changing (RSHE)	A World Without Judgement	First Aid
Year 4	Cycle Safety Knowledge Organiser	Healthy Living Knowledge Organiser	Coming Home on Time Knowledge Organiser	Anger Knowledge Organiser	Online Bullying Knowledge Organiser	Chores at Home Knowledge Organiser	Relationships Knowledge Organiser	Breaking Down Barriers Knowledge Organiser	Year 4 Knowledge Organiser
Year 5	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	The Working World	Growing and Changing (RSHE)	A World Without Judgement	First Aid
Year 5	Peer Pressure Adults and Children’s Views Knowledge Organiser	Smoking Adults and Children’s Views Knowledge Organiser	Looking out for Others Adults and Children’s Views Knowledge Organiser	Worry Adults and Children’s Views Knowledge Organiser	Image Sharing Adults and Children’s Views Knowledge Organiser	Enterprise Adults and Children’s Views Knowledge Organiser	Relationships (Year 4 content) Puberty Knowledge Organiser	Inclusion and Acceptance Adults and Children’s Views Knowledge Organiser	Year 5 (Year 4 content if needed) Knowledge Organiser
Year 6	Keeping/Staying Safe	Keeping/Staying Healthy	Being Responsible	Feelings and Emotions	Computer Safety	The Working World	Growing and Changing (RSHE)	A World Without Judgement	First Aid
Year 6	Water Safety Knowledge Organiser	Alcohol Knowledge Organiser	Stealing Knowledge Organiser	Jealousy Knowledge Organiser	Making Friends Online Knowledge Organiser	In-App Purchases Knowledge Organiser	Relationships (Year 4 content) Puberty (Year 5 content) Conception Knowledge Organiser	British Values Knowledge Organiser	Year 6 Part 1 and Part 2 (Years 4 and 5 content if needed) Knowledge Organiser

Curriculum

Curriculum Intent Statement

​English

Intent

Science

Intent

Mathematics

Intent

Geography

Intent

Art

Intent

Design Technology

Intent

PE

Intent

Computing

Intent

Music

Intent

Modern Foreign Languages

Intent

Personal, Social, Health and Economic (PSHE) Education & Relationships and Sex Education (RSE)

Intent

RE

Intent

History

Intent

Phonics

EYFS

English